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Showing 201 - 210 results of 312 for Learner Autonomy

“I do which the question”: Students’ innovative use of technology resources in the language classroom
...learners interpret and act upon the task instructions). Comparing the teachers’ pedagogical design and intended purpose of different technology-supported tasks with the actual way in which the learne...

by Melinda Dooly
in Volume 22 Number 1, February 2018

Effects of DDL technology on genre learning
...learner strategies (Cotos & Huffman, 2013), learners’ perceptions of usefulness of corpora (Rodgers, Chambers, & Le Baron-Earle, 2011), and changes in learners’ skills development (Cotos, 2011; Yoon...

by Elena Cotos, Stephanie Link, Sarah Huffman
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

Focusing on form: Tools and strategies
...learner corpora. These are collections of learner texts, which are especially useful if encoded with error annotations. Learner corpora enable detection of key aspects of learner language by identif...

by Robert Godwin-Jones
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar

"What's in a gloss?": A commentary on Lara L. Lomicka's "To gloss or not to gloss": An investigation of reading compreension online. Language Learning & Technology, Vol. 1, No. 2
...learners gloss for their own benefit. This is consonant with all pedagogies that promote learner autonomy and cooperative learning, and takes advantage of the fact that learners can now easily annotat...

by Warren B. Roby
in Volume 02 Number 2, January 1999

Review of En Una Palabra: Sevilla, España, Córdoba, Argentina, and Puebla, México
...learners. Paris-Bouvret, Pérez-Gironés, and Flores- Zahir Mumin Review of En una Palabra Language Learning & Technology 42 Cuadra’s main objective is to develop students’ cultural competence and l...

by Zahir Mumin
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments

Uni-, bi-, and multimodal mobile-assisted listening: Differential effects of app mode on EFL listening comprehension and recognition
...learners’ listening comprehension and recognition. Participants’ perceptions were also under investigation. The primary research inquiries were as follows: 1. Do EFL learners’ listening comprehens...

by Marwa Hafour
in Volume 29 Number 1, 2025

Using synchronous online peer response groups in EFL writing: Revision-related discourse
...learner-centered process approach to second language (L2) writing, peer response has been widely adopted and studied since the 1990s (Hyland & Hyland, 2006). The dialogic nature of peer response see...

by Mei-Ya Liang
in Volume 14 Number 1, February 2010

Concordancers and dictionaries as problem-solving tools for ESL academic writing
...learner concordancing from the perspective of a cognitive tool that extends learners’ cognitive abilities (Jonassen, 1992; Norman, 1993) and suggested that corpus consultation can help learners solv...

by Choongil Yoon
in Volume 20 Number 1, February 2016

Special Issue Archive
...Learner Autonomy and New Learning Environments Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary Volume 13 Number 3, October 2009 Special Issue On Technolog...

in Special Issue Archive

Review of Creating effective blended language learning courses: A research-based guide from planning to evaluation
...autonomy and reflection), and second language acquisition (SLA) principles (e.g., input, interaction, and feedback). In the second half of the chapter, Mizza and Rubio present two main blended paths...

by Ayşen Tuzcu
in Volume 25 Number 2, June 2021