- Guest editor commentary
-
...stronger willingness to communicate in the modified game space.
Game-based learning and teaching
Reinders and Wattana’s study challenges the boundaries of our categories by re-purposing an existing...
by Jonathon Reinhardt, Julie Sykes
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Eye tracking as a measure of noticing: A study of explicit recasts in SCMC
-
...strong predictors of IPT success (IPT = 1), and to a certain extent DPT success, were very strong
indicators of what learners likely failed to notice given the very low posttest means for those recas...
by Bryan Smith
in Volume 16 Number 3, October 2012
- Multilateral online exchanges for language and culture learning
-
...strong need for error correction to be explicit, especially for formal language development by learners
with relatively low levels of L2 proficiency. At the same time, partners in such exchanges need...
by Tim Lewis, Thierry Chanier, Bonnie Youngs
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning
- Assistive design for English phonetic tools (ADEPT) in language learning
-
...strong impact on language learning by influencing motivation for learner agency and investment in
learning (Pavlenko & Norton, 2007). The socioaffective profile of members of the disabled community c...
by Maritza Medina González, Debra M. Hardison
in Volume 26 Number 1, 2022
- Learners' Perspectives on Networked Collaborative Interaction With Native Speakers of Spanish in the US
-
...Strongly Disagree to Strongly Agree was used to gauge student perspectives and attitudes.
They indicated their level of satisfaction by ranking the question from 1-5 (5 is the highest score) along
wit...
by Lina Lee
in Volume 08 Number 1, January 2004
- Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges
-
...stronger
focus on multimodal competence development. While being low-scale in terms of size and interference in
classroom processes, action research nevertheless “involves systematic collection of d...
by Carolin Fuchs, Andreas Müller-Hartmann, Mirjam Hauck
in Volume 16 Number 3, October 2012
- "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
-
...strongly maintain that glosses "should not be confused with embedded or
inserted questions. . .since marginal glosses represent a markedly different treatment of text" (p. 5).
Blohm (1982) coined the ...
by Warren B. Roby
in Volume 02 Number 2, January 1999
- Tag clouds in the blogosphere: Electronic literacy and social networking
-
...strong social dimension as users of the site find common interests and create on-line communities. It
represents another example of the fuzziness separating consumers and creators on the Web today. A...
by Robert Godwin-Jones
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- Podcasting: An Effective Tool for Honing Language Students’ Pronunciation?
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...strongly agree agree neutral disagree strongly disagree
SA A N D SD
1. I enjoyed posting some of my assignments to my blog this semester. SA A N D SD
2. I enjoyed reading my classmates’ blogs an...
by Lara Ducate, Lara Lomicka
in Volume 13 Number 3, October 2009 Special Issue On Technology And Learning Pronunciation
- Concordancers and dictionaries as problem-solving tools for ESL academic writing
-
...strong preference for verification over elicitation even
for problems for which elicitation queries would have been more helpful. In one of her problem spaces,
Yumee carried out a verification query...
by Choongil Yoon
in Volume 20 Number 1, February 2016
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