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Showing 211 - 220 results of 321 for Learner Autonomy

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

Effects of web-based collaborative writing on individual L2 writing development
...learners to successfully engage in the collaborative writing process (Storch, 2005). Collaboration can be encouraged through modeling the discourse of the collaborators and training learners for col...

by Dawn Bikowski, Ramyadarshanie Vithanage
in Volume 20 Number 1, February 2016

Language learners' perceptions of having two interactional contexts in eTandem
...learners’ participation in eTandem learning. This study incorporated pair work with group discussion as interactional contexts, connecting Korean language learners with English language learners. Pa...

by Se Jeong Yang
in Volume 22 Number 1, February 2018

Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos
...Learner Autonomy, Video APA Citation: Benson, P. (2015). Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos. Language Learning & Technology 19(3), 8...

by Phil Benson
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning

MALL—Somewhere between the tower, the field, the classroom, and the market: A reply to Professor Stockwell’s response
...learner autonomy or learners’ views of MALL as an educational resource; (c) how the design attempts to account for MALL’s likely environmental contexts of use, in relation to issues such as times of u...

by Oliver James Ballance
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology

The development of advanced learner oral proficiency using iPads
...learner must first notice to learn (p. 11)), autonomy (learner must be ready to learn and must be able to decide what he learns, how, and when (pp. 12–13)), and authenticity (each learning act must ...

by Franziska Lys
in Volume 17 Number 3, October 2013 Special Issue on MALL