LANGUAGE LEARNING & TECHNOLOGY
A refereed journal for L2 researchers and educators interested in the role of technology in advancing language learning and teaching.
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Showing 221 - 230 results of 344 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

"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

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

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

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

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

GenAI chatbots in language learning: A systematic review of emerging affordances
...learners’ self-efficacy helps them view practice activities as safe (i.e., not something that would lead to learners experiencing foreign language anxiety), which results in sustained engagement as l...

by Luis Lopez, Galyna Arabadzhy
in Volume 30 Number 1, 2026

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

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

Exploring the relationship between L2 belongingness, personal L2 enjoyment, and willingness to communicate across language learning contexts
...learner and peer-learner relationships (social enjoyment and teacher appreciation) as well as learner internal factors (personal L2 enjoyment) constitute the main sources of boosting and maintaining...

by Mehdi Solhi, Artem Zadorozhnyy, Ju Seong Lee
in Volume 30 Number 2, Special Issue: Emotional CALL