- The effects of captions on L2 learners’ comprehension of vlogs
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...Learning & Technology, 25(2), 178–191. http://hdl.handle.net/10125/73439
Introduction
Language learning demands a suitable and sufficient input, whether it is written or spoken. The input should
be...
by Dukhayel Aldukhayel
in Volume 25 Number 2, June 2021
- The emergence of texture: An analysis of the functions of the nominal demonstratives in an English interlanguage corpus
-
...and
"My Favorite Bar or Restaurant" (257).
The comparison and contrast paragraphs include
"My Best Friends Eun Lang and Hae Won: the N and S Poles of a Magnet" (307),
"My Personality: in Childhood an...
by Terry Murphy
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning
- Immersion, interaction, and experience-oriented learning: Bringing virtual reality into FL learning
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...learning, problem-based learning,
discovery learning, project-based learning, and task-based learning. Teachers act not as knowledge
providers but as learning facilitators in learner-centered activi...
by Yu-Ju Lan
in Volume 24 Number 1, February 2020
- The development of e-mail literacy: From writing to peers to writing to authority figures
-
...and "you know"), reduced forms ("wanna" and
"gonna"), phonetic spellings ("u" for "you" and "thru" for "through"), abbreviations ("sth" for
"something" and "pic" for "picture"), acronyms ("asap" and "...
by Chi-Fen Emily Chen
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- Review of Internet Audio Communication for Second Language Learning: A Comparative Review of Six Programs
-
...andem Europa (www.slf.ruhr-uni-bochum.de/etandem) in which telephone and Internet audio have
Gary A. Cziko and Sujung Park Internet Audio Communication for Second Language Learning
Language Learning &...
by Gary A. Cziko, Sujung Park
in Volume 07 Number 1, January 2003
- Modality and task complexity effects on second language production in CMC
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...andle.net/10125/73542
CMC in L2 Learning
The ability to communicate and interact with one another online has created unique opportunities for L2
learning and teaching (Kern et al., 2008). With the ...
by Rebecca Adams, Nik Aloesnita Nik Mohd Alwi, Umi Kalsom Binti Masrom
in Volume 27 Number 1, 2023
- Negotiation of meaning and codeswitching in online tandems
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...and Codeswitching in Online Tandems
Language Learning & Technology 147
TANDEM LEARNING
The concept of tandem learning on which this study is based draws predominantly on two tenets, the
principles of ...
by Markus Kötter
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration
- The deliberate study of concrete nouns with tablet-based augmented reality
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...and
nonword vocabulary acquisition. In A. F. Healy & L. E. Bourne Jr. (Eds.), Learning and memory
of knowledge and skills: Durability and specificity (pp. 132–169). SAGE Publications.
https://doi.o...
by Adam Dabrowski, Stuart McLean, Christopher Nicklin
in Volume 28 Number 1, 2024
- Association between the characteristics of out-of-class technology-mediated language experience and L2 vocabulary knowledge
-
...learning will take place” (p. 3). The two essential and
4 Language Learning & Technology
complementary types of vocabulary learning—incidental vocabulary learning and intentional vocabulary
l...
by Chun Lai, Yang Liu, Jingjing Hu, Phil Benson, Boning Lyu
in Volume 26 Number 1, 2022
- The design of an online concordancing program for teaching about reporting verbs
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...and to the inductive nature of data-driven learning. Yoon and Hirvela (2004) found that students were
sometimes frustrated both with learning to use the programs and with the occasional technological...
by Joel Bloch
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar
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