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 231 - 240 results of 440 for Ma

Digital texts for learning Finnish: Shared resources and emerging practices
...mainen kerta kun minä katsoin Euroviisujen karsintakilpailut. Katsoin niitä Jyväskylässä suomalaisen ystävän luokse, muiden Erasmusten kanssa. Suomalainen finaali pidettiin viime lauantai-iltana. Suom...

by Juha Jalkanen, Heidi Vaarala
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology

Supporting in-service language educators in learning to telecollaborate
...mainly organisational problems, both Marta and Melina mainly mentioned issues related to the digital competences of the telecollaborative teacher (Table 3). Marta wrote: I am planning an exchange f...

by Robert O'Dowd
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

Autonomous learning through task-based instruction in fully online language courses
...mat or exclusively over the Internet with the intention of increasing flexibility, improving productivity, and reducing costs (Blake, 2011; Rubio & Thomas, 2012). In addition to course management sy...

by Lina Lee
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology

Oral-performance language tasks for CSL beginners in second life
...MANCE LANGUAGE TASKS FOR CSL BEGINNERS IN SECOND LIFE Yu-Ju Lan, National Taiwan Normal University Yu-Hsuan Kan, National Taiwan Normal University Yao-Ting Sung, National Taiwan Normal University ...

by Yu-Ju Lan, Yu-Hsuan Kan, Yao-Ting Sung, Kuo-En Chang
in Volume 20 Number 3, October 2016

Data-driven learning of academic lexical bundles below the C1 level
...mantic and pragmatic issues in human communication. Email: mayavuz@ciu.edu.tr

by Keith J. Lay, Mehmet A. Yavuz
in Volume 24 Number 3, October 2020

Negotiation of meaning and corrective feedback in Japanese/English eTandem
...mari. Maybe that’s all. Signal L: なまり？どういういみ？ (Namari? Dooiu imi?) Namari? what does it mean? Response M: なまり＝dialect or different accent (Namari=dialect or different accent) Namari = dialect...

by Jack Bower, Satomi Kawaguchi
in Volume 15 Number 1, February 2011 Special Issue: Multilateral Online Exchanges for Language and Culture Learning

Teacher engagement with automated text simplification for differentiated instruction
...manded yet quite challenging in face of the growing student diversity in today’s K-12 classrooms. One major challenge is the provision of differentiated materials to students. Automated text simplif...

by Fengkai Liu, Yishi Jiang, Chun Lai, Tan Jin
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Towards an Effective Use of Audio Conferencing in Distance Language Courses
...mation and of keeping track of changes. The establishment of adequate manpower to input and maintain up-to-date documents and information is a major and ongoing consideration. Design of Learning Activ...

by Regine Hampel, Mirjam Hauck
in Volume 08 Number 1, January 2004

Benefits of visual feedback on segmental production in the L2 classroom
...María va con su marido al Festival de la Calle Ocho. Tú tienes dudas sobre nuestras vacaciones en Cozumel. El hermano de mi esposo es mi cuñado favorito. [ɣ] Cuando se porta mal, la madre castiga...

by Daniel J. Olson
in Volume 18 Number 3, October 2014

Teaching critical, ethical, and safe use of ICT to teachers
...may lead to trouble. I wonder, though, isn’t it all right to edit textbook materials? Of course, I know it makes no sense to obtain materials illegally, but to me, even if you’ve got the materials,...

by Sang-Keun Shin
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL