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The impact of virtual reality (VR) pedagogy on L2 English learners’ oral communication and pragmatic competence: ...learners. That is, since FL learners typically have limited access to the TL input, CALL technologies have been seen as a means of solving this problem, thereby providing increased access to L1 spea...

by Melike Akay, Matt Kessler
in Volume 28 Number 1, 2024
Literacies and technologies revisited: ...learners abroad and target language learners locally. Tandem learning has been more popular in Europe than in the US. Although a number of studies have shown good results for tandem learning, there ...

by Robert Godwin-Jones
in Volume 14 Number 3, October 2010
High school writing teacher feedback on word choice errors: ...learners the corrected forms, or should be indirect, in which teachers provide an indication of errors for learners to correct themselves. Another question posed by ELT researchers is whether the fe...

by Chian-Wen Kao, Barry Lee Reynolds
in Volume 24 Number 3, October 2020
Using Facebook to promote Korean EFL learners’ intercultural competence: ...learners to demonstrate their IC through this opportunity. This study’s findings are particularly meaningful for foreign language learners, like the Korean learners in this study, who have no opport...

by Seunghee Jin
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning
Evaluating intelligent personal assistants for L2 listening and speaking development: ...learners of Arabic. All of the learners perceived the system to be a good method for L2 learning, with less proficient learners having more favorable views than those with advanced proficiency. Ande...

by Gilbert Dizon
in Volume 24 Number 1, February 2020
Identity Practices of Multilingual Writers in Social Networking Spaces: ...learner indicates the ways in which language learners understand their relationship to the target language and to the social world. Examinations of how learners socially construct and transform iden...

by Hsin-I Chen
in Volume 17 Number 2, June 2013
Scaling up and zooming in: Big data and personalization in language learning: ...learner models take a step further in empowering learners by making the learner model not only accessible to the student, but negotiable as well. LEA’s Box (Learner Analysis toolbox), which builds o...

by Robert Godwin-Jones
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research
Mobile apps for language learning: ...learner autonomy this enables and provide means for learners to combine formal and informal learning. Song and Fox (2008) describe a project which features an open-ended, student-oriented approach to...

by Robert Godwin-Jones
in Volume 15 Number 2, June 2011
Affordances and Challenges of Telecollaboration for Pre-service Teachers: ...learner autonomy through multiliteracy skills development in cross-institutional exchanges. Language Learning & Technology, 16(3), 82–102. Retrieved from http://llt.msu.edu/issues/october2012/fuchs...

by Se Jeong Yang
in Volume 24 Number 3, October 2020
Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment: ...learner autonomy (Henri & Rigault, 1996), build teamwork, alter the role of teachers and students, allow students to scaffold, facilitate class discussion, and promote critical thinking (Bonk & King...

by Nike Arnold, Lara Ducate
in Volume 10 Number 1, January 2006

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