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 251 - 260 results of 799 for Research Methods

Review of Digital language learning and teaching: Research, theory, and practice
...researchers who have just embarked on their academic careers. This part follows the format of a typical research article (e.g., the motivation for the research, the research questions guiding the stu...

by Ayşe Merzifonluoğlu, Talip Gonulal
in Volume 22 Number 1, February 2018

Review of Research among Learners of Chinese as a Foreign Language
...research. As such, it offers an overview of current research in the field to language and technology researchers, Chinese language instructors, and readers generally interested in CFL. This edited ...

by Jing Wang
in Volume 17 Number 2, June 2013

Review of Mobile assisted language learning: Concepts, contexts and challenges
...research, focusing on research designs and data collection methods. The chapter has an honest account of the challenges of conducting research in this area, as MALL is often conducted in naturalisti...

by Weijia Yang, Xuesong Andy Gao
in Volume 26 Number 1, 2022

The affordances of process-tracing technologies for supporting L2 writing instruction
...research has evolved from being based in methods that would be impractical in classroom situations, such as direct or video-based observations and concurrent verbal reports, to less-obtrusive method...

by Jim Ranalli, Hui-Hsien Feng, Evgeny Chukharev-Hudilainen
in Volume 23 Number 2, June 2019

“A better me”: Using acoustically modified learner voices as models
...research/from-our-research/psola-modification/. 2. CLIL stands for Content Language Integrated Learning and refers to learning situations where content is taught through a non-maternal language. 3....

by Alice J. Henderson, Radek Skarnitzl
in Volume 26 Number 1, 2022

Technology-enhanced vocabulary learning: The role of self-regulation and prior knowledge
...Research Questions Considering the above research gaps, the present study seeks to address the following research questions: RQ1. To what extent do (a) digital flashcards and (b) video enhancement,...

by Jiarun Ye, Pengchong Zhang, Rowena Kasprowicz, Catherine Tissot
in Volume 29 Number 1, 2025

Patterns of peer interaction in multimodal L2 digital social reading
...researchers. In the first round, two of the researchers tagged each comment for speech act and affordance, as well as language (English, French, or Mixed). Affordances were classified according to Th...

by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

Review of Teaching language online: A guide to designing, developing, and delivering online, blended, and flipped language courses
...research in using the FLCAS to evaluate language learning anxiety among students in online, blended, or flipped classroom settings specifically. A robust analysis of research on best practices in on...

by Jennifer D. Quinlan
in Volume 25 Number 2, June 2021

Peer feedback on language form in telecollaboration
...research question 3), we used traditional qualitative research methods (Bogdan & Biklen, 1998; Erikson, 1986) including interviews and surveys, which were structured around these areas: background i...

by Paige Ware, Robert O'Dowd
in Volume 12 Number 1, February 2008

How competitive, cooperative, and collaborative gamification impacts student learning and engagement
...research on incorporating gamification into EFL/ESL learning in recent years. In a systematic review, however, Dehghanzadeh et al. (2019) pointed out that the vast research on game- based language le...

by Shen Qiao, Susanna Siu-sze Yeung, Xiaoai Shen, Jac Ka Lok Leung, Davy Tsz Kit Ng, Samual Kai Wah Chu
in Volume 28 Number 1, 2024