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 268 for Ye

Interactive whiteboards in state school settings: Teacher responses to socio-constructivist hegemonies
...Years Teaching Level of Media Literacy Total Experience with an IWB G1 State/Vocational Business and Business English 11 basic 1 year G2 State/Vocational English and French 30 advanced 2 years...

by Euline Cutrim Schmid, Shona Whyte
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Data-Informed language learning
...yers of annotation. The searching and interpretation of the corpus data can then systematically refer to consistently defined corpus annotation layers—an essential prerequisite for sustainable use o...

by Robert Godwin-Jones
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

L2 learners’ engagement with automated feedback: An eye-tracking study
...ye-tracking. The interview was prompted by each participant’s eye-gaze replay in Tobii Studio and the researcher’s field notes. To facilitate participants’ understanding of the replay of their eye m...

by Sha Liu, Guoxing Yu
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation

Agency to autonomy in mediated data-driven learning: A longitudinal study
...yeon Moon and Sun-Young Oh 19 protocols, interviews, and observations, are crucial for identifying subtle yet critical moments of agentive action. Second, an ecological approach to data ...

by Sun-Young Oh, Soyeon Moon
in Volume 30 Number 1, 2026

AI literacy in L2 writing and its association with L2 writing engagement
...yes, 1981). Moreover, apart from plagiarism concerns, L2 writers need to tackle complex ethical judgments pertaining to author identity and agency (Godwin-Jones, 2024). As AI-mediated L2 writing pro...

by Chenxi Du, Yingli Yang
in Volume 30 Number 1, 2026

Cognate vs. noncognate processing and subtitle speed among advanced L2-English learners: An eye-tracking study
...ye-tracking technology. Eye-tracking Research on Cognate and Noncognate Processing in Reading Eye movements are assumed to be related to cognitive processing (Holmqvist et al., 2011). Thus, more an...

by Breno Silva, Valentina Ragni, Agnieszka Otwinowska, Agnieszka Szarkowska
in Volume 28 Number 1, 2024

The CALL-SLA interface: Insights from a second-order synthesis
...yed (ES = 1.43) measures of vocabulary. Although beginning level learners also experienced substantial effects on both immediate (ES = 1.00) and delayed (ES = .57) assessments, average effect sizes ...

by Luke Plonsky, Nicole Ziegler
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology

Pretask training for web-based second language collaborative writing
...years from two intact junior English writing classes in an applied linguistic department at a Taiwanese university. One class is the pretask training (PT) group (n = 24; 18 female, 6 male), and the ...

by Hsiu-Chen Hsu
in Volume 28 Number 1, 2024

Manipulating L2 learners' online dictionary use and its effect on L2 word retention
...yer (2001), "text and video" proved to be most effective for vocabulary acquisition. Like Laufer and Hill, the studies by Chun and Plass, and Al- Seghayer, stressed the benefits of multiple annotatio...

by Elke Peters
in Volume 11 Number 2, June 2007

Chinese EFL teachers' social interaction, socio-cognitive presence in synchronous computer-mediated communication
...year during the years between 2008 and 2011. These two months were chosen based on the following principles. First, the two months should be evenly assigned to the first and second half of the year....

by Heping Wu, Junde Gao, Weimin Zhang
in Volume 18 Number 3, October 2014