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 261 - 270 results of 344 for Learner Autonomy

Does a 3D immersive experience enhance Mandarin writing by CSL students?
...learner’s interlanguage and the target language, and (c) learners pay more attention to the form of a language (Swain, 1995). Writing can be considered a combined demonstration of overall language p...

by Yu-Ju Lan, Bo-Ning Lyu, Chee Kuen Chin
in Volume 23 Number 2, June 2019

Comprehensibility and Prosody Ratings for Pronunciation Software Development
...learners of Japanese. Our project focused on Mandarin-speaking learners of English (MSLEs) both as the largest group of English language learners, and also as a group that is likely to be particular...

by Paul Warren, Irina Elgort, David Crabbe
in Volume 13 Number 3, October 2009 Special Issue On Technology And Learning Pronunciation

Teaching languages online: Professional vision in the making
...Learners When stating their foundational beliefs about teaching and learning, many survey participants emphasize the important role of the student, and students’ responsibilities as learners: Stud...

by Carla Meskill, Natasha Anthony, Gulnara Sadykova
in Volume 24 Number 3, October 2020

Designing Task-Based CALL to Promote Interaction: En busca de Esmeraldas
...Learners should receive help in comprehending semantic and syntactic aspects of linguistic input. 3. Learners need to have opportunities to produce target language output. 4. Learners need to notice e...

by Marta González-Lloret
in Volume 07 Number 1, January 2003

The affordances of process-tracing technologies for supporting L2 writing instruction
...learner autonomy, students need scaffolding and formative assessment of the metacognitive as well as the cognitive elements of process engagement. They also need to develop skills in interpreting pr...

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

Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process
...learner can maximise use of the target language for task management, task fulfilment, and other communicative events (e.g., side-sequences). This suggests that research must adopt a learner-centred ...

by Melinda Dooly
in Volume 15 Number 2, June 2011

A mobile-device-supported peer-assisted learning system for collaborative early EFL reading
...learners was videotaped and analyzed. Detailed analysis of the videotaped behavior indicated that MPAL helped improve collaboration in elementary school level EFL learners and promotes their reading...

by Yu-Ju Lan, Yao-tin Sung, Kuo-En Chang
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading

Impact of mobile virtual reality on EFL learners’ listening comprehension
...learners can control aspects of the presentation, such as zooming in or out. In searching, learners can seek information, such as receiving options and selecting an option. In navigating, learners c...

by Tzu-Yu Tai
in Volume 26 Number 1, 2022

Fostering foreign language learning through technology-enhanced intercultural projects
...learners. The learning tasks were not beyond the learners’ language abilities, and the E-pal project was considered the easiest (M = 4.40). Table 2. Learners’ Attitudes Towards TEILI and its Instr...

by Jen Jun Chen, Shu Ching Yang
in Volume 18 Number 1, February 2014

The effectiveness of app-based and classroom-based instruction on L2 learning and motivation
...learners outperformed classroom learners on measures of general L2 proficiency and receptive vocabulary, while classroom learners showed significantly greater improvement in listening skills. Gains ...

by Beatriz González-Fernández, Inés de la Viña
in Volume 29 Number 1, 2025