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 21 - 29 results of 29 for Ke

Exploring the relationship between L2 belongingness, personal L2 enjoyment, and willingness to communicate across language learning contexts
...kewise, Yang and Chang (2012) unraveled that peer support was linked to learning motivation in online peer interactions. Therefore, it can be deduced that both L2 teachers and peers wield significan...

by Mehdi Solhi, Artem Zadorozhnyy, Ju Seong Lee
in Volume 30 Number 2, Special Issue: Emotional CALL

“A better me”: Using acoustically modified learner voices as models
...ke prosodic patterns (as shown in Figure 3). The naturalness of the modifications was then checked by the first author, a native English speaker and experienced teacher of L2 pronunciation. The fina...

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

Generalization of Computer Assisted Prosody Training: Quantitative and Qualitative Findings
...ken by each of three talkers. We know that talker and stimulus variability contribute significantly to successful L2 speech training (Lively et al., 1993); therefore, in a non computer-assisted approa...

by Debra M. Hardison
in Volume 08 Number 1, January 2004

Acquisition of L2 Japanese geminates: Training with waveform displays
...kens produced by a new talker, who was also a female native speaker of the Tokyo dialect.7 Stimuli included sin gleton and geminate /s/, /t /, /k/ from training, and /p/, which had not been presente...

by Miki Motohashi-Siago, Debra M. Hardison
in Volume 13 Number 2, June 2009

Exploring the relationship between electronic literacy and heritage language maintenance
...ke the way I speak Korean has changed a little. People could always tell that I became so much better in Korean now. Like in fluency and like even understanding jokes, subtle jokes, I would see it a...

by Jin Sook Lee
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy

AI as a debate coach: A mixed-methods analysis of student self-efficacy and perceptions in an AI-assisted debate
...kes, supportive practice; and reducing cognitive overload by providing targeted support during key stages of skill development, from initial argument development to oral presentation. Despite the ...

by Joan Wan-Ting Huang
in Volume 30 Number 1, 2026

The effectiveness of Duolingo in developing receptive and productive language knowledge and proficiency
...kert scale (strongly disagree to strongly agree), while likelihood questions used a 0-5 scale (not likely at all to extremely likely). Participants’ ratings on these items helped identify user exper...

by Bryan Smith, Xiangying Jiang, Ryan Peters
in Volume 28 Number 1, 2024

Can software support children's vocabulary development?
...ked -- that the breadth and depth of a student's vocabulary is a key predictor of his or her ability to understand a wide range of texts (e.g., Anderson & Freebody, 1981; Thorndike, 1973). This is tru...

by Julie Wood
in Volume 05 Number 1, January 2001

The developmental trajectory of L2 students’ positive achievement emotions and flow experience within AI-enhanced classrooms: A latent growth curve modeling (LGCM)
...Kessler et al., 2023). Likewise, SRS, like Rosetta Stone and Google’s speech-to-text, helps students refine their pronunciation and fluency. These AI-powered systems allow students to practice speak...

by Lili Qin, Ali Derakhshan
in Volume 30 Number 2, Special Issue: Emotional CALL