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 291 - 300 results of 730 for Feedback

Technology-enhanced language learning for specialized domains: Practical applications and mobility
...feedback and assessment types (i.e., the potential of learners as assessors), and ensuring student accountability. Part 4 is finalized with Chapter 14, by Martín-Monje and Ventura. The authors prese...

by Kimberly Becker, Phuong Nguyen
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

From particular to popular: Facilitating EFL mobile-supported cooperative reading
...feedback, and independent and targeted reading practice, it also helps them achieve advances in social interactivity, context awareness, connectivity, individuality, and immediacy (Attewell & Webste...

by Yu-Ju Lan, Yao-Ting Sung, Kuo-En Chang
in Volume 17 Number 3, October 2013 Special Issue on MALL

From the editors
...feedback was negotiated through expert-to-novice collaborative scaffolding with subjects working on three different tasks – jigsaw, spot- the-differences, and open-ended questions. Her findings sugge...

by Dorothy Chun, Irene Thompson
in Volume 12 Number 3, October 2008

CALL Environments: Research, practice and critical issues
...Feedback," discusses new ways of assessment (e.g., observation, journals, role-plays, and portfolios) and how computer-based testing might change the way language learners are assessed. Part 6, "Int...

by Saad Al-Kahtani
in Volume 03 Number 1, July 1999

Fostering foreign language learning through technology-enhanced intercultural projects
...feedback. The project activities are detailed in the following sections. Table 1. Theoretical and Procedural Framework of the Three Projects Projects Description Learning focus ICT tools 1st semes...

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

Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models
...feedback session based on the video content (5) 15-minute scaffolding activities (6) 20-minute interactive feedback session in which the learners worked in pairs Exp. Group 2 Role- ...

by Hanieh Shafiee Rad, Ali Roohani, Masoud Rahimi Domakani
in Volume 25 Number 2, June 2021

Flexibility and Interaction at a Distance: A Mixed-Mode Environment for Language Learning
...feedback. The fact that instruction was mainly conducted through individual telephone appointments, made the instructors' task particularly demanding and time-consuming. • Some of the instructors were...

by Antonella Strambi, Eric Bouvet
in Volume 07 Number 3, September 2003 Special Issue Distance Learning

The Effects of Text-Based SCMC on SLA: A Meta Analysis
...feedback. The Overall Effectiveness of Text-Based SCMC To answer the first research question about the overall effectiveness of text-based SCMC on second language acquisition, we calculated the ef...

by Wei-Chen Lin, Hung-Tzu Huang, Hsien-Chin Liou
in Volume 17 Number 2, June 2013

Incorporating digital multimodal composing into game-enhanced language learning
...feedback and immersive environments, their incorporation into language education has garnered considerable attention in recent years (Li et al., 2024b; Peterson et al., 2020). Among the various inve...

by Ke Li, Mark Peterson, Qin Fan
in Volume 30 Number 2, Special Issue: Emotional CALL

Dissertations On Technology and L2 Learning
...eedback for language learning: English language learners’ attention, affect, cognition and usage of computer-delivered feedback from an English language reading proficiency assessment. (Doctoral...

in Dissertations On Technology and L2 Learning