- Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process?
-
...Jones, 2000). The notion of "usability" (see Nielsen, 2000) is becoming a component
that online educational settings can no longer ignore.
APPENDIX A
Figure 1. Screenshot of the interface using h...
by Isabelle De Ridder
in Volume 06 Number 1, January 2002
- Mobile-assisted grammar exercises: Effects on self-editing in L2 writing
-
...Jones, 2011). For example, Song and Fox (2008) conducted a
multiple-case study to investigate how advanced undergraduates at a university in Hong Kong used their
Personal Digital Assistants (PDAs) f...
by Zhi Li, Volker Hegelheimer
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Computer-based multimodal composing activities, self-revision, and L2 acquisition through writing
-
...Jones, 2015; Jeon-Ellis, Debski, & Wigglesworth, 2005) and that “languages are best learned by a
combination of talking, hearing, reading, and writing” (Magnan, 2007, p. 153). Even though some studie...
by Richmond Dzekoe
in Volume 21 Number 2, June 2017
- Augmented reality technology in language learning: A meta-analysis
-
...Jones, 2023; Bonner & Reinders, 2018). This paper argues that these studies have different
conclusions because of their different foci. Regarding research interventions, some studies consider the
fi...
by Juan Wu, Huiting Jiang, Shiya Chen
in Volume 28 Number 1, 2024
- How captions help people learn languages: A working-memory, eye-tracking study
-
...Jones (2005) suggested, that captions add
yet another medium to the already complex picture of how language learners can benefit from multimedia
input. Within multimedia learning, the assumption is ...
by Susan Gass, Paula Winke, Daniel R. Isbell, Jieun Ahn
in Volume 23 Number 2, June 2019
- Microblogging Activities: Language Play and Tool Transformation
-
...Jones (2003) suggested that as new internet 2.0 technologies begin to make their
way into the classroom, researchers should explore how they may create new opportunities for language
play. To date, ...
by David Hattem
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Are we testing what we think we are? A multi-site investigation of typed and handwritten L2 Chinese writing assessments
-
...Jones & Maycock, 2007; Liu, 2017). This is not always the case,
especially given that the mere existence of these purportedly parallel versions of the test leads test takers
and users to a second as...
by Matthew D. Coss
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Twenty-five years of computer-assisted language learning: A topic modeling analysis
-
...Jones, 2005). This move was mainly driven by the
advanced Web 2.0 technologies (e.g., podcasting and blogging), enabling easier and more flexible social
networking via the target language (Lin, 2014...
by Xieling Chen, Di Zou, Haoran R. Xie, Fan Su
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Negotiation of meaning via virtual exchange in immersive virtual reality environments
-
...Jones et al., 2014).
To create more immersive experiences for users, social VR emerged and was developed to facilitate situated
social experiences so that users could feel that they are interacting...
by Hsin-I Chen, Ana Sevilla-Pavón
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL
- Bots for language learning now: Current and future directions
-
Language Learning & Technology
ISSN 1094-3501
June 2020, Volume 24, Issue 2
pp. 8–22
EMERGING TECHNOLOGIES
Copyright © 2020 Luke K. Fryer, David Coniam, Rollo Carpenter, & Diana Lăpușneanu
...
by Luke Fryer, David Coniam, Rollo Carpenter, Diana Lăpușneanu
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
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