- Enhancing extensive reading with data-driven learning
-
...learners with higher levels
of proficiency, its results among lower proficiency learners have been mixed—in part because some lower
proficiency learners find the KWIC presentation of lexical items t...
by Gregory Hadley, Maggie Charles
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- The effects of feedback type and explicit associative memory on the effectiveness of delayed corrective feedback in computer-mediated communication
-
...learners to negative evidence through CF
and advance L2 learning by directing learners' attention to linguistic forms. The focus-on-form approach
(Long, 1996) claims that success in L2 acquisition i...
by Yucel Yilmaz, Gisela Granena, Laia Canals, Alexandra Malicka
in Volume 28 Number 1, 2024
- Integrating chatbot technology in language teacher education: A TPACK-based analysis of pre-service teachers’ professional development
-
...learners practice opportunities (Kim et al., 2021; Shin & Lee, 2024).
Research has shown that chatbots offer opportunities to learners to use authentic language, making
chatbots useful and practical...
by Lee Jin Choi, Rakhun Kim, Sun Joo Chung
in Volume 29 Number 1, 2025
- Applying form-focused approaches to L2 vocabulary instruction through podcasts
-
...learners, especially beginner learners, have a
limited capacity to process the L2 and have difficulty attending to meaning and form simultaneously.
Therefore, they will prioritize meaning over form ...
by Fahimeh Marefat, Mohammad Hassanzadeh
in Volume 20 Number 3, October 2016
- The role of offline metalanguage talk in asynchronous computer-mediated communication
-
...Learner A's Japanese
partner; LA: learner A; LB: Learner B (Learner A's peer partner); On: online interaction; Off: offline
interaction.
The unique functions of repetition in the collaborative dial...
by Keiko Kitade
in Volume 12 Number 1, February 2008
- Embodied interaction: Learning Chinese characters through body movements
-
...learners. From the learner’s point of view, embodied interactive learning can be
categorized into two genres. One genre is passive embodiment, in which a learner watches body
movement made by others...
by Xinhao Xu, Fengfeng Ke
in Volume 24 Number 3, October 2020
- Self-study with language learning software in the workplace: What happens?
-
...learners in USG workplaces use technology-mediated self-study packages.
There are many factors that could contribute to the success of self-directed learners, such as learner-
internal beliefs and pr...
by Katharine B. Nielson
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Willingness to communicate and oral communicative performance through asynchronous video discussions
-
...learners’ willingness to
communicate?
2. How do asynchronous video discussions impact intermediate Spanish learners’ oral communicative
performance?
3. What are intermediate Spanish learners’ perc...
by Nadia Jaramillo Cherrez, Larysa Nadolny
in Volume 27 Number 1, 2023
- Listeners’ patterns of interaction with help options: Towards empirically-based pedagogy
-
...learner behavior; overuse of single ancillary elements and
neglect of other ancillary components; levels of learners and individual variability; and individual learners’
variability and materials le...
by Mónica S. Cárdenas-Claros, Astrid Campos-Ibaceta, Jimmy Vera-Saavedra
in Volume 25 Number 2, June 2021
- Ecological affordance and anxiety in an oral asynchronous computer-mediated environment
-
...learners’ analytic and metacognitive
skills and accuracy, while also allowing learners to use intonation, stress patterns, and expressive
vocalization.
Situating the learner in an environment with ...
by Levi McNeil
in Volume 18 Number 1, February 2014
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