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 301 - 310 results of 458 for Strong

Distributed agency in second language learning and teaching through generative AI
...strong foundations for their students’ immediate learning and long-term use of AI-based tools in educational and professional contexts” (Tseng & Warschauer, 2023, p. 260). Rather than banning or dis...

by Robert Godwin-Jones
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Integrating chatbot technology in language teacher education: A TPACK-based analysis of pre-service teachers’ professional development
...strong emphasis on TPACK during Phase 3 suggests that pre-service teachers focused more on how to integrate technology into their content areas while sharing their own chatbots, participating in peer...

by Lee Jin Choi, Rakhun Kim, Sun Joo Chung
in Volume 29 Number 1, 2025

Commentary: You're not studying, you're just...
...strong potential for sharing foreign culture with students, its use in classrooms has numerous challenges. Foremost, musical tastes are often very individualized, making it impossible for a teacher to...

by Ravi Purushotma
in Volume 09 Number 1, January 2005

Insights into the construction of grammatical knowledge provided by user-behavior tracking technologies
...strong predictor of lack of instructional benefit. Both of these observations are consistent with Tergan's (1997) findings about constructivist CAI environments, surmising that objectivist influen...

by Joseph Collentine
in Volume 03 Number 2, January 2000 Special Issue The Role of Computer Technology in Second Language Acquisition Research

Triadic scaffolds: Tools for teaching english language learners with computers
...strong disconnections with school, became highly motivated and animated when the computer was turned on. I became most excited when we had this little boy John … John was unreachable. He was just, h...

by Carla Meskill
in Volume 09 Number 1, January 2005

Voice blog: An exploratory study of language learning
...Strongly disagree (%) Disagree (%) Neutral (%) Agree (%) Strongly agree (%) Listening to others’ blogs 4.4 8.9 33.3 40.0 13.3 Replying to comments 6.7 11.1 40.0 33.3 8.9 Recording blog e...

by Yu-Chih Sun
in Volume 13 Number 2, June 2009

Changing technologies, changing literacy communities?
...strong tendency for writing to be used as a help to memory rather than as an autonomous and independent mode of communication; and under such conditions its influence tended towards the consolidatio...

by Denise E. Murray
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies

The evolving roles of language teachers: Trained coders, local researchers, global citizens
...strongly encourage or even mandate meaningful and effective technology use (Murphy-Judy & Young, 2007; DelliCarpini, 2012). Even among teachers who have had formal CALL instruction or undergone othe...

by Robert Godwin-Jones
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

L1 and L2 Glosses: Their Effects on Incidental Vocabulary Learning
...stronger than L2 conceptual links because L2 words are associated with their L1 translations for accessing meaning in early stages of L2 acquisition; and a direct link to concepts from L2 words can ...

by Makoto Yoshii
in Volume 10 Number 3, September 2006

Student-initiated attention to form in wiki-based collaborative writing
...strong presence or any presence at all once the collaboration is underway. It may be fruitful to provide a variety of collaborative tasks in order to find optimal conditions for particular groups of...

by Greg Kessler
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar