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 311 - 320 results of 417 for Learner Identity

Child-to-child interaction and corrective feedback during eTandem ESL–FSL chat exchanges
...learners’ actual or perceived errors” (Ellis, 2001, p. 23). In this study, both a reactive and proactive focus on form were evidenced. Proactive focus on form refers to the teacher’s or the learner’...

by Christine Giguère, Susan Parks
in Volume 22 Number 3, October 2018

Game-based instruction of pragmatics: Learning request-making through perlocutionary effects
...learners of pragmatics. L2 learners need to learn how to use linguistic forms (locution) to convey their intentions (illocution) appropriately and effectively. Specifically, they need to understand ...

by Naoko Taguchi
in Volume 27 Number 1, 2023

Motivation in computer-assisted pronunciation training: Online and face-to-face environments
...learners can practice at their own pace, which promotes learner autonomy and can help shy learners practice their pronunciation without the perception of losing face in front of peers; (d) while in-...

by Ines A. Martin
in Volume 27 Number 1, 2023

Comprehensibility and Prosody Ratings for Pronunciation Software Development
...learners of Japanese. Our project focused on Mandarin-speaking learners of English (MSLEs) both as the largest group of English language learners, and also as a group that is likely to be particular...

by Paul Warren, Irina Elgort, David Crabbe
in Volume 13 Number 3, October 2009 Special Issue On Technology And Learning Pronunciation

Pronunciation development and instruction in distance language learning
...learners, targeted suprasegmental features, and was completed by learners for extra-credit in a language lab. The new iCPRs were designed for novice learners of German—since research has shown that ...

by Ines A. Martin
in Volume 24 Number 1, February 2020

“A better me”: Using acoustically modified learner voices as models
...learners of English struggle with these aspects of speech, and French learners of English are no exception. Finally, prominence-related features of a foreign language are known to be teachable and l...

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

Told like it is! An evaluation of an integrated oral development pilot project
...learner-centredness, with the teacher acting as a facilitator and the learner free to make his or her own interpretations. According to Driscoll (1994), student ownership of learning should be foste...

by David Barr, Jonathan Leakey, Alexandre Ranchoux
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development

Investigating the impact of chatbot design features on affective variables: A mixed-methods study
...learners’ emotions are shaped during L2 tasks, there has been insufficient focus on how variations in chatbot characteristics affect learners’ emotional experiences. To address this gap, we conducte...

by Jang Ho Lee, Hansol Lee, Kyungmin Kim
in Volume 30 Number 1, 2026

Using corpora to develop learners’ collocational competence
...learners to some extent, but corpus-assisted instruction is particularly effective in improving learners’ use of collocations. What a corpus offers learners is an authentic learning context and the o...

by Shuangling Li
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

Facebook-photovoice interface: Empowering non-native pre-service English language teachers
...learners, resulting in learners being involved, informed, and heard (Jones & Duckett, 2007). Empowering learners enables them to develop the knowledge, skills, and abilities necessary to exert some ...

by Jessie Grace U. Rubrico, Fatimah Hashim
in Volume 18 Number 3, October 2014