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 321 - 330 results of 447 for Cross

Designing Task-Based CALL to Promote Interaction: En busca de Esmeraldas
...cross-cultural perspective (pp. 39- 52). Amsterdam: John Benjamins. Long, M. H. (1991b, July). Measuring classroom language change. Unpublished manuscript, University of Hawai`i at Manoa. Long, M. H....

by Marta González-Lloret
in Volume 07 Number 1, January 2003

Child-to-child interaction and corrective feedback in a computer mediated L2 class
...cross the different error types. The majority of feedback moves followed lexical errors: 58% of all feedback followed lexical errors, 40% followed syntactic errors and 2% followed uses of L1. These ...

by Frank Morris
in Volume 09 Number 1, January 2005

The Effects of Online Feedback Training on Students’ Text Revision
...cross-cultural communication. Following Hayes, Flower, Schriver, Stratman, and Carey’s revision model (1987), four steps of text revision were included during feedback training: task definition, eva...

by Yu-Fen Yang, Wen-Ting Meng
in Volume 17 Number 2, June 2013

Perception-production link in L2 Japanese vowel duration: Training with technology
...cross the groups at pre-test. As shown in Figure 5, RTs for the training groups significantly increased over time, F(1, 45) = 10.748, p = .002, ηp2 = .193; even the control group’s responses were sl...

by Tomoko Okuno, Debra M. Hardison
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology

Autonomous learning through task-based instruction in fully online language courses
...cross-cultural issues. In addition to cognitive and social dimensions of online learning, the construct of anxiety as affective factor influences how students learn efficiently. Tuovinen (2000) stre...

by Lina Lee
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology

Oral-performance language tasks for CSL beginners in second life
...cross the two task types were proposed in this study. However, further investigation on the effects of different task types on learners’ Mandarin Chinese learning is required due to the small sample ...

by Yu-Ju Lan, Yu-Hsuan Kan, Yao-Ting Sung, Kuo-En Chang
in Volume 20 Number 3, October 2016

“I do which the question”: Students’ innovative use of technology resources in the language classroom
...cross the globe; opens up new possibilities for alternative education; facilitates growing opportunities for collaboration, game- playing and knowledge-sharing between people who are geographically s...

by Melinda Dooly
in Volume 22 Number 1, February 2018

Data-driven learning of academic lexical bundles below the C1 level
...cross levels and item types, what can and cannot be done at lower levels is still limited, which could be a reason for the slow progress of DDL with regards to becoming incorporated into mainstream ...

by Keith J. Lay, Mehmet A. Yavuz
in Volume 24 Number 3, October 2020

Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models
...cross different language skills. Keywords: Expository Writing, Role-Reversal Flipped Classroom, Discussion-Oriented Flipped Classroom, Technology Integration Language(s) Learned in This Study: Engl...

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

Peer and NS-learner videoconferencing: Language-related episodes and perceived usefulness
...cross the world in 30-minute conversations that allow them to practice the language and gain cultural knowledge. Recent research on TalkAbroad shows that it can facilitate learner autonomy (e.g., Sa...

by Lauren Hetrovicz
in Volume 27 Number 1, 2023