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 417 for Learner Identity

Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication
...learners and 18 third-year, university-level learners. The second-year (‘intermediate level’) learners were enrolled in fourth-semester Spanish classes at a medium-sized university and at a communit...

by Karina Collentine
in Volume 13 Number 2, June 2009

Oral computer-mediated interaction between l2 learners: it’s about time!
...learner/L2 learner dyads interact using audio- and video-conferencing. The way learners interact among them is different from the way learners and L1 speakers interact, and more research is needed ...

by Iñigo Yanguas
in Volume 14 Number 3, October 2010

Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges
...learners’ autonomy Indicator 2.3 Teachers design tasks that a) help learners understand and handle the tools involved, Carolin Fuchs, Mirjam Hauck, and Andreas Müller-Hartmann Promoting Learner Auto...

by Carolin Fuchs, Andreas Müller-Hartmann, Mirjam Hauck
in Volume 16 Number 3, October 2012

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

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

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

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