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 458 for Strong

Reading and grammar learning through mobile phones
...strong association between phones and gaming, motivating students to use their phone for learning is an ambitious task. This is compounded by the fact that reading in another language is one of the ...

by Simon Smith, Shudong Wang
in Volume 17 Number 3, October 2013 Special Issue on MALL

Bridging the communication divide: CMC and deaf individuals’ literacy skills
...stronger English literacy skills for deaf individuals. A secondary analysis approach using a longitudinal large-scale dataset, the second National Longitudinal Transition Study (NLTS2), was used to ...

by Carrie Lou Garberoglio, Duncan Dickson, Stephanie Cawthon, Mark Bond
in Volume 19 Number 2, June 2015

Synthetic voices in the foreign language context
...strong and more accurate phonological representations of the L2. Potential for Focus on a Linguistic Feature The synthetic voice used in this evaluation was also able to match the natural voice in...

by Tiago Bione, Walcir Cardoso
in Volume 24 Number 1, February 2020

Exposure to L2 online text on lexical and reading growth
...strong relationship between print exposure and individuals’ reading- related abilities and overall academic achievement. Another noteworthy conclusion was that the engagement in pleasure reading acti...

by Ngo Cong-lem, Sy-Ying Lee
in Volume 24 Number 3, October 2020

Item-level learning analytics: Ensuring quality in an online French course
...strong in the course. Lesson 1 shows that the student attempted 97.7% of the items, answering 81.3% of them correctly (170 items). In Lesson 5, their attempt rate was 90.2% but the correctness perce...

by Bonnie L. Youngs
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research

Pragmatic feedback on refusals in a computer-simulated advising session
...strong effects. Research Question 2 Median uptake values were higher for the feedback groups on the WDCT than on the ODCT but were unchanged for the comparison group. Once again, a Kruskal-Wallis t...

by Paul Richards
in Volume 28 Number 1, 2024

Teaching foreign language with conversational AI: Teacher-student-AI interaction
...strong desire to become proficient in English and invest time and money to practice English. The study participants signed up for an additional spoken English class offered by a private institute fo...

by Hyangeun Ji, Insook Han, Soyeon Park
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

L2 pragmatics and CALL
...strong pragmalinguistic control of these forms (Pan, 2012). It is interesting that there seems to be a preference for the use of direct strategies (e.g., like, want, need) and conventionally indirec...

by Marta González-Lloret
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

Designing Task-Based CALL to Promote Interaction: En busca de Esmeraldas
...strongly agree to 1=strongly disagree. The mean was calculated for every statement. The results of the students' evaluations were uniform, and the level of difficulty of the activity seemed to be appr...

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

Autonomous learning through task-based instruction in fully online language courses
...Strongly Disagree to Strongly Agree to gauge different viewpoints. Students indicated their level of satisfaction by ranking the questions from 1 to 5 (5 being the highest score) along with an expla...

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