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 331 - 340 results of 447 for Cross

Game-based instruction of pragmatics: Learning request-making through perlocutionary effects
...cross-modality transfer (from receptive to productive skill). Background Teaching Pragmatics: Explicit and Implicit Instruction Researchers have compared a variety of instructional approaches and ...

by Naoko Taguchi
in Volume 27 Number 1, 2023

Online videos for self-directed second language learning
...cross sign languages (Sandler & Lillo-Martin, 2006), however, unrelated sign languages will have very different lexical terms, and one could not expect an Auslan signer to follow discourse in ASL wi...

by Louisa Willoughby, Cathy Sell
in Volume 28 Number 1, 2024

Effects of learner uptake following automatic corrective recast from Artificial Intelligence chatbots on the learning of English caused-motion construction
...cross different groups and test sessions. The first research question was answered by comparing the instructional effects between the two groups and across the three tests via a 3*3 repeated measur...

by Rakhun Kim
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Teacher engagement with automated text simplification for differentiated instruction
...Crossley et al., 2007; Jin et al., 2020). These systems were found to reduce the load in lesson preparation (Wenk, 2010), enable teachers to create texts of appropriate difficulty level for their st...

by Fengkai Liu, Yishi Jiang, Chun Lai, Tan Jin
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

EFL students' self-directed learning of conversation skills with AI chatbots
...Cross-cultural pragmatics: Requests and apologies. Ablex. Coniam, D. (2008). Evaluating the language resources of chatbots for their potential in English as a second language. ReCALL, 20(1), 98–1...

by Sooyeon Kang, Min-Chang Sung
in Volume 28 Number 1, 2024

Second language writing online: An update
...cross writing contexts and tasks (pp. 31–56). San Marcos, TX: CALICO. Dzekoe, R. (2017). Computer-based multimodal composing activities, self-revision, and L2 acquisition through writing. Language L...

by Robert Godwin-Jones
in Volume 22 Number 1, February 2018

Patterns of peer interaction in multimodal L2 digital social reading
...cross multiple sections of the same course with different instructors. The purpose of this study was to investigate how DAT use varied not just over time and across different texts, but also across ...

by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

Acquisition of L2 Japanese geminates: Training with waveform displays
...cross individual learners. To evaluate the potential of waveform displays as a training tool, the current study was guided by the followin g research questions: 1. Is auditory-visual (AV) percepti...

by Miki Motohashi-Siago, Debra M. Hardison
in Volume 13 Number 2, June 2009

Lexical bundles in L1 and L2 academic writing
...cross corpora involves what is actually counted (i.e., type/token distinction). Should we count the number of types of bundles (e.g., counting as a result of and it is possible to each as one type o...

by Yu-Hua Chen, Paul Baker
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary

Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters
...cross learning levels (Shen, 2000; Shen & Ke, 2007). In line with this argument, Taft and Chung (1999) reasoned that the longer the learners study Chinese, the better they can use radical structures t...

by Hsueh-Chih Chen, Chih-Chun Hsu, Li-Yun Chang, Yu-Chi Lin, Kuo-En Chang, Yao-Ting Sung
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology