- Online Strategy Instruction for Integrating Dictionary Skills and Language Awareness
-
...Learner dictionary lookups Non-learner dictionary lookups
Total lookups
(learner + non-learner)
SI DP SI DP SI DP
n = 32 n = 32 n = 32 n = 32 n = 32 n = 32
Pre-test mean 2.63 (3.91) 2.75 (3.9...
by Jim Ranalli
in Volume 17 Number 2, June 2013
- A systematic review of technology-enhanced L2 listening development since 2000
-
...learners’ accuracy on each question and presented total scores. Based on the feedback, learners
learned from their mistakes and consolidated their knowledge.
Third, learner interactions were expedit...
by Ruofei Zhang, Di Zou, Gary Cheng
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Can ChatGPT make reading comprehension testing items on par with human experts?
-
...learners, rather than pre- and in-service teachers, is needed to examine this same issue from learners’
perspectives. Second, researchers are encouraged to use ChatGPT for generating testing items in...
by Dongkwang Shin, Jang Ho Lee
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Multimedia glosses and their effect on L2 text comprehension and vocabulary learning
-
...learners have to “notice” the form in
question before it can be processed further. To measure noticing, Bowles used online protocols to
establish what type of gloss induced learners to “notice” more...
by Iñigo Yanguas
in Volume 13 Number 2, June 2009
- Association between the characteristics of out-of-class technology-mediated language experience and L2 vocabulary knowledge
-
...learner-driven approach that features learner-defined technological use based on learner needs and
interests might provide more nuanced insights into informal digital media as learning resources (Arn...
by Chun Lai, Yang Liu, Jingjing Hu, Phil Benson, Boning Lyu
in Volume 26 Number 1, 2022
- Oral Interaction Around Computers in the Project-Oriented CALL Classroom
-
...learner interacts during learning activities, as well as those seated around the learner in
the classroom, whose utterances and interactions the learner can overhear and appropriate.
Artifacts of th...
by Gumock Jeon-Ellis, Robert Debski, Gillian Wigglesworth
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Research on text comprehension in multimedia environments
-
...learners respond to different modes of information presentation? For example,
do low ability learners (e.g., weaker L1 readers or L2 learners) want or need more literal
depictions? Do high ability l...
by Dorothy M. Chun, Jan L. Plass
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology
- Exploring the relationship between electronic literacy and heritage language maintenance
-
...learners’ linguistic development.
Through in-depth case studies of two siblings, the study examines the linguistic and pragmatic practices of
these learners online and the perceived effects of non-s...
by Jin Sook Lee
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- Audiovisual input in language learning: Teachers’ perspectives
-
...learners for regular out-of-class viewing. Language
teachers thus play a crucial role not only by introducing viewing activities and preparing learners for
them, but also by encouraging learners to ...
by Tetyana Sydorenko, Mónica S. Cárdenas-Claros, Elizabeth Huntley, Maribel Montero Perez
in Volume 28 Number 1, 2024
- Effects of digital game elements on engagement and vocabulary development
-
...earner engagement in
DGBVL.
Third, game elements may engage learners in DGBVL by enhancing their sense of presence. Interviews
revealed that learners experienced a strong “being there” feeling whi...
by Ruofei Zhang, Gary Cheng, Di Zou
in Volume 29 Number 1, 2025
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