- 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
- Second language (L2) gains through digital game-based language learning (DGBLL): A meta-analysis
-
...learner gains either with (a) a pre-post within-group design in which
learners played a digital game or (b) a between-groups design in which the gains of the learners playing a
digital game were eva...
by Daniel H. Dixon, Tülay Dixon, Eric Jordan
in Volume 26 Number 1, 2022
- Using synchronous online peer response groups in EFL writing: Revision-related discourse
-
...learner-centered process approach to second language (L2) writing, peer response has been widely
adopted and studied since the 1990s (Hyland & Hyland, 2006). The dialogic nature of peer response
see...
by Mei-Ya Liang
in Volume 14 Number 1, February 2010
- Concordancers and dictionaries as problem-solving tools for ESL academic writing
-
...learner concordancing from the perspective of a cognitive tool that extends
learners’ cognitive abilities (Jonassen, 1992; Norman, 1993) and suggested that corpus consultation can
help learners solv...
by Choongil Yoon
in Volume 20 Number 1, February 2016
- Self-regulated and collaborative personalised vocabulary learning approach in MALL. Language Learning & Technology
-
...learners in online higher education: Learner self-determination and
intrinsic motivation. Journal of Research on Technology in Education, 52(3), 322–352.
https://doi.org/10.1080/15391523.2020.172844...
by Qing Ma, Ming Ming Chiu
in Volume 28 Number 1, 2024
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