- Listeners’ patterns of interaction with help options: Towards empirically-based pedagogy
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...Learning &
Technology, 25(2), 111–134. http://hdl.handle.net/10125/73436
Introduction
Second language learners do not necessarily interact with computer-assisted language learning (CALL)
applicat...
by Mónica S. Cárdenas-Claros, Astrid Campos-Ibaceta, Jimmy Vera-Saavedra
in Volume 25 Number 2, June 2021
- Applying form-focused approaches to L2 vocabulary instruction through podcasts
-
...learning approach; that is,
classroom L2 or foreign language learning derives from general cognitive processes and thus entails the
learning of a skill (Sheen, 2002). It rests on the assumption that...
by Fahimeh Marefat, Mohammad Hassanzadeh
in Volume 20 Number 3, October 2016
- Self-study with language learning software in the workplace: What happens?
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...learning software, more resource-intensive types of language training are more likely to be
effective.
Keywords: Computer-Assisted Language Learning, Distance Learning, Learner
Autonomy, Online Tea...
by Katharine B. Nielson
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Automated versus peer assessment: Effects of learners' English public speaking
-
...learning (Boud et al., 2018, p. 1109). Its
integration to language curricula enables learners to continuously adjust their learning processes and
improve learning outcomes (Bulut et al., 2022). It i...
by Chunping Zheng, Xu Chen, Huayang Zhang, Ching Sing Chai
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- AI-generated vs teacher feedback: A comparative study on EFL learners’ public speaking anxiety and oral presentation performance
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...Mobile-assisted pronunciation learning with feedback from peers and/or
automatic speech recognition: A mixed-methods study. Computer Assisted Language Learning,
36(5–6), 861–884. https://doi.org/10....
by Hafize Ayaz Yilmaz, Gülay Er
in Volume 30 Number 1, 2026
- Teachers’ technology-related self-images and roles: Exploring CALL teachers’ professional identity
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...Learning, 29(4), 658–682. https://doi.org/10.1080/09588221.2015.1016439
16 Language Learning & Technology
Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective st...
by Zahra Shafiee, S. Susan Marandi, Vahid Reza Mirzaeian
in Volume 26 Number 1, 2022
- Effects of DDL technology on genre learning
-
...learning (DDL) on language learning processes
and outcomes, this study explored DDL learning events enabled by the Research Writing Tutor (RWT), a
web-based platform containing an English language c...
by Elena Cotos, Stephanie Link, Sarah Huffman
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Bringing Cinderella to spotlight: GenAI-assisted grammar acquisition in academic writing
-
...learning and instruction. Second,
these strategies are most effective when integrated within specific learning contexts and tailored to
purposeful learning tasks; the importance of context in differ...
by Shu Zhou, Gerhardus Du Preez
in Volume 29 Number 1, 2025
- Effects of interactive chat versus independent writing on L2 learning
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...learning. Language
Learning & Technology, 18(3), 208–227. Retrieved from
http://llt.msu.edu/issues/october2014/tareetal.pdf
Received: October 17, 2013; Accepted: March 21, 2014; Published: October ...
by Medha Tare, Ewa M. Golonka, Karen Vatz, Carrie L. Bonilla, Carolyn Crooks, Rachel Strong
in Volume 18 Number 3, October 2014
- Individual versus interactive task-based performance through voice-based computer-mediated communication
-
...learning environments via the Internet, online tools, or mobile applications and that text chat
could be easily implemented to enhance foreign language learning in any context.
Given the growing int...
by Gisela Granena
in Volume 20 Number 3, October 2016
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