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 458 for Strong

Flipping EFL learners’ writing classroom through role-reversal and discussion-oriented models
...Strongly disagree) to 4 (Strongly agree), with the score of 0 to 4 for each item. The questionnaire had been piloted on 50 EFL students in two language institutes who had similar characteristics to ...

by Hanieh Shafiee Rad, Ali Roohani, Masoud Rahimi Domakani
in Volume 25 Number 2, June 2021

Google Translate as a tool for self-directed language learning
...Strongly Disagree 1 2 3 4 5 6 Strongly Agree 12) Have you ever learned or been exposed to the Dutch language? If so, please explain. Catharina van Lieshout and Walcir Cardos...

by Catharina van Lieshout, Walcir Cardoso
in Volume 26 Number 1, 2022

Online videos for self-directed second language learning
...strong growth internationally in the number of hearing students studying sign languages as an L2, and concomitant growth in SLA research on the experiences and acquisition trends of this learner gro...

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

How competitive, cooperative, and collaborative gamification impacts student learning and engagement
...strong motivator for individuals to strive for excellence and has positive aspects on learning because it presents additional challenges, which lead to increased motivation, active participation, fo...

by Shen Qiao, Susanna Siu-sze Yeung, Xiaoai Shen, Jac Ka Lok Leung, Davy Tsz Kit Ng, Samual Kai Wah Chu
in Volume 28 Number 1, 2024

Language learning through game-mediated activities: Analysis of learners’ multimodal participation
...strong role for pedagogy to utilize multimodal cues for L2 learners. Similarly in the present study, game-mediated activities functioned as a platform to offer multimodal cues while students partici...

by Yuchan Gao
in Volume 28 Number 1, 2024

Towards an Effective Use of Audio Conferencing in Distance Language Courses
...strongly motivated by the goals of acquiring facts, accessing information, drill & practice ... [but] rather ... prefer to create, communicate, plan, explore, build, discover, participate, initiate, a...

by Regine Hampel, Mirjam Hauck
in Volume 08 Number 1, January 2004

Acquisition of L2 Japanese geminates: Training with waveform displays
...strong cue that is compatible with a segmentation strategy that syllabifies the consonant as the singleton onset of the second syllable, lengthening the preceding vowel in the resulting open syllabl...

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

Multimedia glosses and their effect on L2 text comprehension and vocabulary learning
...strong form-meaning mapping; students with no access to glosses aimed at overall comprehension of the text; if students re-encountered the target words their form-meaning connections would be strengt...

by Iñigo Yanguas
in Volume 13 Number 2, June 2009

Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters
...strong associations with one another. In terms of radicals, common elements to be chunked can refer to either a phonetic radical or semantic radical, and their hierarchically lower derivative characte...

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

Teaching critical, ethical, and safe use of ICT to teachers
...strong likelihood that the content covered in class was overtly reflected in the findings. Finally, this study targeted only pre-service teachers, and did not examine the ICT practices and awareness...

by Sang-Keun Shin
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL