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 341 - 350 results of 736 for Long

Item-level learning analytics: Ensuring quality in an online French course
...Long and Siemens drew attention to the problem of term sprawl when referring to LA due to the various approaches to and uses of LA data in different research agendas. The ubiquitous use of the phras...

by Bonnie L. Youngs
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research

Culture, culture learning and new technologies: Towards a pedagogical framework
...Long term collaboration Groups we belong to, groups we do not Challenge the comfort zone relative to NS norms Reflect on how we can present ourselves & our culture to our partners Discuss the int...

by Mike Levy
in Volume 11 Number 2, June 2007

Announcements: News from sponsoring organizations
...long seminars hosted by CREATE investigators and other prominent researchers in the field -- and a conference scheduled for October 1-2, 2007 in Chicago. Join CREATE’s List News From Our Sponsors...

in Volume 11 Number 2, June 2007

Call in the year 2000: A look back from 2016
...long the turns are, what functions are performed using the target language, and how language is repeated, recast, modified, and corrected. These data from the classroom are theorized in terms of the...

by Carol A. Chapelle
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology

Integrating semiotic resources in CALL activity designs
...long-term understanding of a book as a symbol of academic work (‘based on past uses’) that you bring to the present CALL classroom (a ‘concrete social context’).” After clarifying any questions, we ...

by Ruslan Suvorov, Paul Gruba
in Volume 27 Number 2, February 2023 Special Issue: Semiotics in CALL

Computers in language testing: Present research and some future directions
...longer be necessary. 2. Traditional time limits are not necessary. Students can be given as much time as they need to finish a given test because no human proctor needs to wait around for them to f...

by James Dean Brown
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology

Using mobile phones for vocabulary activities: Examining the effect of platform
...longer on PC seemed to take a proportionately longer amount of time on the mobile phone. It is difficult to tell whether the extra time taken to complete the activities on the mobile phone was a r...

by Glenn Stockwell
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary

Fostering foreign language learning through technology-enhanced intercultural projects
...long time. Now, I can reply faster. (S6) During the project, I felt that I was making progress in writing. Now, I can write a longer forum message than before, without just using a lot of emoticons...

by Jen Jun Chen, Shu Ching Yang
in Volume 18 Number 1, February 2014

Leveraging COCA to teach collocations with high mutual information scores
...longitudinal studies indicate that its development is slow (e.g., Siyanova-Chanturia, 2015). Cross-sectional research further reveals that even advanced second-language (L2) learners often rely on c...

by Quy Huynh Phu Pham
in Volume 29 Number 1, 2025

Mobile-assisted language learning: A selected annotated bibliography of implementation studies 1994–2012
...long as formal instruction has existed there has been an interest in freeing learning from the constraints of time and place. Clay tablets, scrolls, then much later printed books were the first tech...

by Jack Burston
in Volume 17 Number 3, October 2013 Special Issue on MALL