- Teacher engagement with automated text simplification for differentiated instruction
-
...anding of DI, believing that DI is to understand students’ interests, needs, learning difficulties and
Fengkai Liu, Yishi Jiang, Chun Lai, and Tan Jin 167
strength, and adjust reading m...
by Fengkai Liu, Yishi Jiang, Chun Lai, Tan Jin
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Effects of digital game elements on engagement and vocabulary development
-
...and
the goals, rules, and value of the learning process; (b) Actional, where DGBVL sustains and regulates
engagement through learning tasks and game mechanics; and (c) Post-actional, where DGBVL pro...
by Ruofei Zhang, Gary Cheng, Di Zou
in Volume 29 Number 1, 2025
- The development of EFL learners’ self-efficacy in technology use environments
-
...and
identified any improvement she made. Student 7 found AI tools could realize his learning behaviors and
approaches and provide appropriate praise for his learning effort, approach and performance...
by Xuelian Li, Manzhen Yang
in Volume 30 Number 1, 2026
- Smartphones and language learning
-
...and that, thereby, it has the potential (not yet
realized) of fundamentally disrupting teaching and learning, including L1 and L2 literacies and learning.
Smartphones as Life Partners
Smartphones a...
by Robert Godwin-Jones
in Volume 21 Number 2, June 2017
- L1 for social presence in videoconferencing: A social semiotic account
-
...learning and teaching by helping learners
project themselves socially and emotionally into their online interactions, and engage in a variety of
transformative processes offering various learning po...
by Müge Satar
in Volume 24 Number 1, February 2020
- Evolving technologies for language learning
-
...and research. Language Learning &
Technology, 25(1), 1–3. http://hdl.handle.net/10125/44746
Reinhardt, J. (2019). Gameful second and foreign language teaching and learning: Theory, research, and
pr...
by Robert Godwin-Jones
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Multimodal visualization reflections for collaborative pre-task planning in L2 Spanish
-
...and expand their knowledge of topics and concepts in general (Kress, 2010). Each mode contributes
uniquely to the learning process by offering distinct perspectives and cognitive demands. As Kress an...
by Juan M. Rostrán Valle
in Volume 30 Number 1, 2026
- Review of WorldCALL: Sustainability and Computer-assisted Language Learning
-
...and project design
methods, with scope for teacher-researchers to utilize research tools to enhance teaching and learning, and
to use learning and teaching tools to collect data. Importantly, O’Rour...
by Sarah Pasfield-Neofitou
in Volume 20 Number 3, October 2016
- Review of Tell Me More Spanish
-
...Learning and Verbal Behaviour, 11, 671-84.
Doughty, C., & Long, M. (2003). Optimal psycholinguistic environments for distance foreign language
learning. Language Learning and Technology, 7(3), 50-80. ...
by Barbara A. Lafford
in Volume 08 Number 3, September 2004 Special Section on Global English(es)
- Developing autonomous learning for oral proficiency using digital storytelling
-
...learning, the effects of media and technology on language education, and
digital literacy in learning and teaching English.
E-mail: grinplus@gmail.com
SoHee Kim Developing Autonomous Learning Usi...
by SoHee Kim
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
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