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 351 - 360 results of 447 for Cross

Evaluating automatic detection of misspellings in German
...cross Linguistic Subsystem Error category Number of errors Percentage of competence Lexical 201 27% Morphological 310 42% Phonological 224 30% Total 735 100% Table 4 displays the target modifi...

by Anne Rimrott, Trude Heift
in Volume 12 Number 3, October 2008

Blogging to learn: Becoming EFL academic writers through collaborative dialogues
...cross-reference, compare, or explore particular themes. To ensure consistency in the coding and code-sorting process, codes and memos from the two researchers were compared and discussed for similar...

by Yu-Chih Sun, Yu-jung Chang
in Volume 16 Number 1, February 2012

The practices and challenges of telecollaboration in higher education in Europe
...cross European universities and to identify barriers that practitioners encounter. The survey was completed in full by a total of 210 university language teachers in 23 different European countries ...

by Francesca Helm
in Volume 19 Number 2, June 2015

The effects of item preview on video-based multiple-choice listening assessments
...cross test takers to account for exposure and practice effects, and the results showed that test takers scored highest under the "sandwich condition" (p.192) in which the Dennis Koyama, Angela Sun, ...

by Dennis Koyama, Angela Sun, Gary J. Ockey
in Volume 20 Number 1, February 2016

The development of EFL learners’ self-efficacy in technology use environments
...cross the four language skills, trace the development of the four dimensions, or qualitatively explore the underlying developmental mechanisms. A nuanced analysis of skill-specific self-efficacy is ...

by Xuelian Li, Manzhen Yang
in Volume 30 Number 1, 2026

The effectiveness of app-based and classroom-based instruction on L2 learning and motivation
...cross groups as a proxy for socioeconomic status. No significant differences were found (χ²(2)=20.04, p = 0.078), suggesting that educational background was comparable across instructional modes. ...

by Beatriz González-Fernández, Inés de la Viña
in Volume 29 Number 1, 2025

The effects of input modality on novel L2 vocabulary processing during reading: A closer look into attention and awareness
...cross both groups. However, a positive relationship between attention and awareness emerged only in the RO group. These results suggest that while bimodal input may not significantly affect L2 reade...

by Aysen Tuzcu
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Learners' Perspectives on Networked Collaborative Interaction With Native Speakers of Spanish in the US
...cross-cultural issues. By focusing on a setting in two U.S. institutions, this study attempts to explore learners' perceptions and concerns regarding online exchanges with the NSs of Spanish who live ...

by Lina Lee
in Volume 08 Number 1, January 2004

Vocabulary learning in an automated graded reading program
...Cross-comparison of learners' responses in the pretest showed that a total of 10 of the 50 target words were completely unfamiliar to all 38 learners. On the basis of the number of times that each wo...

by Hung-Tzu Huang, Hsien-Chin Liou
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading

Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication
...cross all conditions of the experiment. Post hoc Tukey’s comparisons on the ranked data means (with an overall alpha of .05) revealed the following. Assertions ranked significantly higher than all o...

by Karina Collentine
in Volume 13 Number 2, June 2009