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 736 for Long

Asynchronous group review of EFL writing: Interactions and text revisions
...long-term advanced skills which help students learn autonomy and venture so that they will take mature decisions in their future careers. S3B: The reader feels lost as when looking at the thesis th...

by Murad Abdu Saeed, Kamila Ghazali
in Volume 21 Number 2, June 2017

On the net: Language education and learning disabilities
...long time, language study consisted primarily of parsing and dissecting grammar; any practical use was secondary and thought to follow from an intellectual knowledge of the formal analysis of the la...

by Jean W. LeLoup, Robert Ponterio
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology

Review of Cyberbuch
...long the way, increasing in difficulty from multiple choice response, fill- in-the-blank, and short answer items ("drag and drop" from the text itself), to open-ended, global-level questions. A vocab...

by Alene Moyer
in Volume 03 Number 1, July 1999

Foreign language teachers' greatest hits
...long with comprehension and production activities. Answer keys, where appropriate, are also provided. QUIA.COM Web address: http://quia.com/ Quia is a site where teachers can create materials ta...

by Jean W. LeLoup, Robert Ponterio
in Volume 10 Number 3, September 2006

Artifacts and cultures-of-use in intercultural communication
...Long Beach, ou ici a …? Commest est-ce que c'est possible que vous connaissez la situation des ghettos des Etats-Unis quand vous n'avez jamais habite ici? D'ou avez-vous obtenu votre information -- De...

by Steven L. Thorne
in Volume 07 Number 2, May 2003 Special Issue Telecollaboration

Game-based instruction of pragmatics: Learning request-making through perlocutionary effects
...long-term effect is to improve game design by enhancing the level of learner engagement. This study incorporated several gamification elements (e.g., point system, time pressure), along with simulat...

by Naoko Taguchi
in Volume 27 Number 1, 2023

Online videos for self-directed second language learning
...longitudinal study of the self-directed study behaviours, collected through learning diaries and stimulated recall interviews, of eight intermediate-advanced learners of Auslan (Australia Sign Langu...

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

How competitive, cooperative, and collaborative gamification impacts student learning and engagement
...long term. For instance, one student said, ‘I remembered a knowledge point very clearly and for a long time when I or my good friends were awarded for it.’ The Difference of Themes Across Three Cond...

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

EFL students' self-directed learning of conversation skills with AI chatbots
...long (10-to-50 rounds) and longer (over 50 rounds) dialogues with the chatbot CSIEC (51.1%: 912 out of 1,783 cases) was measurable, and a majority of the chatting (84.7%) showed the free pattern, no...

by Sooyeon Kang, Min-Chang Sung
in Volume 28 Number 1, 2024

Second language writing online: An update
...long with the rising popularity of computer-mediated communication (CMC) and telecollaboration (class-based online exchanges). The recognition of writing as a social act has also led to a significan...

by Robert Godwin-Jones
in Volume 22 Number 1, February 2018