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 376 for Mobile Learning

Generative AI and metaverse in developing pre-service teachers’ content knowledge
...Learning Theory and its Relevance to CK Development Technology-mediated learning theory (TMLT) frames technology not as a passive medium but as a mediating tool for learning through affordances, lea...

by Seongyong Lee, Jaeho Jeon
in Volume 30 Number 1, 2026

Can a ‘pedagogical’ spellchecker improve spelling accuracy in L2 Spanish?
...learning. They concede, however, that the delayed post-test occurred only one day after the treatment, limiting conclusions about the durability of the learning. Further, participants proofread an e...

by Miguel Blazquez-Carretero, Robert Woore
in Volume 25 Number 2, June 2021

Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary
...learning an L2 (e.g., Theodórsdóttir, 2011). As suggested by Kasper (2004), “ordinary conversation can be a particularly productive environment for L2 learning” (p. 553). Language learning in the di...

by Pia Sundqvist
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds

A Framework for Developing Self-Directed Technology Use for Language Learning
...learning outside school. Attitudinal factors—such as language learning motivation, perceived usefulness of technology for learning, and perceived compatibility between technology use and learning e...

by Chun Lai
in Volume 17 Number 2, June 2013

Scaffolding early-stage simultaneous interpreting learning using computerized dynamic assessment
...Learning & Technology 2026, Volume 30, Issue 1 ISSN 1094-3501 CC BY-NC-ND pp. 1–25 ARTICLE Scaffolding early-stage simultaneous interpreting learning using computerized dynamic asses...

by Zhaokun Jiang
in Volume 30 Number 1, 2026

Teacher role in synchronous oral interaction: Young learner telecollaboration
...learning: “(a) the priority of listening, speaking, and interaction, (b) an acknowledgement of younger learners’ slower rate of FL learning, and (c) the realization that typically L2 learning routes...

by Ciara R. Wigham, Shona Whyte
in Volume 28 Number 1, 2024

Dynamicity of EFL learners’ emotions and WTC in Human-AI interactions
...learning process itself, retrospective emotions (also called outcome emotions) shift the focus from the learning process to its outcomes. Retrospective emotions arise during or after reflection on l...

by Qian Cheng, Xiuwen Chen, Yiyang Luo, Hao Wang
in Volume 30 Number 2, Special Issue: Emotional CALL

Using immersive virtual reality for the assessment of intercultural conflict mediation
...learning, cooperative learning, and project-based learning have been the main approaches that guide the design of tasks and activities (Huber & Reynolds, 2014). Task types are wide-ranging, includin...

by Naoko Taguchi
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning

Mode, meaning, and synaesthesia in multimedia L2 writing
...learning. Applied Linguistics, 11, 129- 158. Schmidt, R. (1995). Consciousness and foreign language learning: A tutorial on the role of attention and awareness in learning. In R. Schmidt (Ed.), Attent...

by Mark Evan Nelson
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy

Generative AI, visual scaffolds, and metacognition in EFL writing
...learning embedded within task execution. Integrating these frameworks enables generative AI to support learners’ self-observation and adaptive strategy use during writing. 4 Language Learning ...

by Mei-Rong Alice Chen
in Volume 30 Number 1, 2026