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 371 - 380 results of 417 for Learner Identity

Using machine translation to support ESL pre-service teachers’ collaborative feedback for writing
...learners deem collaborative feedback helpful and practical for enhancing their ESL writing (Zou et al., 2016). However, collaborative feedback generated by PSTs in the context of teacher education ha...

by Linling Fu, Michelle Mingyue Gu, Tan Jin
in Volume 28 Number 1, 2024

A Framework for Developing Self-Directed Technology Use for Language Learning
...learners at one university in Hong Kong to provide the basis for a model that describes how various psychological and sociocultural factors interact to influence language learners’ use of technology...

by Chun Lai
in Volume 17 Number 2, June 2013

EFL adolescents’ engagement in artificial intelligence and peer interaction
...learners valued the low-pressure speaking practice and personalized feedback provided by AI chatbots. However, both studies also noted that some learners still preferred human interaction—due to c...

by Juhee Lee
in Volume 29 Number 1, 2025

Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad
...learners of French. Open Learning, 18(2), 39–59. Leahy, C. (2008). Learner activities in a collaborative CALL task. Computer Assisted Language Learning, 21(3), 253–268. Lee, L. (2002). Enhancing le...

by Lina Lee
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments

Synchronous CMC, Working Memory, and L2 Oral Proficiency Development
...learners acquiring foreign-sounding words more easily than learners with more limited capacity. Ellis (1996) has argued that acquiring "chunks" forms the basis of language acquisition and that PWMC ...

by Scott Payne, Brenda Ross
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development

Effects of digital game elements on engagement and vocabulary development
...earner engagement in DGBVL. Third, game elements may engage learners in DGBVL by enhancing their sense of presence. Interviews revealed that learners experienced a strong “being there” feeling whi...

by Ruofei Zhang, Gary Cheng, Di Zou
in Volume 29 Number 1, 2025

Effects of captioning on video comprehension and incidental vocabulary learning
...learners pay attention to “for [their] own purposes” (Vanderplank, p. 229), aligns with Gass’ position that learners have “their own focus of attention” (1999, p. 321). Second, captions also help le...

by Maribel Montero Perez, Elke Peters, Geraldine Clarebout, Piet Desmet
in Volume 18 Number 1, February 2014

The CALL-SLA interface: Insights from a second-order synthesis
...learners interacting with other learners (ES = .28) and for learners participating in an SCMC context in a FL setting (ES = .28). These results provide additional support for the importance of the s...

by Luke Plonsky, Nicole Ziegler
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology

Lexical behaviour in academic and technical corpora: Implications for ESP development
...learner-centred reading tasks. The design of the corpus can be carried out by both instructor and learner alike; the former directs operations according to language interests, and the latter contribut...

by Alejandro Curado Fuentes
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning

Virtual Exchange in the new educational landscape: Challenges for foreign language teachers
...learners; the psychological risks of engaging students with conflict zone partners; political and institutional pressures surrounding controversial partnerships; questions about VE's capacity for ge...

by Robert O'Dowd
in Volume 29 Number 1, 2025