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 458 for Strong

Vocabulary learning in an automated graded reading program
...strong dependence on first language (L1) definitions when word meanings were unknown. Studies of multimedia glosses (Davis & Lyman- Hager, 1997) indicate that even though learners have the options of...

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

Teaching the pragmatics of Russian conversation using a corpus-referred website
...strong agreement APPENDIX C. Phrases in Aural Comprehension Section of Pre-, Post-, Delayed Post-test Routine formula Nonce phrases В чём дело? В каком деле? Да нет! Не да! Да ты что! А ты как!...

by Edie A. Furniss
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology

Positioning (mis)aligned: The (un)making of intercultural asynchronous computer-mediated communication
...strong advocate of incorporating online intercultural exchange into English writing pedagogy in China. Notes 1. Native speakers of a language conventionally refer to those who have learned the langu...

by Zhiwei Wu
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL

Mastery-based language learning outside class: Learning support in flipped classrooms
...Strongly Disagree Disagree Neutral Agree Strongly Agree 1. WeChat helps my Chinese learning. 1 2 3 4 5 2. WeChat helps me to learn Chinese more efficiently. 1 2 3 4 5 3. WeChat helps me to learn vocab...

by Yuping Wang, Grace Yue Qi
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL

Vocabulary learning and retention through multimedia glossing
...strongly agree; 2 = agree; 3 = neither agree nor disagree; 4 = disagree; 5 = strongly disagree). A final interview was conducted to gain a deeper understanding of which modes of glossing the partici...

by Nasrin Ramezanali, Farahnaz Faez
in Volume 23 Number 2, June 2019

Embodied interaction: Learning Chinese characters through body movements
...Strongly agree Somewhat agree Neither Somewhat disagree Strongly disagree I think the learning session I have just experienced is instructive in general. 68% 32% 0 0 0 I found it easy...

by Xinhao Xu, Fengfeng Ke
in Volume 24 Number 3, October 2020

Listeners’ patterns of interaction with help options: Towards empirically-based pedagogy
...strong candidate for a preferred pattern of interaction. Pattern Code Pattern Definition Frequency of Pattern Use Participants and # of Times S1 S2 S3 S4 S5 S6 Total WMC1 Listeners use fee...

by Mónica S. Cárdenas-Claros, Astrid Campos-Ibaceta, Jimmy Vera-Saavedra
in Volume 25 Number 2, June 2021

Student use and instructor beliefs: Machine translation in language education
...Strongly agree to Strongly disagree If so, what is this policy? Feel free Do you have a policy on students using to summarize or copy/paste from Machine Translation (MT) to complete the pol...

by Emily A. Hellmich, Kimberly Vinall
in Volume 27 Number 1, 2023

Using eye-tracking as a tool to develop lexical knowledge
...strong correlations among these measures (target pseudowords: r = .82, p < .01; glosses: r = .75, p < .01). For each index, we expected greater values under the interactive condition as interactive ...

by Andrea Révész, Matthew Stainer, Jookyoung Jung, Minjin Lee, Marije Michel
in Volume 27 Number 1, 2023

Exploring AI-Generated text in student writing: How does AI help?
...strongly positively correlated with the number of human words, with a value of 𝐶2 > 0.9, and all scores are also positively correlated with the number of AI words, with a value of 𝐶2 ≈ 0.5, and...

by David James Woo, Hengky Susanto, Chi Ho Yeung, Kai Guo, April Ka Yeng Fung
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning