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 381 - 390 results of 458 for Strong

A Task-Cycling Pedagogy Using Stimulated Reflection and Audio-Conferencing in Foreign Language Learning
...strong agreement now that complexity and fluency are enhanced by pre-task planning; the results for accuracy are not so clear. Learners may use planning time to plan how to avoid using structures they...

by Mike Levy, Claire Kennedy
in Volume 08 Number 2, May 2004

Synchronous CMC, Working Memory, and L2 Oral Proficiency Development
...strong resemblance J. Scott Payne and Brenda M. Ross Chatrooms as Conversation Simulators... Language Learning & Technology 36 between the types of utterances generated in a chatroom and what wou...

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

Reading comprehension exercises online: The effects of feedback, proficiency and interaction
...Strong and weak students' preferences for error feedback options and responses. The Modern Language Journal, 79(2), 194-211. Brandl, K. K. (2002). Integrating internet-based reading materials into ...

by Philip Murphy
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading

Anonymity and Motivation in Asychronous Discussions and L2 Vocabulary Learning
...strong. In addition, this model has been validated, calibrated, and widely applied to various SLA contexts (Grolnick & Ryan, 1989; Ryan & Connell, 1989). Therefore, adopting a multidimensional view ...

by Nihat Polat, Rae Mancilla, Laura Mahalingappa
in Volume 17 Number 2, June 2013

Discovering collocations via data-driven learning in L2 writing
...strongly disagree __ 2 disagree __ 3 neutral __ 4 agree __ 5 strongly agree 1.I had difficulty using COCA because the interface was complicated 1 2 3 4 5 2.I had difficulty using COCA because it to...

by Yi-ju Ariel Wu
in Volume 25 Number 2, June 2021

Fostering intercultural sensitivity in language learning: Quality talk in telecollaboration
...strongly disagree and 5 as strongly agree. The scale contains 24 items divided into five categories: (a) interaction engagement, (b) respect for cultural differences, (c) interaction confidence, (d)...

by Huey-Jye You, Hui-Chin Yeh, Grace Yue Qi
in Volume 29 Number 1, 2025

Spatial repertoires in mixed-reality-based simulations for L2 teacher telecollaboration
...strong teacher presence, and build rapport (Lim et al., 2012); and (d) her eye contact, body gestures, and demonstrative actions to further engage students, such as touching her hair to illustrate “...

by Sumei Wu, Meei-Ling Liaw
in Volume 29 Number 1, 2025

A protocol for evaluating AI chatbots’ capabilities for low-resource language teachers
...strong item consistency. Since Copilot’s performance was operationalized using two items (linguistic quality and task completion), we repeated the analysis with that subset. Reliability across tasks...

by Nicholas Swineheart, Phuong Nguyen, Ellen Yeh
in Volume 29 Number 1, 2025

Multimodal interactive alignment: Language learners’ interaction in CMC tasks through Instagram
...strong friendship’ in a dyad 6 Opinion gap Family and friends: Free channel Commenting, sharing, and discussing two pictures showing contrasting life phenomena (happy and sad family pictures) in ...

by Muntaha Muntaha, Julian Chen, Toni Dobinson
in Volume 28 Number 1, 2024

Investigating the types and use of feedback in middle-school English language learners’ academic writing
...strongly disagree to 5 being strongly agree). The categories of teacher feedback were simplified in the survey for students to easily understand and provide their ratings. In addition, students were...

by Mikyung Kim Wolf, Saerhim Oh
in Volume 28 Number 1, 2024