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 31 - 40 results of 60 for Tan

Adolescent English learners’ language development in technology-enhanced classrooms
...tance, little is known about how the use of digital technologies affects their learning. Research is clearly needed to better understand how language learning and digital technologies are intertwine...

by Avery Carhill-Poza, Jie Chen
in Volume 24 Number 3, October 2020

Embodied interaction: Learning Chinese characters through body movements
...tanding the learning content. 79% 17% 0 0 4% I think that my postures match well with the corresponding Chinese characters for me to understand the meanings. 71% 25% 0 0 4% I think it was helpf...

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

Podcasting: An Effective Tool for Honing Language Students’ Pronunciation?
...tand 1 pt Parts of podcast hard to understand 2 pts Entire podcast clear and easy to understand 3 pts Improvement (6 pts) __________ No or only slight improvement from last podcast 1-2 pts Imp...

by Lara Ducate, Lara Lomicka
in Volume 13 Number 3, October 2009 Special Issue On Technology And Learning Pronunciation

Children’s interaction and lexical acquisition in text-based online chat
...tantial number of instances in the data, indicating a greater concern with form in a NNS–NS environment. In his study of virtual chat rooms, Jepson (2005) recorded data from anonymous ESL learners i...

by Yvette Coyle, Maria José Reverte Prieto
in Volume 21 Number 2, June 2017

Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process?
...Tanaka, & Yamazaki, 1994; Hulstijn, 1992; Knight, 1994).1 It is therefore of great importance that students make the utmost use of the dictionary definitions the software provides. However, a study...

by Isabelle De Ridder
in Volume 06 Number 1, January 2002

Exploring EFL teachers’ knowledge and competencies: In-service program perspectives
...tandings simultaneously. Researchers caution that language teachers without well developed CALL knowledge and competencies may have difficulties making a difference with the infusion of technology i...

by Mei-Hui Liu, Robert Kleinsasser
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

Unpacking EFL students’ engagement with GAI in digital multimodal composing
...tance, Mia and Olivia noted that they “participated in the entire DMC process” and needed to “interact with GAI constantly” (Reflection). Second, specific task assignments also shaped GAI engagement...

by Yu Zhang, Lawrence Jun Zhang, Li Jia, Yumei Yang
in Volume 30 Number 1, 2026

Online Strategy Instruction for Integrating Dictionary Skills and Language Awareness
...tantiation of each pattern in the paragraph, which they locate with the help of their browser’s “Find” tool. The latter follow-on activity features the same instantiated patterns now highlighted but...

by Jim Ranalli
in Volume 17 Number 2, June 2013

Generative AI and metaverse in developing pre-service teachers’ content knowledge
...Tang, L., Le, H., Shen, K., Tan, S., Zhao, Y., Shen, Y., Li, X., & Gašević, D. (2025). Beware of metacognitive laziness: Effects of generative artificial intelligence on learning motivation, process...

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

Promoting grammatical development through multimodal digital recasts in video-conferencing tasks
...taneous presentation of oral and written recasts) relative to oral recasts and written recasts for L2 grammatical development in the context of videoconferencing. We employed a pretest–posttest–dela...

by Yeonwoo Jung, Andrea Révész
in Volume 28 Number 1, 2024