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 391 - 400 results of 458 for Strong

The integration of auditory and textual input in vocabulary learning from subtitled viewing: An eye-tracking study
...strongly predict vocabulary gains and participants’ reported awareness of the unknown words. However, processing the L1 text ahead of the L2 audio may limit vocabulary learning and lead to lower rep...

by Andi Wang
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Mode, meaning, and synaesthesia in multimedia L2 writing
...Strong, I guess, and important. Mark: Uhhuh. Ally: Yeah, oh and like, yeah. More important. I guess that kind of related to like how I think that I like identify more with Chinese, I guess. Yeah. M...

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

More than a linguistic reference: The influence of corpus technology on L2 academic writing
...strong grammar-based view of language, that is, "grammar is the core of the language and learning a language is learning grammar." He also held a clear distinction between words and grammar; words a...

by Hyunsook Yoon
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write

Raising students' awareness of cross-cultural contrastive rhetoric via an e-learning course
...strong English background. The open questions of the questionnaire also show that most students expressed their strongly desire to use the language such as in presentation, in translation and in cul...

by Minjie Xing, Jinghui Wang, Kenneth Spencer
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write

The Effects of Text-Based SCMC on SLA: A Meta Analysis
...strong potential for encouraging the negotiation of meaning in interaction. This is because of SCMC’s resemblance to spoken communication and the textual features of discourse, which allow learners ...

by Wei-Chen Lin, Hung-Tzu Huang, Hsien-Chin Liou
in Volume 17 Number 2, June 2013

Type and amount of input-based practice in CALI: The revelations of a triangulated research design
...strong focus on vocabulary but included grammatical markers and structure) 1 learner of English Narrating a video (orally) 1 repetition 3 days after first task Task repetition increased CAF....

by Luis Cerezo
in Volume 20 Number 1, February 2016

Peer interaction in text chat: Qualitative analysis of chat transcripts
...Strong, R. (2014). Effects of interactive chat versus independent writing on L2 learning. Language Learning & Technology, 18(3), 208–227. Retrieved from http://llt.msu.edu/issues/october2014/tareeta...

by Ewa M. Golonka, Medha Tare, Carrie Bonilla
in Volume 21 Number 2, June 2017

Can clicker use support learning in a dual-focused second language German course?
...Strongly disagree 2. Disagree 3. Neither agree nor disagree 4. Agree 5. Strongly agree Perceived Usefulness Using clickers improves my performance in learning German 1 2 3 4 5 Using clickers ...

by Stéphanie Roussel, Jean-Philippe Galan
in Volume 22 Number 3, October 2018

Second language (L2) gains through digital game-based language learning (DGBLL): A meta-analysis
...stronger conceptual motivation” in second language acquisition research “because rather than assume homogeneity, the RE model tests for it” (p. 96). Thus, we followed their advice in “[avoiding] hom...

by Daniel H. Dixon, Tülay Dixon, Eric Jordan
in Volume 26 Number 1, 2022

Incorporating digital multimodal composing into game-enhanced language learning
...strongly predicted both enjoyment (positively) and boredom (negatively). With a focus on boredom, Li’s (2021) mixed-methods study explored the interplay between control-value appraisals and FLB base...

by Ke Li, Mark Peterson, Qin Fan
in Volume 30 Number 2, Special Issue: Emotional CALL