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Different effects of machine translation on L2 revisions across students’ L2 writing proficiency levels
...longest essays (mean = 241), whereas Group 2 produced the shortest (mean = 161). The average number of total errors was 8.4. The students made local grammatical errors most frequently (mean = 5.8), ...

by Sangmin-Michelle Lee
in Volume 26 Number 1, 2022

Review of Hal's Legacy: 2001's Computer as dream and reality
...long with his monitoring of the ship, he can see and hear, play chess, and more importantly, speak and understand English perfectly. Following the model of computers in the 1960s, HAL is a room-size...

by Philip Hubbard
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology

Announcements and news from our sponsors
...long standing Associate Editor, Rick Kern, is stepping down after many years of outstanding contributions and service to LLT. We are grateful for his expertise and wisdom, and wish him well in his n...

in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

Review of Foreign Language Learning with Digital Technology
...long-term research projects. Together, they touch on several different themes pertaining to digital technologies and language learning (e.g., the source of language learning materials and their authe...

by Elodie Vialleton
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

E-mail and word processing in the ESL classroom: How the medium affects the message
...longer over the course of the study. In other words, the e-mail responses and the word-processed essays are shorter for the first two topics, immigration and religion, and longest for the last topic, ...

by Sigrun Biesenbach-Lucas, Donald Weasenforth
in Volume 05 Number 1, January 2001

Collaborative writing: fostering foreign language and writing conventions development
...longer viewed as the only active agent of learning, the one who “deposits” knowledge into the learners; nor are learners seen as the “depositories” of knowledge (Freire, 1970). Rather, the classroom...

by Idoia Elola, Ana Oskoz
in Volume 14 Number 3, October 2010

Exploring EFL teachers’ knowledge and competencies: In-service program perspectives
...long technology-enriched professional development program. The teachers’ developing technological pedagogical content knowledge (TPACK) and perceived computer self-efficacy are examined from their u...

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

Blog posts and traditional assignments by first- and second-language writers
...longer than the L2 texts. The difference between the two text types (BLOG and ASGN) in the MANOVA was reliable (F(4,69) = 6.25, p < .001, ƞ2p = .27). On average the ASGN texts were longer than BLOG ...

by Irina Elgort
in Volume 21 Number 2, June 2017

Visual reinforcement through digital zoom technology in FL pronunciation instruction
...long been marginalized in FL instruction (Derwing & Munro, 2005), losing out to the more prominent vocabulary and grammar instruction in integrated FL courses. For example, Foote et al. (2016) repor...

by Siqi Wang, Jian Li, Qian Liang
in Volume 28 Number 1, 2024

Using chatbots to support EFL listening decoding skills in a fully online environment
...long-term key to EFL listening comprehension because it allows learners to free up their attention and focus more on the speaker’s intended meaning (Field, 2010). Although our current study focuses ...

by Weijiao Huang, Chengyuan Jia, Khe Foon Hew, Jia Guo
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning