LANGUAGE LEARNING & TECHNOLOGY
A refereed journal for L2 researchers and educators interested in the role of technology in advancing language learning and teaching.
Home About People Contact

Search

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Ç Ł Ş

Showing 401 - 410 results of 440 for Ma

Computing the vocabulary demands of L2 reading
...matching learner level to text level other than self-selection. And they make no claims about how many stories at each level a learner would have to read to achieve mastery at that level, or what co...

by Tom Cobb
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading

More than a linguistic reference: The influence of corpus technology on L2 academic writing
...main is often a major challenge for many of them. Grammar-focused instruction may not adequately prepare them for the linguistic demands of L2 writing. Therefore, L2 writing research and pedagogy sh...

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

Ubiquitous learning: Determinants impacting learners’ satisfaction and performance with smartphones
...Management Information Systems Quarterly, 22(2), 189–211. Davis, F. D. (1992) Perceived usefulness, perceived ease of use, and user acceptance of information technology. Management Information Syste...

by Hee-Jung Jung
in Volume 18 Number 3, October 2014

From TPACK-in-Action workshops to classrooms: CALL competency developed and integrated
...matter. 3.92 0.83 4.54** 0.51 9. I can integrate online materials into teaching the subject matter. 3.96 0.69 4.63* 0.49 10. I can use appropriate technologies for teaching specific subject ma...

by Shu-Ju Diana Tai
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

Uni-, bi-, and multimodal mobile-assisted listening: Differential effects of app mode on EFL listening comprehension and recognition
...MALL, Kukulska-Hulme & Shield, 2008). MALL is defined as the informal or formal acquisition of a second/foreign language through the use of mobile devices (Xu, 2020). MALL is a subfield of mobile le...

by Marwa Hafour
in Volume 29 Number 1, 2025

EFL adolescents’ engagement in artificial intelligence and peer interaction
...matic documentation and the development of an audit trail that recorded coding decisions and any modifications made during the analysis process. Confirmability was addressed by maintaining reflect...

by Juhee Lee
in Volume 29 Number 1, 2025

Effects of students' participation in authoring of multimedia materials on student acquisition of vocabulary
...man-Hager, 1997; Duquette, Renie, & Laurier, 1998; Groot, 2000; Hulstijn, 2000; Laufer & Hill, 2000; Lyman-Hager & Davis, 1996; Lyman-Hager, Davis, Burnett, & Chennault, 1993; Plass, Chun, Mayer, & ...

by Ofelia R. Nikolova
in Volume 06 Number 1, January 2002

Oral Interaction Around Computers in the Project-Oriented CALL Classroom
...mance, or develop strategies for making the task manageable, maintain their focus on the goal of the task, foreground important elements of the task, discuss what needs to be done to solve specific ...

by Gumock Jeon-Ellis, Robert Debski, Gillian Wigglesworth
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development

Computer-mediated corrective feedback and the development of L2 grammar
...may benefit grammar development due to the type of information the corrective feedback provides the learner and the depth of processing this information may promote (Panova & Lyster, 2002). Accordin...

by Shannon Sauro
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar

Mobile-assisted grammar exercises: Effects on self-editing in L2 writing
...mar teaching component in the English academic writing class. The short grammar handbook and Grammar Clinic assignment review may not give students a sense of formal grammar learning. The questionn...

by Zhi Li, Volker Hegelheimer
in Volume 17 Number 3, October 2013 Special Issue on MALL