- Optimal Psycholinguistic Environments for Distance Foreign Language Learning
-
...interaction and lessened inhibition with regard to L2 production, CMC would be very
beneficial for SLA. However, it is now clear that it cannot simply be asserted that the opportunity for
more interac...
by Catherine J Doughty, Michael H. Long
in Volume 07 Number 3, September 2003 Special Issue Distance Learning
- The effect of two forms of computer-automated metalinguistic corrective feedback
-
...interaction (F(3, 113) = .63, p > .05). Tests of between-
subjects effects showed that there was a significant effect for WT 1 scores on the score improvement from
WT 1 to WT 2 (F(1, 115) = 53.75, p ...
by Jianwu Gao, Shuang Ma
in Volume 23 Number 2, June 2019
- The pedagogical mediation of a developmental learner corpus for classroom-based language instruction
-
...interactions with the very learners for whom the units are
designed. Thus, we address the issue of authentication in corpus-driven language
pedagogy. Finally, we illustrate how an ethnographically s...
by Julie A. Belz, Nina Vyatkina
in Volume 12 Number 3, October 2008
- Reading and grammar learning through mobile phones
-
...interaction. All of these systems were designed or customized for
mobile phones, but were also compatible with any PC. URL links contained Japanese translation notes,
material rank interfaces, and g...
by Simon Smith, Shudong Wang
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Student Technology Use in a Self-Access Center
-
Language Learning & Technology
http://llt.msu.edu/issues/october2011/actionresearch.pdf
October 2011, Volume 15, Number 3
pp. 12–27
Copyright © 2011, ISSN 1094-3501 12
ACTION RESEARCH
STUDENT ...
by Joachim Castellano, Jo Mynard, Troy Rubesch
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- Bringing Cinderella to spotlight: GenAI-assisted grammar acquisition in academic writing
-
...interactions and personalised learning resources (Kohnke,
2024; Vo & Nguyen, 2024; Zadorozhnyy & Lai, 2024), which can all support cognitive strategy
development and metacognitive regulation. Howeve...
by Shu Zhou, Gerhardus Du Preez
in Volume 29 Number 1, 2025
- Quantity and diversity of informal digital learning of English
-
...interaction with other English users in various IDLE contexts.
Mixed findings for IDLE quantity have been provided recently (e.g., Olsson & Sylvén, 2015), reporting
that the quantity of IDLE did not...
by Ju Seong Lee
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Podcasting for language learning through iTunes U: The learner’s view
-
...interaction (Stockwell, 2010). Whilst this is true of the podcasts of their own—for
example, when the learner uses a device that can only play the media such as a traditional iPod—there are
a number...
by Fernando Rosell-Aguilar
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Commentary: You're not studying, you're just...
-
...interactions present
in a typical gaming environment. For example, one of the variables players must keep track of is their
Sim's energy level -- represented in the German version by a bar labeled "en...
by Ravi Purushotma
in Volume 09 Number 1, January 2005
- Exploring the blended learning design for argumentative writing
-
...interaction (e.g.,
Reznitskaya et al., 2001; Wagner, Ossa Parra, & Proctor, 2017). To improve the language of argumentative
writing, researchers have taken advantage of online technologies to encour...
by Tan Jin, Yanfang Su, Jun Lei
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
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