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 421 - 430 results of 736 for Long

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

Self-regulated and collaborative personalised vocabulary learning approach in MALL. Language Learning & Technology
...long-term memory) to facilitate faster access subsequently (Barcroft, 2004; Ma, 2009). To operationalise personalised vocabulary learning in our study, we accommodate students' different vocabular...

by Qing Ma, Ming Ming Chiu
in Volume 28 Number 1, 2024

Augmented reality technology in language learning: A meta-analysis
...long time (Chauhan, 2017). These findings suggest that language learners may benefit from integrating AR applications as part of a long-term course. Regarding students’ educational level, there wa...

by Juan Wu, Huiting Jiang, Shiya Chen
in Volume 28 Number 1, 2024

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

Custom GPT as mediator: Dynamic Assessment with beginner KFL learners
...longside affirming language further reinforces affective scaffolding by signaling encouragement and interpersonal warmth. As shown in the excerpt, GPT demonstrated four main features of mediation a...

by Minjin Kim
in Volume 30 Number 1, 2026

Sentiment analysis in virtual exchange: Comparing lingua franca and L1-L2 synchronous interactions
...longer hours actually means you do more work? ● Who do you think works longer hours: men or women? ● Which professions do you imagine work more extra hours: managers and professionals or skilled a...

by Margarita Vinagre, Marta Giralt, Ciara Wigham
in Volume 30 Number 1, 2026