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 431 - 440 results of 730 for Feedback

Towards an instructional programme for L2 vocabulary: Can a story help?
...feedback sentence was created for each item, comprising both the target word and the correct response to the question. For example, for the target word thrust, the choice was between (A) push and (B...

by Peter Prince
in Volume 16 Number 3, October 2012

Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters
...feedback to their students, without temporal or spatial restrictions. For instance, in a study that investigated how different instructional methods affect the learning process of character handwritin...

by Hsueh-Chih Chen, Chih-Chun Hsu, Li-Yun Chang, Yu-Chi Lin, Kuo-En Chang, Yao-Ting Sung
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology

Games in language learning: Opportunities and challenges
...feedback in response to game events, player interactions, and speech input. Responses to that feedback engage the player in repeating, revising, and/or reformulating statements. Gameplay typically in...

by Robert Godwin-Jones
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning

20 years of autonomy and technology: How far have we come and where to next?
...feedback and correction, and the balance between conversational activity and peer feedback as decided by the learners—were all identified as the means by which learners develop and exercise autonomy...

by Hayo Reinders, Cynthia White
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology

From the editors
...feedback from their interlocutors. The study shows that text-based on- line chat resulted in noticing mistakes more than face-to-face conversations, especially with regard to the learners’ noticing o...

by Dorothy Chun, Irene Thompson
in Volume 10 Number 3, September 2006

Technology-enhanced L2 instructional pragmatics
...feedback on the production of extended oral discourse, the authors developed computerized video simulations of requesting behavior that required students to produce oral responses to specific prompts...

by Carl Blyth, Julie Sykes
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

Guest editor commentary
...feedback from his conversation partner. More recently, Chik (2014) has shown how game-external blogs and discussion forums also provide a site where informal language advising between members of gam...

by Christoph A. Hafner, Alice Chik, Rodney H. Jones
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning

Virtual Exchange in the new educational landscape: Challenges for foreign language teachers
...feedback from their African partners about the videos after 2 weeks. When the teacher enquires, he is told that the African students do not have sufficient data on their phones to download the video...

by Robert O'Dowd
in Volume 29 Number 1, 2025

Oral computer-mediated interaction between l2 learners: it’s about time!
...feedback. Written CMC has been argued to have advantages over FTF because learners amplify their attention to form, produce a larger quantity of better output, and feel less threatened (Smith, 2004;...

by Iñigo Yanguas
in Volume 14 Number 3, October 2010

Voice-user interfaces for TESOL: Potential and receptiveness among native and non-native English speaking instructors
...feedback (Shintani, 2015), and to a number of other language skill improvements including those involving writing skills (Kim, 2017) as well as oral proficiency development (Ko, 2012). Other aspects...

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