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 458 for Strong

Direct and indirect access to corpora: An exploratory case study comparing students’ error correction and learning strategy use in L2 writing
...strong-willed, so it was hard to reform his prior knowledge. Whenever Joon realized he was wrong, he self-evaluated his prior knowledge by commenting “Why did I make this kind of mistake?” On the ...

by Hyunsook Yoon, JungWon Jo
in Volume 18 Number 1, February 2014

The developmental trajectory of L2 students’ positive achievement emotions and flow experience within AI-enhanced classrooms: A latent growth curve modeling (LGCM)
...Strongly disagree; 2 = Disagree; 3 = Neutral; 4 = Agree; 5 = Strongly agree) 1. I am proud of myself. 2. I take pride in being able to keep up with the material. 3. I am proud that I do better t...

by Lili Qin, Ali Derakhshan
in Volume 30 Number 2, Special Issue: Emotional CALL

Enhancing college students’ listening performance and self-efficacy using mobile annotated vlogs
...stronger long-term retention. Mobile Listening and Vocabulary Learning The COVID-19 pandemic accelerated the use of mobile technologies in language learning. Devices such as smartphones, tablets, ...

by Hui-Tzu Hsu
in Volume 30 Number 1, 2026

Language teaching with high-immersion virtual reality: Developing TPACK through lesson planning
...strong emphasis on TMTBLT for elaborate TPACK development. Conclusion While language learning in VR has been studied frequently, we argue that our approach to language teaching with VR is promisi...

by Claudia Schnellbögl, Theresa Summer
in Volume 30 Number 1, 2026

Does comprehension of L2 television programs improve through regular classroom viewing?
...strong (rs = .29 to .36). While reaching 90% lexical coverage of episodes of TV series may indicate that the episodes might be comprehensible, it does not ensure that learners will understand it (...

by Geòrgia Pujadas, Stuart Webb
in Volume 29 Number 1, 2025

Integrating ChatGPT for vocabulary learning and retention: A classroom-based study of Saudi EFL learners
...strong belief that since the teacher decided to implement this tool with us, it would definitely be useful, and indeed, we felt that from the first lecture." Two students echoed this progression, ...

by Safaa Mahmoud Abdelhalim, Raniya Alsehibany
in Volume 29 Number 1, 2025

Evolving technologies for language learning
...strong server-side presence. Other transformative promises of the web have fallen by the wayside as well. At one point, we were headed towards a 3-D web (Panichi et al., 2010). The dream of a "seman...

by Robert Godwin-Jones
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

Comparing Examinee Attitudes Toward Computer-Assisted and Other Proficiency Assessments
...Strongly Agree, 3 = Agree, 2 = Disagree, and 1 = Strongly Disagree. Dorry M. Kenyon and Valerie Malabonga Comparing Examinee Attitudes... Language Learning & Technology 67 The questions in the OPI, th...

by Dorry M. Kenyon, Valerie Malabonga
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing

Preservice english teachers acquiring literacy practices through technology tools
...strong influence on the level of substantive exchange of ideas (Harrington & Quinn-Leering, 1996). Aaron Doering and Richard Beach Preservice English Teachers Acquiring Literacy Practices… Language Le...

by Aaron Doering, Richard Beach
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education

Students writing emails to faculty: An examination of e-politeness among native and non-native speakers of English
...Strong hints/mild hints Attached is a draft of my grammar lesson plan. I’m having a very difficult time in figuring out how to put these lesson materials together. Within each request head act, s...

by Sigrun Biesenbach-Lucas
in Volume 11 Number 2, June 2007