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 441 - 450 results of 746 for He

Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion
...he author of the essay discussed, whereas there was no one individual dominating the floor in the same type of discussions on the computer. As a result, the researchers claim, the quality and effica...

by Lourdes Ortega
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology

Smartphones and language learning
...hes they themselves encountered in their education. They therefore propose a mobile-delivered MOOC for language teachers. This might help them rethink the use of MALL activities. Having teachers the...

by Robert Godwin-Jones
in Volume 21 Number 2, June 2017

Computerized dynamic assessment of implicature comprehension in L2 Chinese
...he dialogic activity co-constructed by L2 English learners and their tutor. Learners were given help during the one-on-one tutorial sessions on the errors they made in the in-class essays. The tutor...

by Tianyu Qin, Rémi A. van Compernolle
in Volume 25 Number 2, June 2021

MALL—Somewhere between the tower, the field, the classroom, and the market: A reply to Professor Stockwell’s response
...hers did not want to even try the mobile platform because they felt their surroundings when using the mobile would be inappropriate for study, I then wonder whether learning activities could be design...

by Oliver James Ballance
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology

Technique efficacy when using a student response system in the reading classroom
...he question individually using their assigned Plickers card. 4 The teacher reveals the anonymous responses of the class as a whole. 5 The teacher comments on the performance of the whole class, high...

by David Kent
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds

Review of Teaching English Language Learners through Technology
...he concepts can easily be used beyond these geographical boundaries. The authors themselves state in the introduction that the book is intended for practitioners in all content areas, and the book i...

by Jesús Garcia Laborda, Mary Frances Litzler
in Volume 15 Number 2, June 2011

Review of Language Learning with Technology: Ideas for Integrating Technology in the Classroom
...help the teacher using technology to diagnose and evaluate what the student has learned and where they are in the learning process. The activity of E- Portfolio Archive and Showcase, for example, is...

by Nancy Montgomery
in Volume 18 Number 1, February 2014

How do learners use a CALL environment? An eye-tracking study
...he researcher to see when the learner clicked on “play,” they do not inform us whether the learner actually watched the video or not and how they divided their attention on the screen. This kind of ...

by Isabeau Fievez, Maribel Montero Perez, Frederik Cornillie, Piet Desmet
in Volume 27 Number 1, 2023

Online videos for self-directed second language learning
...hers. The first was to film themselves producing the sign and then ask a deaf friend or teacher to explain the meaning (either in person on online). The second was to flick through relevant pages of...

by Louisa Willoughby, Cathy Sell
in Volume 28 Number 1, 2024

How competitive, cooperative, and collaborative gamification impacts student learning and engagement
...he instructor delivered the instructional content at the beginning of each session, and then the students engaged in online activities for the remainder of the class. The design of the morphological ...

by Shen Qiao, Susanna Siu-sze Yeung, Xiaoai Shen, Jac Ka Lok Leung, Davy Tsz Kit Ng, Samual Kai Wah Chu
in Volume 28 Number 1, 2024