- Investigating linguistic, literary, and social affordances of L2 collaborative reading
-
...culture, and
literature courses before enrolling in this particular class. As a result, most students were familiar with
reading, comprehending, interpreting, and talking about Hispanic literature i...
by Joshua J. Thoms, Frederick Poole
in Volume 21 Number 2, June 2017
- Enhancing extensive reading with data-driven learning
-
...culture, and
classroom practice. Oxford, UK: Oxford University, Department of Continuing Education.
Hadley, G. (2002). An introduction to data-driven learning. RELC Journal, 33(2), 99–124.
Hadley, ...
by Gregory Hadley, Maggie Charles
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- From the editors
-
Language Learning & Technology
http://llt.msu.edu/vol12num3/editors/
October 2008, Volume 12, Number 3
pp. 1-2
Copyright © 2008, ISSN 1094-3501 1
FROM THE EDITORS
We are pleased to introduce...
by Dorothy Chun, Irene Thompson
in Volume 12 Number 3, October 2008
- Developing autonomous learning for oral proficiency using digital storytelling
-
Language Learning & Technology
http://llt.msu.edu/issues/june2014/action1.pdf
June 2014, Volume 18, Number 2
pp. 20–35
Copyright © 2014, ISSN 1094-3501 20
DEVELOPING AUTONOMOUS LEARNING FOR ORA...
by SoHee Kim
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- The types and effects of peer native speakers’ feedback on CMC
-
...culture-of-use (Thorne, 2003), interesting conclusions may be drawn.
Regarding the effect of feedback on the learners, we can conclude that, although morphosyntactic and
lexical feedback is largely ...
by María Belén Díez-Bedmar, Pascual Pérez-Paredes
in Volume 16 Number 1, February 2012
- Comprehensibility of AI-generated and human simplified texts for L2 learners
-
Language Learning & Technology 2025, Volume 29, Issue 1
ISSN 1094-3501 CC BY-NC-ND pp. 1–18
ARTICLE
* Corresponding Author: Dennis Murphy Odo, dmodo@pusan.ac.kr
Comprehensibility ...
by Dennis Murphy Odo
in Volume 29 Number 1, 2025
- Anxiety in virtual exchange and its relationship with social presence
-
...culture (Lee & Song, 2019), i.e., the practice may help students, for instance, to lower their foreign
language anxiety (Saito, 2021; Sauro & Felce, 2020). The concept of anxiety is a component of ne...
by Elke Nissen, Suzi M. S. Cavalari, Solange Aranha
in Volume 29 Number 1, 2025
- The AI chatbot interaction for semantic learning: A collaborative note-taking approach with EFL students
-
Language Learning & Technology 2024, Volume 28, Issue 1
ISSN 1094-3501 CC BY-NC-ND pp. 1–25
ARTICLE
The AI chatbot interaction for semantic learning: A
collaborative note-taking approach ...
by Mei-Rong Alice Chen
in Volume 28 Number 1, 2024
- Learners' Perspectives on Networked Collaborative Interaction With Native Speakers of Spanish in the US
-
...cultures. Students
suggested that the instructor should be aware of matching participants' proficiency levels when using
NCI. The results corroborate those found in the study of American and German te...
by Lina Lee
in Volume 08 Number 1, January 2004
- Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication
-
...culture, and power in online education.
Mahwah, NJ: Lawrence Erlbaum Associates.
Language Learning & Technology 86
Karina Collentine Multimodal, Task-based SCMC
Language Learning & Technology 87
...
by Karina Collentine
in Volume 13 Number 2, June 2009
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.