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 481 - 490 results of 642 for Grammar

Telecollaboration for content and language learning: A Genre-based approach
...grammar (Chen & Eslami, 2011 Kabata & Edasawa, 2011), pronunciation (Bueno-Alastuey, 2013; Kabata & Edasawa, 2011), and quantity of production (Jin, 2013). However, the provision of feedback is not ...

by D. Joseph Cunningham
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education

L1 for social presence in videoconferencing: A social semiotic account
...grammar mistake and by joint laughter upon self-repair. Extract 5 Line 1 Ali I don’t like, yani ((laughter, 4.0)) I don’t like, I mean Line 2 Ali I don't interested (1.0) Line 3 Ali I don’t (Fig...

by Müge Satar
in Volume 24 Number 1, February 2020

Activate space rats! Fluency development in a mobile game-assisted environment
...grammar, among other language features. L2 learners who do not have the opportunity to develop fluency in class may experience a further reduction in output production when faced with additional ba...

by Jennica Grimshaw, Walcir Cardoso
in Volume 22 Number 3, October 2018

The effects of virtual exchanges on oral skills and motivation
...grammar and vocabulary. The researcher was not involved in the process of grading learners’ work. Due to the nature of the data readily available (oral grades) at the stage the article was written an...

by Laia Canals
in Volume 24 Number 3, October 2020

Review of Brave New Digital Classroom: Technology and Foreign Language Learning
...grammar points within a Web-based learning environment. A CBI lesson starts with identifying a topic consistent with the goals of the curriculum and the learners, and is followed by finding Web pass...

by Ching-Ni Hsieh
in Volume 13 Number 2, June 2009

Technology-enhanced L2 instructional pragmatics
...grammar or vocabulary. Literary annotations referred to the text’s various rhetorical tropes (e.g., metaphor, metonymy, etc.). And social annotations were comments about the reading process itself, ...

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

E-texts, mobile browsing, and rich internet applications
...grammars, translation tools, and glossed texts. One of the more interesting developments in this last category is the availability of tools for the automatic glossing of texts. There Robert Godwin-J...

by Robert Godwin-Jones
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading

Investigating the influence of video-dubbing tasks on EFL learning
...grammar (i.e., range and accuracy of grammar), and (f) relevance (i.e., connection to the prompts). Based on these scoring rubrics, each GEPTI-S performance received a rating that ranged from zero t...

by Heng-Tsung Danny Huang
in Volume 26 Number 1, 2022

The effects of captioning videos used for foreign language listening activities
...grammar to their spoken and written representations. 4. We have used a variety of terms to refer to proficiency levels (e.g., lower-level, upper-level, beginning- level). When referring to the work ...

by Paula Winke, Susan Gass, Tetyana Sydorenko
in Volume 14 Number 1, February 2010

Blogging to learn: Becoming EFL academic writers through collaborative dialogues
...grammar is terrible”; “I just would not start writing and I could not do anything about it.” 49 25.0 Sharing learning experiences (what I did, how/what I have learned) e.g. “If an online dictionar...

by Yu-Chih Sun, Yu-jung Chang
in Volume 16 Number 1, February 2012