- Learner use of holistic language units in multimodal, task-based synchronous computer-mediated communication
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Language Learning & Technology
http://llt.msu.edu/vol13num2/collentine.pdf
June 2009, Volume 13, Number 2
pp. 68-87
LEARNER USE OF HOLISTIC LANGUAGE UNITS IN MULTIMODAL,
TASK-BASED SYNCHRONOUS C...
by Karina Collentine
in Volume 13 Number 2, June 2009
- L2 identity, discourse, and social networking in Russian
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...Winke & Goertler, 2008) or
socioeconomic and cognitive variation within this population (Bennett, Maton, & Kervin, 2008).
Regardless of the limitations of the term, a growing proportion of today’s lea...
by Liudmila Klimanova, Svetlana Dembovskaya
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Interactive digital textbooks and engagement: A learning strategies framework
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...Winke & Goertler, 2008). A pathway offered to support students as they expand
personal device use to an academic culture-of-use is that of engagement between the class content, the
student, and the ...
by Dawn Bikowski, Elliott Casal
in Volume 22 Number 1, February 2018
- Audiovisual input in language learning: Teachers’ perspectives
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...Winke, et al., 2010) because
they provide access to the written account of the aural input. Captioned video has also been found to be
more effective than uncaptioned video for grammar learning (e.g....
by Tetyana Sydorenko, Mónica S. Cárdenas-Claros, Elizabeth Huntley, Maribel Montero Perez
in Volume 28 Number 1, 2024
- The integration of auditory and textual input in vocabulary learning from subtitled viewing: An eye-tracking study
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...Winke et al., 2013). For Chinese
learners, whose L1 script is logographic and prioritises orthographic information (Wang et al., 2003),
these challenges are amplified when processing English audio-v...
by Andi Wang
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Online Strategy Instruction for Integrating Dictionary Skills and Language Awareness
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...Winke & Goertler, 2008). Finally, through the capacities of learning management
systems (LMSs), online SI might also facilitate more rigorous and ecologically valid research designs.
While a consid...
by Jim Ranalli
in Volume 17 Number 2, June 2013
- Integrating technology into study abroad
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...Winke and Teng (2010), is to
have students write short weekly posts in the L2, in this case Chinese, and more intermittent, longer, and
reflective posts in the L1, here English. In a program for UK ...
by Robert Godwin-Jones
in Volume 20 Number 1, February 2016
- The effectiveness of Duolingo in developing receptive and productive language knowledge and proficiency
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...Winke et al., 2020), yet Duolingo users needed only about half
the time. However, the study focused only on receptive skills without a pretest for initial proficiency,
limiting precision in learning...
by Bryan Smith, Xiangying Jiang, Ryan Peters
in Volume 28 Number 1, 2024
- Using an AI-powered chatbot for improving L2 Korean grammar: A comparison between proficiency levels and task types
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...Winke et al., 2010).
Methodological Considerations
As important as topical directions are, there are some methodological considerations when conducting AI
chatbot studies. Zhang et al. (2023) note...
by Ji-young Shin, Yujeong Choi
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- A Framework for Developing Self-Directed Technology Use for Language Learning
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...Winke & Goetler, 2008; Zhang, 2010).
Chun Lai A Framework for Developing Self-Directed Technology Use
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More importantly, there are great variations in the freque...
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in Volume 17 Number 2, June 2013
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