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 501 - 510 results of 730 for Feedback

Motivation in computer-assisted pronunciation training: Online and face-to-face environments
...feedback in pronunciation development (Martin & Sippel, 2021). iCPRs are delivered through Microsoft PowerPoint, making them easily accessible for learners. They include training on both segmental a...

by Ines A. Martin
in Volume 27 Number 1, 2023

Beyond borders and screens in China: L2 motivation, digital literacy, and virtual intercultural experience in GenAI-mediated informal digital learning of English
...feedback on their L2 writing (Guan et al., 2024). While a body of literature has investigated the role of L2 learners’ IDLE engagement outside the classroom (Guan et al., 2024; Lee et al., 2024; L...

by Minlin Zou, Meiqi Li, Xueyun He
in Volume 30 Number 1, 2026

Review of Working Portuguese for Beginners
...feedback in form of an answer key or a rubric. Quia allows students to resubmit their assignment multiple times, but instructors can determine the number of attempts made, as well as the grading optio...

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

Review of Autonomous language learning with technology beyond the classroom
...feedback, and discourse analysis in Foreign Language Annals, Hispania, CALICO Journal, Language Awareness, Language Learning & Technology, ReCALL, System, and International Journal of Computer-Assis...

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

Review of The handbook of technology and second language teaching and learning
...feedback in SLA are largely ignored. Another point is that the handbook would have been stronger if a list of illustrations, a list of abbreviations, and a glossary—usually integral parts of referenc...

by Hong Diao
in Volume 22 Number 3, October 2018

Comprehensibility of AI-generated and human simplified texts for L2 learners
...feedback on the content and construct validity of the items. Following the item development and validation process, the items were then piloted with a smaller sample of EFL students. Item difficult...

by Dennis Murphy Odo
in Volume 29 Number 1, 2025

The effectiveness of app-based and classroom-based instruction on L2 learning and motivation
...feedback after each task in app-based learning, which provides learners with a sense of achievement and progression after each session. In a classroom setting, individual feedback may not be possibl...

by Beatriz González-Fernández, Inés de la Viña
in Volume 29 Number 1, 2025

Learners' Perspectives on Networked Collaborative Interaction With Native Speakers of Spanish in the US
...feedback, and modified output, learners develop their grammatical competence and expand their L2 lexicons (e.g., Blake, 2000; Pellettieri, 2000). While these findings on linguistic features have offer...

by Lina Lee
in Volume 08 Number 1, January 2004

Promoting learner autonomy through multiliteracy skills development in cross-institutional exchanges
...feedback button on the top of the page, asking people to send feedback to the designer to make the website “more interactive and dynamic” (Rita, F-10/25/08). The group wants to get more peer-to-peer...

by Carolin Fuchs, Andreas Müller-Hartmann, Mirjam Hauck
in Volume 16 Number 3, October 2012

Review of Learning Languages through Technology
...feedback to help students. She describes the importance of helping students identify errors with the use of colour codes and the use of e-mail as a communication tool. Future developments are the us...

by Carmen Tomas
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments