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 642 for Grammar

Language teachers’ professional role identities and classroom technology integration
...grammar and writing skills students are expected to develop, which show up in students’ grades on report card. Thus, it may constrain the class time I could allocate to developing lifelong learning ...

by Chun Lai, Boning Lyu, Lianjiang Jiang, Yang Gong
in Volume 29 Number 1, 2025

AI-assisted English learning: A tool for all or only a select few?
...grammar, and vocabulary due to limited exposure to English and lack of supportive learning environments (Gregersen & Horwitz, 2002; Wang & Curdt-Christiansen, 2018). Traditional classrooms, constrai...

by EunJung Kim
in Volume 29 Number 1, 2025

Effects of bilingual and monolingual subtitles on incidental acquisition of multiword expressions
...grammar acquisition, in captioned and non-captioned viewing. Results showed that the role of WM was more pronounced in the more cognitively demanding viewing condition (i.e., non-captioned viewing)....

by Wangyin Kenneth Li
in Volume 29 Number 1, 2025

Automated versus peer assessment: Effects of learners' English public speaking
...grammar, content, and discourse. Partnering with AI-supported language learning platforms allows learners to receive automated feedback even when no human support is available (Liao, 2016; Zhai & Ma...

by Chunping Zheng, Xu Chen, Huayang Zhang, Ching Sing Chai
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Considerations in developing or using second/foreign language proficiency computer-adaptive tests
...grammar, etc.). It would have greatly aided the L2 CAT development effort if I could have had this kind of information available when trying to create and Patricia Dunkel Considerations in Developing ...

by Patricia A. Dunkel
in Volume 02 Number 2, January 1999

Effects of interactive chat versus independent writing on L2 learning
...grammar, lexical, and spelling errors and the ratio of the total number of words with errors to the number of written words. Table 3 presents means for these measures. Table 3. M and SD of Types, To...

by Medha Tare, Ewa M. Golonka, Karen Vatz, Carrie L. Bonilla, Carolyn Crooks, Rachel Strong
in Volume 18 Number 3, October 2014

Technology-specific L2 motivational quality and persistence in mobile-assisted language learning: A self-determination theory perspective
...grammar gains from pretest to posttest, such that more accurate work in the system and earlier completion were associated with larger gains. Moreover, their follow-up analyses showed that the advant...

by Hyun-Bin Hwang
in Volume 30 Number 1, 2026

The interplay between metalanguage, feedback, and meaning negotiation in oral interaction
...grammar. Studies in Second Language Acquisition, 28(2), 339–368. https://doi.org/10.1017/S0272263106060141 Fortune, A. (2005). Learners' use of metalanguage in collaborative form-focused L2 output t...

by Laia Canals
in Volume 26 Number 1, 2022

Developing stealth assessments to assess young Chinese learners' L2 reading comprehension
...grammar quiz has been designated as mastery of the grammatical concept for the purposes of interpreting assessment results. Third is the task model. This model focuses on the design of tasks that w...

by Frederick J. Poole, Matthew D. Coss, Jody Clarke-Midura
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology

Peer interaction in text chat: Qualitative analysis of chat transcripts
...grammar was incorrect. Excerpt 12. Student 58: да, и я хочу комнату на второй этаже Student 43: да мы оба хотим купить комнату на втором этаже. Student 58: Yes, and I want an apartment on the sec...

by Ewa M. Golonka, Medha Tare, Carrie Bonilla
in Volume 21 Number 2, June 2017