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 847 for Open Educational Resources

Online Strategy Instruction for Integrating Dictionary Skills and Language Awareness
...resources that learners may be unwilling to expend in the midst of other L2 tasks. Monolingual resources in particular impose additional processing burdens (Neubach & A. D. Cohen, 1988; Tono, 2001) ...

by Jim Ranalli
in Volume 17 Number 2, June 2013

Review of En Una Palabra: Sevilla, España, Córdoba, Argentina, and Puebla, México
...educational, socioeconomic, employment, and generational backgrounds who define and interpret the meaning of these concepts according to their personal experiences. The authors demonstrate that thes...

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

Automated written corrective feedback: Error-correction performance and timing of delivery
...resources are limited; conflicting demands on these resources can therefore prevent writers from accomplishing their goals effectively (Galbraith & Vedder, 2019). Two key processes for our purposes ...

by Jim Ranalli, Taichi Yamashita
in Volume 26 Number 1, 2022

Establishing a methodology for benchmarking speech synthesis for computer-assisted language learning (CALL)
...resources. An important concern given that there are several levels of evaluation from which such applications would benefit. Benchmarking, the comparison of the score obtained by a system with that...

by Zöe Handley, Marie-Josée Hamel
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development

Sentiment analysis in virtual exchange: Comparing lingua franca and L1-L2 synchronous interactions
...resources in Interaction 3 when compared to 1, suggesting that the use of the L1 does not deter students but rather allows them to develop their lexical resources in the L2 over time. Regarding an...

by Margarita Vinagre, Marta Giralt, Ciara Wigham
in Volume 30 Number 1, 2026

Review of Tripleplay Plus! English
...resources on the Internet. A remarkable feature in the SoundStart is that the ASR provides immediate feedback on pronunciation after learners select a word from the list and say it into the microphone...

by Alison Mackey, Jung-Yoon Choi
in Volume 02 Number 1, July 1998

The affordances of process-tracing technologies for supporting L2 writing instruction
...educational settings to trace writers’ process engagement—namely, keystroke-logging and eye-tracking. In this article, we describe a pilot effort to integrate these technologies into L2 writing inst...

by Jim Ranalli, Hui-Hsien Feng, Evgeny Chukharev-Hudilainen
in Volume 23 Number 2, June 2019

Skype and Podcasting: Disruptive Technologies for Language Learning
...open to bloggers interested in podcasting is to use a text-to-speech program such as Talkr or Feedpod to create a synthesized voice version of text blogs. Services are also available to allow blogge...

by Robert Godwin-Jones
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development

Commentary: The promise of digital scholarhip in SLA research and language pedagogy
...open access to scholarship (i.e., free publication and dissemination) through digital media (see Chanier, 2007) are stimulating a debate that hinges on just such questions. In that debate, departme...

by Sally Sieloff Magnan
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading

Authenticity and authorship in the computer-mediated acquisition of L2 literacy
...educational research, the concept of authenticity became contrasted with that of authorship. Breen and Candlin (1980), then Breen (1985) reminded educators that the classroom has its own authenticit...

by Claire Kramsch, Francine A'Ness, Wan Shun Eva Lam
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies