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 521 - 530 results of 736 for Long

Commentary: Learner-based listening and technological authenticity
...longer are such devices part of the specialized landscape of the L2 learner; instead they make up the everyday L1 machine-mediated world of listening. That has implications for the demands learners ...

by Richard Robin
in Volume 11 Number 1, February 2007 Special Issue on Technology and Listening Comprehension

How do learners use a CALL environment? An eye-tracking study
...long the fixation lasted (i.e., fixation time) as well as on the location of the fixations and the direction of learners’ fixations (Conklin et al., 2018). In the SLA literature, research using eye...

by Isabeau Fievez, Maribel Montero Perez, Frederik Cornillie, Piet Desmet
in Volume 27 Number 1, 2023

A review of technology-enhanced Chinese character teaching and learning in a digital context
...long-term memory, in turn compensating for short- term memory loss (Xu & Ke, 2020). Establishing and Strengthening the Orthography-Phonology Linkage The establishment of the orthography-phonology li...

by Michael Li
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning

Comparing individual vs. collaborative processing of ChatGPT-generated feedback: Effects on L2 writing task improvement and learning
...long. However, sociocultural scaffolding or support has been downplayed in research on AF, which has been sustainedly applied in individual writing settings (Shadiev & Feng, 2023). Even for research...

by Da Yan
in Volume 28 Number 1, 2024

"Reflective conversation" in the virtual language classroom
...long recognized the importance of learners determining their own objectives, choosing ways of achieving them, and evaluating their own progress (Ellis, 1994, p. 516). More recently, the view that cons...

by Marie-Noëlle Lamy, Robin Goodfellow
in Volume 02 Number 2, January 1999

Establishing a methodology for benchmarking speech synthesis for computer-assisted language learning (CALL)
...long history and today is used in a wide range of fields including surveying, management, economics, education, and computing. Regarding the evaluation of computer systems of which CALL systems are ...

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

Multimedia glosses and their effect on L2 text comprehension and vocabulary learning
...long the duration of the study. After 39 participants were excluded for one or more of the reasons given above, the final number of participants per group was the following: control, N=23; picture &...

by Iñigo Yanguas
in Volume 13 Number 2, June 2009

Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process
...longer gap elapsed time <0> = no gap · elongation of the immediately previous sound Overlaps: =text speaker 1= =text speaker 2= -_ interruptions in text_ [text] transcripter’s comments XXX...

by Melinda Dooly
in Volume 15 Number 2, June 2011

The accuracy of computer-assisted feedback and students’ responses to it
...long term. Indeed, Polio (2012) argued that the learner has to pay attention to the feedback, the feedback may have to be at the right developmental level, and that explicit (including metalinguistic...

by Elizabeth Lavolette, Charlene Polio, Jimin Kahng
in Volume 19 Number 2, June 2015

Facilitating participation: Teacher roles in a multiuser virtual learning environment
...longer than one second as extensive pausing gives sufficient time for language learners to take turns and to prepare responses. These discourse strategies provide clues for detecting teacher roles ...

by Airong Wang
in Volume 19 Number 2, June 2015