- Sentiment analysis in virtual exchange: Comparing lingua franca and L1-L2 synchronous interactions
-
...feedback (Akiyama, 2017). In this context,
some studies (van Mulken & Hendriks, 2014) indicate that participants in L1-L2 interactions use different
communication strategies and are more effective i...
by Margarita Vinagre, Marta Giralt, Ciara Wigham
in Volume 30 Number 1, 2026
- Unpacking EFL students’ engagement with GAI in digital multimodal composing
-
...feedback (Jiang & Lai, 2025; Lin et al., 2025).
Concerning cognitive engagement, existing research primarily focuses on students’ evaluative criteria for
GAI multimodal outputs. Liu et al. (2024) i...
by Yu Zhang, Lawrence Jun Zhang, Li Jia, Yumei Yang
in Volume 30 Number 1, 2026
- Review of Informal digital learning of English: Research to practice
-
...feedback
from frontline in-service English teachers who have participated in Lee’s workshops.
The final chapter of the book, Chapter 8, focuses on the challenges faced by English teachers in the 21...
by Lucas Kohnke
in Volume 26 Number 1, 2022
- Review of Research methods for digital discourse analysis
-
...feedback on their online application usage.
In both the breath of information contained therein and the backgrounds of its contributors, this edited
4 Language Learning & Technology
volume captu...
by Hanwool Choe
in Volume 27 Number 1, 2023
- Language Testing and Technology: Past and Future
-
...feedback, new item/task types, and
enhanced test security. Perhaps one of the most exciting capabilities of CBT is the adaptive approach,
which one might argue, using Christensen's terminology, is a "...
by Micheline Chalhoub-Deville
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing
- Review of Technology-Mediated Learning Environments for Young English Learners
-
...feedback received must be meaningful
and of high quality, and (d) the content must be individualized for the student’s unique needs. The authors
provide extensive, rich examples and explanations of ...
by Brenna Rivas
in Volume 16 Number 1, February 2012
- Multinational telecollaboration in language teacher education: Teacher educators’ perspectives
-
...feedback (e.g., Angelova & Zhao, 2016;
Sauro, 2013; Wach et al., 2022). Furthermore, telecollaboration promotes the development of a range of
pedagogical skills, for example, Vinagre’s (2017) and Gr...
by Aleksandra Wach, Shannon Tanghe, De Zhang
in Volume 28 Number 1, 2024
- Review of Technology and Language Teaching
-
...feedback on teaching effectiveness.
Next, Stickler details four examples of the successful integration of research findings with teaching
practice. The authors of the studies employed different rese...
by Fei Li, Yabin Zhang
in Volume 29 Number 1, 2025
- On the net: Using WWW multimedia in the foreign language classroom: Is this for me?
-
...feedback to the respective authors of the sites.
Figure 1. The WWW Notebook for Teachers of French by Sonja Moore, Virginia Commonwealth
University
Site for French language instruction. Offers resourc...
by Jean W. LeLoup, Robert Ponterio
in Volume 02 Number 1, July 1998
- Review of Exploring spoken English learner language using corpora: Learner talk
-
...feedback
or have better performance (e.g., write better second drafts) than others.
To explore the linguistic features of collaboration, Chapter 13 digs into the use of modal verbs as stance
marker...
by Xinhua Yuan
in Volume 22 Number 3, October 2018
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