- Comparing individual vs. collaborative processing of ChatGPT-generated feedback: Effects on L2 writing task improvement and learning
-
...Grammarly to form revisions after completion of the
drafts.
6 Language Learning & Technology
Additionally, six EFL teachers were recruited and trained for the study. See Table 1 for th...
by Da Yan
in Volume 28 Number 1, 2024
- EFL students' self-directed learning of conversation skills with AI chatbots
-
...grammar (Wang et al., 2017) and elementary
students’ learning of speaking skills (Yang et al., 2019).
In line with the increasing importance of chatbots in English language education, we develop an...
by Sooyeon Kang, Min-Chang Sung
in Volume 28 Number 1, 2024
- ICALL offering individually adaptive input: Effects of complex input on L2 development
-
...grammar (Ortega, 2015). Foster and Skehan (1996) also characterized language development
as “progressively more elaborate language” and “greater variety of syntactic patterning” (p. 303). Thus it
is...
by Xiaobin Chen, Detmar Meurers, Patrick Rebuschat
in Volume 26 Number 1, 2022
- The practices and challenges of telecollaboration in higher education in Europe
-
...grammar, vocabulary etc.) 25%
Foreign language fluency 29%
Aspects of Intercultural communicative competence 40%
Ability to communicate online 33%
Other (please specify)
The main methods used fo...
by Francesca Helm
in Volume 19 Number 2, June 2015
- Vocabulary learning in an automated graded reading program
-
...grammar instruction with rare extensive reading
opportunities.
Designing An Online Extensive Reading Syllabus
Reading texts and four word lists.
The first step in constructing the online syllabus ...
by Hung-Tzu Huang, Hsien-Chin Liou
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Podcasting for language learning through iTunes U: The learner’s view
-
...grammar and
vocabulary, and an understanding of the cultures of the target language, either as supplementary material
or as the main source of learning. In addition, it would be interesting to follo...
by Fernando Rosell-Aguilar
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Vocabulary learning and retention through multimedia glossing
-
...grammar and vocabulary. Language Teaching
Research, 20(1), 92–112.
Khezrlou, S., & Ellis, R. (2017). Effects of computer-assisted glosses on EFL learners' vocabulary
acquisition and reading compreh...
by Nasrin Ramezanali, Farahnaz Faez
in Volume 23 Number 2, June 2019
- English L2 vocabulary learning with clickers: Investigating pedagogical effectiveness
-
...grammar concept). Moreover, researchers should compare different types
of clicker technology (e.g., Zoom poll, Plickers) to explore the affordances inherent to the different
applications. For exampl...
by Anne-Marie Sénécal, Walcir Cardoso
in Volume 28 Number 1, 2024
- Student use and instructor beliefs: Machine translation in language education
-
...grammar, vocab)
Nothing Students learn nothing from MT
STUDENT USE & MOTIVATION
Code Description
Cheat Students use MT expressly for academic dishonesty.
Busy Students use MT because they are bu...
by Emily A. Hellmich, Kimberly Vinall
in Volume 27 Number 1, 2023
- Using eye-tracking as a tool to develop lexical knowledge
-
...grammar. Language
Learning & Technology, 13, 96–120. http://dx.doi.org/10125/44170
Andrea Révész, Matthew Stainer, Jookyoung Jung, Minjin Lee, and Marije Michel 19
Schmidt, R. (2001). A...
by Andrea Révész, Matthew Stainer, Jookyoung Jung, Minjin Lee, Marije Michel
in Volume 27 Number 1, 2023
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