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 561 - 570 results of 746 for He

Fostering foreign language learning through technology-enhanced intercultural projects
...he E-pal project (M = 4.80). The students affirmed that the projects helped them to learn English in an authentic learning context. In the interviews conducted at the end of the Folk tales project, ...

by Jen Jun Chen, Shu Ching Yang
in Volume 18 Number 1, February 2014

Google Translate as a tool for self-directed language learning
...he participants listen to the TTS? How many times did they repeat after they heard the synthesized voice? How often did they use the ASR? How many times did they practice the phrase without using T...

by Catharina van Lieshout, Walcir Cardoso
in Volume 26 Number 1, 2022

Peer and NS-learner videoconferencing: Language-related episodes and perceived usefulness
...hener, 2007). To further clarify this NS type, the interlocutors on the PVP are coached to engage the students in the target language, encourage their participation in the dialogue, and allow them t...

by Lauren Hetrovicz
in Volume 27 Number 1, 2023

Effects of learner uptake following automatic corrective recast from Artificial Intelligence chatbots on the learning of English caused-motion construction
...he student failed to provide the correct formulation, constituting NR of uptake. When the recast was provided in line 6, S finally used the CF as the basis for the grammatical formulation, constitut...

by Rakhun Kim
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

EFL students' self-directed learning of conversation skills with AI chatbots
...he mean increase of the chatbot group was greater than that of the worksheet group. In the posttest, the chatbot group showed a higher mean score than the worksheet group. These results show that th...

by Sooyeon Kang, Min-Chang Sung
in Volume 28 Number 1, 2024

Establishing a methodology for benchmarking speech synthesis for computer-assisted language learning (CALL)
...he comprehensibility and the accuracy of the output of the speech synthesizer. Specifically, it looks at the relationship between these features of the output of the speech synthesizer and the appro...

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

Divergent perceptions of tellecollaborative language learning tasks: Task-as-workplan vs. task-as-process
...heir Czech partners). The teacher continues her focus on the task in line four and, again, the indexicality of what the teacher is referencing highlights the importance she places on the plans she ...

by Melinda Dooly
in Volume 15 Number 2, June 2011

Learning to express gratitude in Mandarin Chinese through web-based instruction
...hether and to what extent the instruction sensitized them to the use of expressions of gratitude in the foreign language environment, and whether and how the knowledge they gained from the website i...

by Li Yang
in Volume 20 Number 1, February 2016

Telecollaboration for content and language learning: A Genre-based approach
...he topic of fictional works. The first mention of “Sachbücher” occurs much earlier in the conversation when Herbert shares information about the company’s origins. The next mention is when Herbert i...

by D. Joseph Cunningham
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education

The effects of virtual exchanges on oral skills and motivation
...her learners. Since the questionnaires were anonymous, there was no way of knowing whether the ones who answered the entry questionnaire were exactly the same ones who answered the second one. The q...

by Laia Canals
in Volume 24 Number 3, October 2020