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 736 for Long

Listeners’ patterns of interaction with help options: Towards empirically-based pedagogy
...long with avenues for research are also discussed. Keywords: Help Options, Technology-Mediated Listening, Listening Pedagogy Language(s) Learned in This Study: English APA Citation: Cárdenas-Claros...

by Mónica S. Cárdenas-Claros, Astrid Campos-Ibaceta, Jimmy Vera-Saavedra
in Volume 25 Number 2, June 2021

Learners’ engagement on a social networking platform: An ecological analysis
...long-term experiences and is usually collected through interviews (Syed & Nelson, 2015). Narrative data is important when adopting an ecological perspective for three reasons. First, an ecological p...

by Boning Lyu, Chun Lai
in Volume 26 Number 1, 2022

Computer-Assisted Pronunciation Training (CAPT): An empirical evaluation of EPSS Multimedia Lab
...longside the students’ perceptions of it including gender differences. The scores obtained by 504 Spanish EFL learners in an English phonetics undergraduate course were analyzed comparing performanc...

by María de los Ángeles Gómez González, Alfonso Lago Ferreiro
in Volume 28 Number 1, 2024

Distributed agency in second language learning and teaching through generative AI
...longevity. General AI systems from OpenAI, Google, Meta, or Microsoft, stand a better chance of remaining available longer- term. The fierce competition among these companies is likely to result in e...

by Robert Godwin-Jones
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Review of Centro Virtual Camões – Aprender Portuguê_x0090_s
...long to well-known Portuguese actors and actresses, such as Norberto Barroca, Filipe La Féria, Ruy de Carvalho, and Manuela Machado, all of whom participated in one dramatized reading. Unfortunately...

by Ricardo Vasconcelos
in Volume 12 Number 3, October 2008

Review of Open English
...long with each dialog. These drills and questions are interspersed among segments of the dialog and come in various forms: multiple-choice, true/false, drag-and-drop, cloze, short (single word) answ...

by Paula Winke
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning

AI-assisted English learning: A tool for all or only a select few?
...longer-term effects of AI-assisted learning. Future longitudinal research is warranted to determine the sustainability and potential expansion of these outcomes over time. Table 1 presents an overvi...

by EunJung Kim
in Volume 29 Number 1, 2025

The application of chatbot as an L2 writing practice tool
...longer memory retention than the control group. This shows that the contextual understanding through conversations with a chatbot could contribute to learners’ long-term memory. In terms of recent a...

by Suh Keong Kwon, Dongkwang Shin, Yongsang Lee
in Volume 27 Number 1, 2023

Second language processing of errors in Korean-to-English machine-translated output
...longest in the semantic condition, while low proficiency learners’ response times were longest in the syntactic and shortest in the semantic condition. Table 1 and Figure 2 illustrate these group di...

by Eun Seon Chung
in Volume 28 Number 1, 2024

Synchronous CMC, Working Memory, and L2 Oral Proficiency Development
...longer, more elaborate constructions in comparison to F2F conversation (e.g., Kern, 1995; Warschauer, 1996), the use of longer, multi-sentence comments can also be an indicator that users are inexpe...

by Scott Payne, Brenda Ross
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development