- Pragmatic feedback on refusals in a computer-simulated advising session
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...learning outcomes between two groups of
participants. For instance, Sydorenko et al. (2020) compared the learning outcomes between a simulation
+ implicit instruction group against a simulation + ex...
by Paul Richards
in Volume 28 Number 1, 2024
- Language learning through social networks: Perceptions and reality
-
...learning, Distance learning, Online teaching and
learning, Social networking
APA Citation: Lin, C.-H., Warschauer, M., & Blake, R. (2016). Language learning
through social networks: Perceptions and...
by Chin-Hsi Lin, Mark Warschauer, Robert Blake
in Volume 20 Number 1, February 2016
- Game-based instruction of pragmatics: Learning request-making through perlocutionary effects
-
...learning objectives. Game-based learning can draw on insights from
vernacular game design principles when developing learning activities.
Sykes and Dubreil (2019) claim that game-based learning is b...
by Naoko Taguchi
in Volume 27 Number 1, 2023
- How do learners use a CALL environment? An eye-tracking study
-
...Learning, 19(2–3), 243–
259. https://doi.org/10.1080/09588220600821552
Isbell, D. R. (2018). Online informal language learning: Insights from a Korean learning community.
Language Learning & Technol...
by Isabeau Fievez, Maribel Montero Perez, Frederik Cornillie, Piet Desmet
in Volume 27 Number 1, 2023
- Online videos for self-directed second language learning
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...learning.
Language Learning & Technology, 28(1), 1–15. https://hdl.handle.net/10125/73545
Introduction
Kozar and Benson (2016) note that the field of language learning and technology is increasingl...
by Louisa Willoughby, Cathy Sell
in Volume 28 Number 1, 2024
- Establishing a methodology for benchmarking speech synthesis for computer-assisted language learning (CALL)
-
...learning and teaching (LLT) for "self-paced interactive learning environments" which provide "controlled
interactive speaking practice outside the classroom" (Ehsani & Knodt, 1998, p. 45). Both forms...
by Zöe Handley, Marie-Josée Hamel
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Topic management in L2 task-based written interactions
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...learning. Computer Assisted Language Learning, 29(5), 901–924.
https://doi.org/10.1080/09588221.2015.1074589
Kasper, G. (2004). Participant orientations in German conversation-for-learning. The Mode...
by Makoto Abe
in Volume 27 Number 1, 2023
- Applying educational data mining to explore individual experiences in digital games
-
...learning is rapidly growing. One advantage of using
digital games to support language learning is the ability to collect data on students learning in real time.
In this study, we use educational dat...
by Frederick J. Poole, Jody Clarke-Midura
in Volume 27 Number 1, 2023
- The effects of feedback type and explicit associative memory on the effectiveness of delayed corrective feedback in computer-mediated communication
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...learning, either facilitating or
4 Language Learning & Technology
hampering L2 achievement, and their research can inform about the mental processes engaged in L2
learning and about how to ...
by Yucel Yilmaz, Gisela Granena, Laia Canals, Alexandra Malicka
in Volume 28 Number 1, 2024
- English L2 vocabulary learning with clickers: Investigating pedagogical effectiveness
-
...learning as the pedagogical goal (explicit
learning), or incidentally, without a conscious intention to learn (implicit learning) (Barclay & Schmitt,
2019).
A key component of implicit learning is...
by Anne-Marie Sénécal, Walcir Cardoso
in Volume 28 Number 1, 2024
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