LANGUAGE LEARNING & TECHNOLOGY
A refereed journal for L2 researchers and educators interested in the role of technology in advancing language learning and teaching.
Home About People Contact

Search

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z Ç Ł Ş

Showing 51 - 60 results of 746 for He

Focus-on-form through collaborative scaffolding in expert-to-novice online interaction
...he first sentence." Level 3: The learner notices and corrects the error only with the expert’s help. The expert utilizes a specific strategy for intervention. The learner understands the help, re...

by Lina Lee
in Volume 12 Number 3, October 2008

Students' responses to computer-mediated coded feedback and the factors influencing those students' responses: A multiple-case study in the CFL setting
...he effect of the revisions when they were made. The rating scale and the corresponding definitions and examples are displayed in Appendix C. Writing and the WCF Process The teacher provided coded W...

by Jining Han
in Volume 28 Number 1, 2024

Language learners' perceptions of having two interactional contexts in eTandem
...he research questions. Once the researcher made a list of themes in the students’ writing data, the researcher grouped these by category and utilized the list of themes to code the interview data. Th...

by Se Jeong Yang
in Volume 22 Number 1, February 2018

Dynamicity of EFL learners’ emotions and WTC in Human-AI interactions
...her distinguished by their positive or negative valence, form the theoretical basis of the current study. Figure 1 below summarizes the nine target emotions and their categorization. The interplay...

by Qian Cheng, Xiuwen Chen, Yiyang Luo, Hao Wang
in Volume 30 Number 2, Special Issue: Emotional CALL

Digital Gaming and Language Learning: Autonomy and Community
...herited most of her games from her older brother and cousins, who all played Japanese games. In the beginning Her brother and cousins helped her with the Japanese instructions and some of the in-gam...

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

Review of Intercultural Language Activities [with CD-ROM]
...he supplied observation sheets to become more aware of the language and behaviour typical of these contexts. Other activities require learners to carry out interviews where one member of the class r...

by Robert O'Dowd
in Volume 14 Number 3, October 2010

Microblogging Activities: Language Play and Tool Transformation
...heir own life experiences to fill the content of the tweet. I then encouraged the students to check their Twitter accounts daily to read the feedback I would be providing them through the direct mes...

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

Power within blended language learning programs in Japan
...herefore, the power in the design of the institutional environment was not related to the cultural background of the individual teachers but rather emergent from the organizational culture of the in...

by Don Hinkelman, Paul Gruba
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Focus on form in task-based L2 oral computer-mediated communication
...hes his mother as she pours the jam she has just made into a jar. He then sees how she places it out of his reach on top of a door casing. In the next picture, the boy asks her if she is leaving the...

by Inigo Yanguas, Tyler Bergin
in Volume 22 Number 3, October 2018

L2 identity, discourse, and social networking in Russian
...he kind of help he might need from her, he answers with a perfunctory remark (Turn 6) that he does speak some Russian, but then focuses on the rest of the message where he talks about traveling. Episo...

by Liudmila Klimanova, Svetlana Dembovskaya
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology