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 51 - 60 results of 736 for Long

Categorization of text chat communication between learners and native speakers of Japanese
...Long, 1996). Etsuko Toyoda and Richard Harrison Categorization of Text Chat Communication... Language Learning & Technology 83 The Interaction Hypothesis (Gass, 1997; Long, 1996, 1991) claims that res...

by Etsuko Toyoda, Richard Harrison
in Volume 06 Number 1, January 2002

Teaching languages online: Professional vision in the making
...long have you been teaching language(s)? • Less than 1 year • 1-2 years • 3-5 years • 6-10 years • over 10 years 2. How long have you been teaching language(s) online? • Less than 1 year • 1...

by Carla Meskill, Natasha Anthony, Gulnara Sadykova
in Volume 24 Number 3, October 2020

From the special issue editor
...long intrigued me. Namely, that the answer to this question is always “it depends.” This question was first raised to me by Chris Haas (1996), who graduated from the same rhetoric program at Carnegi...

by Joel Bloch
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write

Learning of L2 Japanese through video games
...long learning and helps people see their growth and future goals on a trajectory of life-long learning. In the framework used for analyzing students’ educational success for completing their degree(...

by Kayo Shintaku
in Volume 27 Number 1, 2023

Exploring AI-Generated text in student writing: How does AI help?
...longer than sentence length, we defined those as long AI chunks. The NET manually counted the number of AI chunks and categorized each chunk for each story. We prepared on Excel the descriptive st...

by David James Woo, Hengky Susanto, Chi Ho Yeung, Kai Guo, April Ka Yeng Fung
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning

Data-driven learning of collocations: Learner performance, proficiency, and perceptions
...long-term process” to have broader and long-lasting effects. This study was designed as such an apprenticeship that supported development of DDL skills in learners. Only future longitudinal studies c...

by Nina Vyatkina
in Volume 20 Number 3, October 2016

Technology-mediated TBLT and language development for beginning learners of Vietnamese
...Long, M. H. (2015). Second language acquisition and task-based language teaching. Wiley-Blackwell. Long, M. H. (2016). In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Appli...

by Hoa T. Vinh Le, Nicole Ziegler
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology

Big data in language education and research
...long periods of time, could we identify common patterns, facilitative and inhibitory variables, and possibly even predict future performance? Could we identify possible problems more easily and inte...

by Hayo Reinders, Yu-Ju Lan
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research

Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process?
...longer seen as a major interruption of the language-learning activity. Research has concentrated on the effectiveness of this supplementary information and has evaluated whether these annotations im...

by Isabelle De Ridder
in Volume 06 Number 1, January 2002

Vocabulary support for independent online reading
...long learning and showing them how they can continue to use the language long for their own purposes long after they have left school (National Standards, 1999). In a previous column, "Literacy: Rea...

by Jean W. LeLoup, Robert Ponterio
in Volume 09 Number 2, May 2005