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 921 for Writing

E-mail and word processing in the ESL classroom: How the medium affects the message
...writing from their word-processed writing -- at least not for the cohesive features investigated here. Text Length While e-mail writing does not apparently differ significantly from word-processed wri...

by Sigrun Biesenbach-Lucas, Donald Weasenforth
in Volume 05 Number 1, January 2001

Corrective feedback in computer-mediated collaborative writing and revision contributions
...writing, it seems that, although collaborative writing engenders learning opportunities (e.g., Kuiken & Vedder, 2002; Reinders, 2009; and many others), learners working on writing tasks with peers d...

by Taichi Yamashita
in Volume 25 Number 2, June 2021

Exploring AI-assistance in L2 Chinese writing with standardized assessment tasks
...writing tasks in Mandarin Chinese. In this mixed-methods study, 26 university-level Mandarin Chinese foreign language students completed four writing tasks on two separate days. The writing prompts ...

by Dan Song, Alexander Fukin Tang
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology

Distributed agency in AI-assisted L2 writing
...writing research has focused on how writers agentively use GAI tools to achieve writing goals, with less attention to how GAI, as a distributed agentic partner, shapes writers’ writing processes and...

by Pin-Hsi Patrick Chen, Yichun Liu
in Volume 30 Number 1, 2026

Lexical bundles in L1 and L2 academic writing
...writing actually shares a few features distinctive in academic writing, such as the control of cautious language in native professional writing. Non-native writing, however, demonstrates a tendency ...

by Yu-Hua Chen, Paul Baker
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary

Using synchronous online peer response groups in EFL writing: Revision-related discourse
...writing class, students received additional training procedures in the writing process. At the prewriting and drafting stage, the instructor adopted Rollinson’s (2005) suggestions: (a) explaining the...

by Mei-Ya Liang
in Volume 14 Number 1, February 2010

Exploring multimodality in technology-mediated collaborative writing: An activity theory
...writing strategies in L2 writing: Do they really work? Asian EFL Journal, 18(2), 156–181. Kessler, M. (2020). Technology-mediated writing: Exploring incoming graduate students’ L2 writing strateg...

by Annita Stell
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

Review of Criterion for English Language Learning
...writing. Thus, despite the contributions that Criterion can make to writing instruction, instructors should still act as a personal writing coach and help learners develop their individual writing s...

by Hyojung Lim, Jimin Kahng
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Using machine translation to support ESL pre-service teachers’ collaborative feedback for writing
...writing, and how they perceive MT through their first-hand experience. Research Background Collaborative Feedback for Writing Feedback is vital in both the training and researching of ESL writing, ...

by Linling Fu, Michelle Mingyue Gu, Tan Jin
in Volume 28 Number 1, 2024

Computer-based multimodal composing activities, self-revision, and L2 acquisition through writing
...writing and point-of-writing revisions. Group B used it mainly for point-of-writing revision, and Group C used it mainly as a pre-writing activity. The division of the class into groups is in line w...

by Richmond Dzekoe
in Volume 21 Number 2, June 2017