- Effects of web-based collaborative writing on individual L2 writing development
-
...Zhao (2003)
found that the use of technology in language learning courses, over courses with no technology, had a
large effect size (d = .81). While learners in the present study did not experience ...
by Dawn Bikowski, Ramyadarshanie Vithanage
in Volume 20 Number 1, February 2016
- Modality and task complexity effects on second language production in CMC
-
...Zhao, 2006; Smith, 2008), including technology specific strategies like using cut and paste
from the chat transcript to pinpoint negotiation triggers (Lai & Zhao, 2006). Other research, however, has ...
by Rebecca Adams, Nik Aloesnita Nik Mohd Alwi, Umi Kalsom Binti Masrom
in Volume 27 Number 1, 2023
- Using digital stories to improve listening comprehension with Spanish young learners of English
-
...Zhao, 1999).
As regards primary school settings, the majority of studies report on the positive developmental and
motivational effects that access to technology may have on children's foreign langua...
by Dolores Ramírez Verdugo, Isabel Alonso Belmonte
in Volume 11 Number 1, February 2007 Special Issue on Technology and Listening Comprehension
- Review of Computer Assisted Language Learning: Critical Concepts in Linguistics
-
...Zhao,
1997), varied annotation modes and choice of mode (Jones, 2003), and a better understanding of feedback
in CALL (Pujola, 2001). Selections related to speaking and pronunciation focus on the be...
by Greg Kessler
in Volume 14 Number 3, October 2010
- Connecting multimodal learning processes and outcomes in CALL: Introduction to the special issue
-
...Zhao, Y., Chen, X., & Gao, J. (2025). Multimodal glosses revisited: Interplay of
individual differences and repeated exposures. Language Learning & Technology, 29(3), 92–134.
https://doi.org/10.6415...
by Bronson Hui, Matt Kessler
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Review of Contemporary Computer-Assisted Language Learning
-
...Zhao, in Chapter 10, review three types of commercial digital games used
in language learning: video games, massive multi-player role playing-games, and 3D collaborative virtual
environments. The au...
by Ciara Wigham
in Volume 17 Number 2, June 2013
- Corrective feedback accuracy and pronunciation improvement: Feedback that is ‘good enough’
-
...Zhao, G., Levis, J. M., Chukharev-
Hudilainen, E., & Gutierrez-Osuna, R. (2019). Golden speaker builder – An interactive tool for
pronunciation training. Speech Communication, 115, 51–66.
https://do...
by Alif Silpachai, Reza Neiriz, MacKenzie Novotny, Ricardo Gutierrez-Osuna, John M. Levis, Evgeny Chukharev
in Volume 28 Number 1, 2024
- Online learning negotiation: Native-speaker versus nonnative speaker teachers and Vietnamese EFL learners
-
...Zhao, 2005) and frequently switch to L1 to solve communication problems (Smith, 2005); they have
few opportunities to use the target language to communicate with different L1 speakers or native
spea...
by Pham Kim Chi, Nguyen Van Loi
in Volume 24 Number 3, October 2020
- Autonomous learning through task-based instruction in fully online language courses
-
...Zhao & Wang, 2011; Lee, 2010). As of yet, no
evidence from L2 research studies has been found regarding the potency of digital technologies on learner
autonomy within a fully online context. Underst...
by Lina Lee
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Peer and NS-learner videoconferencing: Language-related episodes and perceived usefulness
-
...Zhao & Bitchener, 2007). To further clarify this NS type, the interlocutors on
the PVP are coached to engage the students in the target language, encourage their participation in the
dialogue, and a...
by Lauren Hetrovicz
in Volume 27 Number 1, 2023
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.