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 611 - 620 results of 739 for Long

Irish in a 3D world: Engaging primary school children
...longing, helping them to interact. This facilitates immersion, which in turn can be an advantage for learning (Liou, 2012; O’Brien & Levy, 2008). As language learning theory has moved towards a grea...

by Gene Dalton, Ann Devitt
in Volume 20 Number 1, February 2016

Submission Guidelines
...long as they acknowledge LLT as the original publisher. Minor edits will be made within 14 days after publication. Post-publication changes involving content will be made only if there is a...

in Submission Guidelines

MALL—Somewhere between the tower, the field, the classroom, and the market: A reply to Professor Stockwell’s response
...long warned of the dangers of unlearning, resulting from trying to learn vocabulary in inappropriate lexical sets: presenting semantically similar form-meaning pairs at the early stage of acquisition ...

by Oliver James Ballance
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology

Strategies for effective communication in Dutch as a lingua franca telecollaboration
...long with, for example, metacognitive strategies such as planning for the speaking task. Burns (2016) does not make such a distinction, but, along similar lines, lists CS among elements of speaking c...

by Aleksandra Wach, Robertus de Louw, Mikołaj Buczak, Gert Loosen
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology

Exploring the relationship between L2 belongingness, personal L2 enjoyment, and willingness to communicate across language learning contexts
...longing orientations—L2 social belongingness in relation to teacher, social belongingness in relation to peers, academic belongingness in relation to teacher, and academic belongingness in relation ...

by Mehdi Solhi, Artem Zadorozhnyy, Ju Seong Lee
in Volume 30 Number 2, Special Issue: Emotional CALL

Digital social reading in CALL teacher education
...long as they do it before the class time so that others can read and reply to their posts. McNeil and Egbert 7 Table 2 Students With no Annotations Chapter *Did not Read but did r...

by Levi McNeil, Joy Egbert
in Volume 28 Number 1, 2024

Re-envisioning vocabulary learning and testing in L2 Russian classes using Kahoot!: From choosing words to playing games
...long with the BBEPX! Building on Your Foundations in Russian textbook series (2025) authored by Clancy, Egorova, Green, and Willis. The selection and categorization of these words for the Kahoot! qu...

by Dmitrii Pastushenkov, Olesia Pavlenko, Steven Clancy
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology

Challenging hegemonies in online learning
...long learning and for becoming empowered autonomous language learners? Are we doing enough to help students critically sift through the information overload of today’s Internet? Of course, one could...

by Robert Godwin-Jones
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Promoting EFL students’ inferential reading skills through computerized dynamic assessment
...long as they can get access to a computer. The C-DA program thus places the classroom teacher in the role of a guide or facilitator, who intervenes only as necessary. Secondly, the C-DA program can ...

by Adeline Teo
in Volume 16 Number 3, October 2012

Association between allophonic transcription tool use and phonological awareness level
...longside a four-semester practical pronunciation course that focuses on implicit exposure and drilling. The programme curriculum goes beyond intelligibility and focuses on achieving near-native pron...

by Kacper Łodzikowski
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research