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 621 - 630 results of 733 for Feedback

Pre-task planning in L2 text-chat: Examining learners’ process and performance
...feedback—potentially supporting L2 development. Although these results provide encouragement for the use of pre-task planning, performance and production were not addressed, highlighting the need fo...

by Nicole Ziegler
in Volume 22 Number 3, October 2018

Spatial repertoires in mixed-reality-based simulations for L2 teacher telecollaboration
...feedback from her partners Ming and Caiqin during their subsequent telecollaborative reflection (see Excerpt 4). Many of the verbal resources the three teachers used in this interaction relied on sp...

by Sumei Wu, Meei-Ling Liaw
in Volume 29 Number 1, 2025

Multimodal interactive alignment: Language learners’ interaction in CMC tasks through Instagram
...feedback on the earlier version of this article. This project was funded by Lembaga Pengelola Dana Pendidikan (LPDP) in cooperation with the Ministry of Religious Affairs, Republic of Indonesia unde...

by Muntaha Muntaha, Julian Chen, Toni Dobinson
in Volume 28 Number 1, 2024

Autonomy CALLing: A systematic review of 22 years of publications in learner autonomy and CALL
...feedback are not necessarily behaviorist, they are nonetheless quite “restricted” in nature. By Open CALL, Bax (2003) refers to the openness of the various dimensions of teaching and learning: feedb...

by Carmenne Kalyaniwala, Maud Ciekanski
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

Crossing Boundaries: Multimedia Technology and Pedagogical Innovation in a High School Class
...feedback provided by the teacher, either in the form of individual consultation or to the whole team. Although feedback was provided on paper drafts, it was also given electronically including color-c...

by Susan Parks, Diane Huot, Josiane Hamers, France H.-Lemmonier
in Volume 07 Number 1, January 2003

From TPACK-in-Action workshops to classrooms: CALL competency developed and integrated
...feedback and grading had been provided on paper. This suggests that participants were fully aware that knowing and doing were two completely different things and it would take some time and effort f...

by Shu-Ju Diana Tai
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

Computer-supported cooperative prewriting for enhancing young efl learners’ writing performance
...feedback from others (such as teachers or peers), and revising (Kroll, 2001; Richard-Amato, 1996). Additionally, from the perspective of “writing as a process” (Gower, Phillips, & Walters, 1995; Ric...

by Yu-Ju Lan, Yao-Ting Sung, Chia-Chun Cheng, Kuo-En Chang
in Volume 19 Number 2, June 2015

The effect of multimedia annotation modes on l2 vocabulary acquisition: A comparative study
...feedback from writing Picture or objects Environmental sounds Feelable objects Motor feedback from haptic exploration of objects From Pavio & Begg (1981, p. 68) 206 The two systems are presumed to be ...

by Khalid Al Seghayer
in Volume 05 Number 1, January 2001

The formative role of teaching presence in blended Virtual Exchange
...feedback, thus establishing a LP where students would self-regulate their learning better. At the same time, the Polish instructor also had to provide more cognitive support. After having become awa...

by Malgorzata Kurek, Andreas Müller-Hartmann
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education

Emerging technologies
...feedback in Rosetta Stone may make the learner feel good, but it would be interesting to see a study of its efficacy compared to SRS systems. This is true as well for another well-known language lea...

by Robert Godwin-Jones
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary