- A mixed-methods study of feedback modes in EFL writing
-
...learning styles but also
to students’ preferences (Mayer, 2003), while too much WF is considered to be biased towards a single
learning style (Stannard, 2008). Multimodal corrective feedback could b...
by Arif Bakla
in Volume 24 Number 1, February 2020
- Memes and identity in language teacher education
-
...Learning and Teaching
Table 4 shows that over 40% of the corpus focuses on language learning and teaching, particularly in the
categories of Language Learning Motivations and Goals, Language Learnin...
by Boris Vazquez-Calvo, Alba Paz-López, Sergio Rey-Godoy
in Volume 29 Number 1, 2025
- The development of e-mail literacy: From writing to peers to writing to authority figures
-
...learning and encourages collaborative writing (e.g., Cummins & Sayers, 1995; Lapp, 2000; Li,
2000; Liaw, 1998; Pennington, 1996; Singhal, 1998). A number of studies compared how L2 learners’ e-
mail d...
by Chi-Fen Emily Chen
in Volume 10 Number 2, May 2006 Special Issue on Electronic Literacy
- Does digital multimodal composing help improve EFL students' metacognitive knowledge?
-
...learning
process by asking them to voluntarily keep learning logs following a template provided by the research
team. The weekly-basis learning logs (i.e., learning process logs) documented their le...
by Wei Xu, Xiao Tan, Chaoran Wang, Dan Fu
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Second language learners’ post-editing strategies for machine translation errors
-
...learning to learn,” “learning to trust and mistrust data,” and
“learning to revise.” Learning to revise comprises the detection and correction of errors, substantial stylistic
revising, and the abil...
by Dongkawang Shin, Yuah V. Chon
in Volume 27 Number 1, 2023
- Toward a flipped 5E model for teaching problem-solution writing in ESL courses: A two-year longitudinal experiment
-
...Learning & Technology
three theoretical perspectives: (a) Jonassen’s design theory for case/policy analysis and problem-solving,
(b) the flipped classroom learning model, and (c) Bybee’s 5E le...
by Yau Wai Lam, Khe Foon Hew, Chengyuan Jia
in Volume 26 Number 1, 2022
- Multilevel language tests: Walking into the land of the unexplored
-
...learning opportunities, it is undeniable that a test, no matter its nature, should
serve to identify real learning needs. These multilevel tests do not help much to orientate further learning.
There...
by Jesus García Laborda, Miguel Fernández Álvarez
in Volume 25 Number 2, June 2021
- A meta-synthesis of empirical research on the effectiveness of computer-mediated communication (CMC) in SLA
-
...Learning & Technology 117
Texas at Austin, Texas.
*Yang, Y. F. (2011). Engaging students in an online situated language learning environment. Computer
Assisted Language Learning, 24(2), 181–198.
*...
by Huifen Lin
in Volume 19 Number 2, June 2015
- Identity Practices of Multilingual Writers in Social Networking Spaces
-
...Learning &
Technology, 12(3), 3–9. Retrieved from http://llt.msu.edu/vol12num3/emerging.pdf
Greenhow, C., & Robelia, B. (2009). Informal learning and identity formation in online social networks.
L...
by Hsin-I Chen
in Volume 17 Number 2, June 2013
- Are we testing what we think we are? A multi-site investigation of typed and handwritten L2 Chinese writing assessments
-
...learning history, non-
Chinese language learning history, and Chinese writing behavior and preferences. The full instrument is
available on the Open Science Framework: https://osf.io/aunxb/. The full...
by Matthew D. Coss
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.