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 671 - 680 results of 730 for Feedback

Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos
...feedback and focus on form episodes, arguing that acquisition of new language occurs when learners negotiate problems in communication. Another strand of research has used conversation analysis in m...

by Phil Benson
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning

Bronies learning English in the digital wild
...feedback, constructive criticism, and encouraging comments by voluntary proofreaders from within the fan community. Members of the community created a safe scaffolding environment for novice authors...

by Liudmila Shafirova, Daniel Cassany
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds

Synthetic voices in the foreign language context
...feedback on CMC. Language Learning & Technology, 16(1), 62–90. https://www.lltjournal.org/item/2761 Grimshaw, J., & Cardoso, W. (2018). Activate space rats! Fluency development in a mobile game- ass...

by Tiago Bione, Walcir Cardoso
in Volume 24 Number 1, February 2020

Learning of L2 Japanese through video games
...feedback and my dissertation committee who supervised the research project reported in this study. References Agency for Cultural Affairs. (2016, May 6). Kotoba-no Q&A [Language Q&A]. http://www.b...

by Kayo Shintaku
in Volume 27 Number 1, 2023

“I Am What I Am”: Multilingual identity and digital translanguaging
...feedback from peers and teachers, they practiced strategies for translanguaging more effectively in an academic environment, developing “sensitivity to the rhetorical constraints and possibilities av...

by Brooke Ricker Schreiber
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning

Data-driven learning of academic lexical bundles below the C1 level
...feedback. Stage Two: Control Group The second stage was carried out one year after the first stage in order to include a group with a comparable academic and English background to group A. The pre...

by Keith J. Lay, Mehmet A. Yavuz
in Volume 24 Number 3, October 2020

Language learning through game-mediated activities: Analysis of learners’ multimodal participation
...feedback. The researcher then revised the coding scheme before applying it to the entire dataset of use. Analytical Process A three-step analytical framework was adopted to understand participa...

by Yuchan Gao
in Volume 28 Number 1, 2024

Patterns of peer interaction in multimodal L2 digital social reading
...feedback which greatly improved the paper. Notes 1. Links to all lyrics can be found in the Appendix 2. One possible origin is the phrase décadence catalane décalée ‘quirky Catalan decadence’ propo...

by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics

Teaching critical, ethical, and safe use of ICT to teachers
...feedback on posted material can be exchanged as comments or postings. With the increasing prevalence of digital media-based communication in today’s world, students need to master these digital lite...

by Sang-Keun Shin
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

Online informal language learning: Insights from a Korean learning community
...feedback from the community as a form of member checking. Settings and Participants My observation of the r/Korean community took place in two online settings: a public subreddit on Reddit (hencefo...

by Daniel R. Isbell
in Volume 22 Number 3, October 2018