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 61 - 70 results of 730 for Feedback

Generative AI, visual scaffolds, and metacognition in EFL writing
...feedback on organization, logic, support, and mechanics - Revise based on instant AI and peer/instructor feedback - Students submit drafts for peer/instructor feedback only - Revise based on ...

by Mei-Rong Alice Chen
in Volume 30 Number 1, 2026

Speech tools and technologies
...feedback, often both visual and auditory. In addition to spectrograms and waveforms, the visual feedback may include a representation of the mouth showing physically how the sound is to be produced....

by Robert Godwin-Jones
in Volume 13 Number 3, October 2009 Special Issue On Technology And Learning Pronunciation

The effects of face-to-face and computer-mediated recasts on L2 development
...feedback on development of the past tense measured by a timed and an untimed grammaticality judgement test. The study found no advantage of one type of feedback over another and no L2 benefits in co...

by Nektaria-Efstathia Kourtali
in Volume 26 Number 1, 2022

Review of New directions in technology for writing instruction
...feedback. In Chapter 5, Kiymaz explores the effectiveness of providing audio feedback on language learners' assignments. Based on a review of 221 studies from 10 databases, Kiymaz reports that pedag...

by Kai Zhao
in Volume 29 Number 1, 2025

Students writing emails to faculty: An examination of e-politeness among native and non-native speakers of English
...feedback), but unlike the NSs, they used far fewer direct requests for requesting feedback than for requesting appointment. A possible reason might be that using email for requesting feedback may no...

by Sigrun Biesenbach-Lucas
in Volume 11 Number 2, June 2007

Pretask training for web-based second language collaborative writing
...feedback via comments, but the feedback was neither responded to nor acknowledged, with no changes made in the text. Example 3 displayed a similar pattern. SS15 and SS16 gave each other feedback via...

by Hsiu-Chen Hsu
in Volume 28 Number 1, 2024

Examining focused L2 practice: From in vitro to in vivo
...feedback and construction was significant in all four models. The model plots show that ML feedback affected accuracy rates positively for QNT, but not for V2O. Moreover, in comparison with KR feedb...

by Frederik Cornillie, Wim Van Den Noortgate, Kris Van den Branden, Piet Desmet
in Volume 21 Number 1, February 2017 Special Issue on Methodological Innovation in CALL Research

Focusing on form: Tools and strategies
...Feedback. Feedback should be tailored to a student's language level and based on what the system knows about the student's learning history. E-Tutor, for instance, bases feedback on the student's ge...

by Robert Godwin-Jones
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar

ICALL for improving Korean L2 writers’ ability to edit grammatical errors
...feedback feed back? Researching learners’ use of feedback. ReCALL, 13, 79–98. Rosa. H. M., & Lowe, R. P. (2004). Computerized task-based exposure, explicitness, type of feedback, and Spanish L2 dev...

by Ron Cowan, Jinhee Choo, Gabseon Sunny Lee
in Volume 18 Number 3, October 2014

Effects of machine translation on L2 writing proficiency: The complexity accuracy, lexical diversity, and fluency
...feedback directly corrects the error), and comprehensive and focused feedback (i.e., whether feedback is on a limited number or a wide range of errors). Despite the controversy, more studies have fa...

by Sangmin-Michelle Lee, Nayeon Kang
in Volume 28 Number 1, 2024