- Autonomous learning through task-based instruction in fully online language courses
-
...Zhao & Wang, 2011; Lee, 2010). As of yet, no
evidence from L2 research studies has been found regarding the potency of digital technologies on learner
autonomy within a fully online context. Underst...
by Lina Lee
in Volume 20 Number 2, June 2016 Special Issue of Special Issues: 20 Years of Language Learning & Technology
- Peer and NS-learner videoconferencing: Language-related episodes and perceived usefulness
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...Zhao & Bitchener, 2007). To further clarify this NS type, the interlocutors on
the PVP are coached to engage the students in the target language, encourage their participation in the
dialogue, and a...
by Lauren Hetrovicz
in Volume 27 Number 1, 2023
- An experimental study of corrective feedback during video-conferencing
-
...Zhao, Y. (2006). Noticing and text-based chat. Language Learning & Technology, 10(3), 102–
120. Retrieved from http://llt.msu.edu/vol10num3/pdf/laizhao.pdf
Lee, L. (2007). Fostering second language o...
by Kátia Monteiro
in Volume 18 Number 3, October 2014
- The practices and challenges of telecollaboration in higher education in Europe
-
...Zhao, 2009).
Figure 5. Student beliefs about value and outcomes of telecollaboration.
Though no survey respondents reported actually carrying out pre-mobility exchanges, ninety-one per cent
of ex...
by Francesca Helm
in Volume 19 Number 2, June 2015
- Anxiety in virtual exchange and its relationship with social presence
-
...Zhao, 2022). However, some positive aspects of
asynchronous contexts include the opportunity to work at one’s own pace, to reflect without peer
pressure, and to avoid public criticism (Hurd, 2007). ...
by Elke Nissen, Suzi M. S. Cavalari, Solange Aranha
in Volume 29 Number 1, 2025
- Self-study with language learning software in the workplace: What happens?
-
...Zhao, & Li, 2008; Nielson & González-Lloret, 2010; White, 2006).
Since commercially available packages like Rosetta Stone and Auralog claim to work as all-in-one
solutions for language learning, th...
by Katharine B. Nielson
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- ESL teacher training in 3D virtual worlds
-
...Zhao & Tella, 2002, p. 3), the teacher training process also “becomes more complex”. One
such “complex and powerful” technology is 3D VWs (e.g., Second Life), which are defined as “persistent
virtua...
by Iryna Kozlova, Dmitri Priven
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- A systematic review of technology-enhanced L2 listening development since 2000
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...Zhao & Lee,
2022) and enhanced their motivation and engagement (Read et al., 2021).
Third, TELD effectively encouraged learners’ active engagement. Digital affordances helped students’ L2
listening...
by Ruofei Zhang, Di Zou, Gary Cheng
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- A Framework for Developing Self-Directed Technology Use for Language Learning
-
...Zhao & Lai, 2007). Thus,
encouraging and supporting the self-directed use of technology outside language classrooms is essential
to maximizing the potential of technology for language learning. Self...
by Chun Lai
in Volume 17 Number 2, June 2013
- Memes and identity in language teacher education
-
...Zhao & Zappavigna, 2018),
tweets (Lomicka & Lord, 2012), and memes.
A meme is a multimodal form of communication that combines text, imagery, and cultural references,
shared and reshaped through d...
by Boris Vazquez-Calvo, Alba Paz-López, Sergio Rey-Godoy
in Volume 29 Number 1, 2025
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