- Using digital stories to improve listening comprehension with Spanish young learners of English
-
...Zhao, 1999).
As regards primary school settings, the majority of studies report on the positive developmental and
motivational effects that access to technology may have on children's foreign langua...
by Dolores Ramírez Verdugo, Isabel Alonso Belmonte
in Volume 11 Number 1, February 2007 Special Issue on Technology and Listening Comprehension
- Connecting multimodal learning processes and outcomes in CALL: Introduction to the special issue
-
...Zhao, Y., Chen, X., & Gao, J. (2025). Multimodal glosses revisited: Interplay of
individual differences and repeated exposures. Language Learning & Technology, 29(3), 92–134.
https://doi.org/10.6415...
by Bronson Hui, Matt Kessler
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Review of Computer Assisted Language Learning: Critical Concepts in Linguistics
-
...Zhao,
1997), varied annotation modes and choice of mode (Jones, 2003), and a better understanding of feedback
in CALL (Pujola, 2001). Selections related to speaking and pronunciation focus on the be...
by Greg Kessler
in Volume 14 Number 3, October 2010
- Corrective feedback accuracy and pronunciation improvement: Feedback that is ‘good enough’
-
...Zhao, G., Levis, J. M., Chukharev-
Hudilainen, E., & Gutierrez-Osuna, R. (2019). Golden speaker builder – An interactive tool for
pronunciation training. Speech Communication, 115, 51–66.
https://do...
by Alif Silpachai, Reza Neiriz, MacKenzie Novotny, Ricardo Gutierrez-Osuna, John M. Levis, Evgeny Chukharev
in Volume 28 Number 1, 2024
- Review of Contemporary Computer-Assisted Language Learning
-
...Zhao, in Chapter 10, review three types of commercial digital games used
in language learning: video games, massive multi-player role playing-games, and 3D collaborative virtual
environments. The au...
by Ciara Wigham
in Volume 17 Number 2, June 2013
- Online learning negotiation: Native-speaker versus nonnative speaker teachers and Vietnamese EFL learners
-
...Zhao, 2005) and frequently switch to L1 to solve communication problems (Smith, 2005); they have
few opportunities to use the target language to communicate with different L1 speakers or native
spea...
by Pham Kim Chi, Nguyen Van Loi
in Volume 24 Number 3, October 2020
- 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
-
...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
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