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 691 - 700 results of 889 for Instructional Design

The effects of item preview on video-based multiple-choice listening assessments
...designers can present to test takers prior to the input. For example, with paper-and-pencil based tests, if a test designer wanted to postpone the presentation of items until after test takers have ...

by Dennis Koyama, Angela Sun, Gary J. Ockey
in Volume 20 Number 1, February 2016

From the editors
...designed homepage. This issue has three articles, a commentary by Carol Chapelle, our usual Emerging Technologies column, three reviews, and a Call for Papers for our new Action Research column. We...

by Dorothy Chun, Irene Thompson
in Volume 14 Number 3, October 2010

Review of Virtual Worlds for Language Learning: From Theory to Practice
...designed to make use of a range of SL simulations to teach L2 English. Finally, in keeping with the educational theories discussed in chapter 3, Sadler mentions several options for experiential langu...

by Joe Cunningham
in Volume 18 Number 3, October 2014

Podcasting for language learning through iTunes U: The learner’s view
...designed as distance learning materials, either because they have been repurposed from the university’s own course materials, or designed specifically for delivery through the university’s media chan...

by Fernando Rosell-Aguilar
in Volume 17 Number 3, October 2013 Special Issue on MALL

Asynchronous forums in EAP: Assessment issues
...designs multimedia programs and online learning environments, and has written many EFL textbooks and teachers' resource books. Her research interests are e-reading and computer mediated communication...

by Sara Kol, Miriam Schcolnik
in Volume 12 Number 2, June 2008 Special Issue On Technology And Learning To Write

Acquisition of L2 Japanese geminates: Training with waveform displays
...design compared auditory-visual (AV) and auditory-only (A- only) Web-based training. Stimuli were sin gleton and geminate /t ,k,s/ followed by /a,u/ in two conditions (isolated words, carrier sentenc...

by Miki Motohashi-Siago, Debra M. Hardison
in Volume 13 Number 2, June 2009

AI literacy in L2 writing and its association with L2 writing engagement
...designing AI-based writing courses. Keywords: AI literacy in L2 writing; questionnaire development and validation; writing engagement; the holistic AI literacy framework; the cognitive process the...

by Chenxi Du, Yingli Yang
in Volume 30 Number 1, 2026

Twenty-five years of digital literacies in CALL
...design and rhetoric in his framework, and how these must be at the heart of educational assessment: Two terms are central in my approach: design and rhetoric. Design is “prospective” and makes the ...

by Richard Kern
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

Building computer skills in TESOL teacher education
...instructional technology; discussions of readings on technology & CALL in ESL classrooms; self-evaluation survey 3 hours (3 1-hour blocks) Guided evaluation Evaluation of instructional technolog...

by Margo DelliCarpini
in Volume 16 Number 2, June 2012 Special Issue on Hegemonies in CALL

Visible or invisible links: Does the highlighting of hyperlinks affect incidental vocabulary learning, text comprehension, and the reading process?
...design, as clarified in Table 1. A Latin-square design controls for text and condition order. Table 1. Design of the Experiment group reading session 1 reading session 2 1 (N=7) Text 1 marked T...

by Isabelle De Ridder
in Volume 06 Number 1, January 2002