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 721 - 730 results of 730 for Feedback

The deliberate study of concrete nouns with tablet-based augmented reality
...feedback, or scent. Though the number of studies focusing on SLA with AR at present are limited, and the range of focus of these studies is wide, the role of AR in the field of SLA is now being inve...

by Adam Dabrowski, Stuart McLean, Christopher Nicklin
in Volume 28 Number 1, 2024

Thirty years of data-driven learning: Taking stock and charting new directions over time
...feedback questionnaire studies; this may be the entire focus of the paper, or just a minor section. Papers were excluded if they only described corpora or tools, analyzed corpora (notably learner co...

by Alex Boulton, Nina Vyatkina
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

A Framework for Developing Self-Directed Technology Use for Language Learning
...feedback and guidance on possible technology-enhanced materials for learning have been found to be critical to enhance learners’ self-directed use of technology for language learning (Castellano, My...

by Chun Lai
in Volume 17 Number 2, June 2013

Effects of corpus-based instruction on phraseology in learner English
...feedback time. It is possible that the success of hands-on DDL may be facilitated by smaller class numbers, but this is an area for further investigation. A word should also be said about the items...

by Katherine Ackerley
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching

How captions help people learn languages: A working-memory, eye-tracking study
...feedback. To explore her research interests, she uses psycholinguistic techniques, such as eye- tracking and reaction times. E-mail: ahnjieun@msu.edu

by Susan Gass, Paula Winke, Daniel R. Isbell, Jieun Ahn
in Volume 23 Number 2, June 2019

Does comprehension of L2 television programs improve through regular classroom viewing?
...feedback was given to students until the end of the study. Participants were asked to pay attention and try to understand the content of the episodes. They were not allowed to take notes when viewin...

by Geòrgia Pujadas, Stuart Webb
in Volume 29 Number 1, 2025

Investigating learner autonomy and vocabulary learning efficiency with MALL
...feedback and additional literature recommendations. The paper is greatly improved from their comments and suggestions. I am also indebted to Dr. Yicheng Kao for introducing me to and helping me with...

by Nigel P. Daly
in Volume 26 Number 1, 2022

Culture, culture learning and new technologies: Towards a pedagogical framework
...feedback. ABOUT THE AUTHORS Dr Mike Levy is Head of School and Associate Professor of Languages and Linguistics at Griffith University. For the last 25 years, his principal interest in teaching a...

by Mike Levy
in Volume 11 Number 2, June 2007

Authenticity and authorship in the computer-mediated acquisition of L2 literacy
...feedback on earlier versions of this paper. Claire Kramsch extends special thanks to Peter Patrikis and Bob Blake for the opportunity to present this paper respectively at a conference on "Transform...

by Claire Kramsch, Francine A'Ness, Wan Shun Eva Lam
in Volume 04 Number 2, September 2000 Special Issue Literacies and Technologies

Ecological semiotics: Multimodality, multilingualism, and situated language learning in the AI era
...feedback into L2 courseware authored with tools such as HyperCard or other multimedia authoring programs (for an overview, see Godwin-Jones, 2017a). Digital video appeared in the 1990s (Apple’s Quic...

by Robert Godwin-Jones
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL