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Showing 71 - 80 results of 240 for Data-driven Learning

From the Editors
...Learning & Technology 2 In Modality of input and vocabulary acquisition Tetyana Sydorenko investigates the effect of input modality (video, audio, and captions) on the learning of written and aura...

by Dorothy Chun, Irene Thompson
in Volume 14 Number 2, June 2010 Special Issue On Technology And Learning Vocabulary

Attention and learning in L2 multimodality: A webcam-based eye-tracking study
...learning-for-all-olla/ Zhang, R., & Zou, D. (2022). Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning. Computer Assisted Language Learning...

by Pengchong Zhang, Shi Zhang
in Volume 29 Number 1, 2025

Review of Blended Language program Evaluation
...learning outcomes of blended learning, since the approach is built on the assumption that learning in a blended environment has to lead to the same learning outcomes as a face-to-face environment. T...

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

Genre-based AWE system for engineering graduate writing: Development and evaluation
...learning of causal discourse practices, by examining two dimensions: Language learning potential and Meaning focus. These criteria provided a window for a comprehensive look at learning outcomes fro...

by Hui-Hsien Feng, Evgeny Chukharev-Hudilainen
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation

Review of CALL Dimensions: Options and Issues in Computer-Assisted Language Learning
...learning with a focus on meaning. Conducting research in CALL can be helpful for language teachers in refining pedagogical approaches, which in turn will shape language-learning tasks and promote le...

by Chen Xiaobin
in Volume 11 Number 2, June 2007

Can a web-based course improve communicative competence of foreign-born nurses?
...learning course can stand alone as self-paced instruction. While some may argue that the ICW cannot take the place of face-to-face interactions in a well-designed and executed ESL course, the e-lea...

by Eileen Van Schaik, Emily Lynch, Susan Stoner, Lorna Sikorski
in Volume 18 Number 1, February 2014

Processes and outcomes in networked classroom interaction: Defining the research agenda for L2 computer-assisted classroom discussion
...learning to a social and collaborative view of learning (cf. Hawisher, 1994). Since the early 1990s, national and international networks, on the one hand, and local area networks (LANs), on the oth...

by Lourdes Ortega
in Volume 01 Number 1, July 1997 Special Issue: Defining the Research Agenda – Language Learning and Technology

News from LLT
...Learning & Technology http://llt.msu.edu/vol8num2/editors/ May 2004, Volume 8, Number 2 p. 1-2 Copyright © 2004, ISSN 1094-3501 1 FROM THE EDITORS Welcome to Volume 8, Number 2 of Language Learning & ...

by Dorothy Chun, Irene Thompson, Pamela DaGrossa
in Volume 08 Number 2, May 2004

Evolving technologies for language learning
...Data-driven learning and language learning theories. In A. Leńko-Szymańska & A. Boulton (Eds.), Multiple affordances of language corpora for data-driven learning (pp. 15–36). John Benjamins. Fryer,...

by Robert Godwin-Jones
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

Task-induced development of hinting behaviors in online task-oriented L2 interaction
...learning. Language Learning & Technology, 7(3), 50–80. Ellis, R. (2003). Task-based language learning and teaching. Oxford, UK: Oxford University Press. Fernández-García, M., & Martínez-Arbelaiz, A...

by Ufuk Balaman
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL