- Review of Technology for Literacy Teaching and Learning
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...Teaching and Learning
Language Learning & Technology 48
their own beliefs and community, state and national standards. Students must then determine the accuracy
and suitability of the material. Valmon...
by Stephanie Throne
in Volume 07 Number 3, September 2003 Special Issue Distance Learning
- LiTgloss
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...and emerging ideas for the
teaching of foreign languages (pp. 37-52). Boston: Heinle & Heinle.
LeLoup, J. W., and Ponterio, R. (2000). Literacy: Reading on the Net. Language Learning & Technology,
...
by Jean LeLoup, Robert Ponterio
in Volume 11 Number 3, October 2007 Special Issue on Technology and Reading
- Acquisition of L2 Japanese geminates: Training with waveform displays
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...and geminate /t / in her stimuli was the greatest (180 ms) compared to that for /k/ (142
ms) and /s/ (134 ms). Korean and Chinese speakers learning Japanese in Minagawa and Kiritani’s (1996)
study s...
by Miki Motohashi-Siago, Debra M. Hardison
in Volume 13 Number 2, June 2009
- Review of Language Learning with Technology: Ideas for Integrating Technology in the Classroom
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...learning focus, moves through to lesson
preparation, and finally suggests technical requirements and pedagogical possibilities. The overall effect
of the handbook thereby provides useful and interes...
by Nancy Montgomery
in Volume 18 Number 1, February 2014
- Bots for language learning now: Current and future directions
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...Learning. In E. Hinkel (Ed). The Handbook of
Research in Second Language Teaching and Learning. Routledge: New York. (pp. 663–
680).
Clark, R. C., & Mayer, R. E. (2016). E-learning and the science ...
by Luke Fryer, David Coniam, Rollo Carpenter, Diana Lăpușneanu
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Reivew of Advanced French: Interactive Video Language Learning with "Au coeur de la loi"
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...and Heinle. ***
Holliday, L. (1999). Theory and research: Input, interaction, and CALL. In J. Egbert & E. Hanson-Smith
(Eds.), CALL environments: Research, practice, and critical issues. Alexandria,...
by Susan Carpenter
in Volume 06 Number 1, January 2002
- Chinese EFL teachers' social interaction, socio-cognitive presence in synchronous computer-mediated communication
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...Learning and Technology for their insightful comments
and suggestions, and to acknowledge Mr. Lin Hong, the administrator of the English teaching forum of
CERSP and the three case teachers who provi...
by Heping Wu, Junde Gao, Weimin Zhang
in Volume 18 Number 3, October 2014
- Patterns of peer interaction in multimodal L2 digital social reading
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...and implications of factive and implicative
predicates. Language Learning, 34(1), 1–19.
Cohen, A. D. (2008). Teaching and assessing L2 pragmatics: What can we expect from learners?
Language Teachin...
by James Law, David Barny, Rachel Poulin
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- Language learning through social networks: Perceptions and reality
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...learning, Distance learning, Online teaching and
learning, Social networking
APA Citation: Lin, C.-H., Warschauer, M., & Blake, R. (2016). Language learning
through social networks: Perceptions and...
by Chin-Hsi Lin, Mark Warschauer, Robert Blake
in Volume 20 Number 1, February 2016
- The effects of AI-guided individualized language learning: A meta-analysis
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...learning contexts: first-language learning (e.g., learning English
in the USA), second-language learning (e.g., learning Spanish in the USA), and foreign-language learning
(e.g., learning English in...
by Hansol Lee, Jang Ho Lee
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning