- Peer and NS-learner videoconferencing: Language-related episodes and perceived usefulness
-
...writing (M = 3.33), reading (M = 3.38), and listening (M
= 3.00) with 1 referring to beginner and 5 to like a native speaker. The fact that speaking was the lowest
self-rated skill suggests that the...
by Lauren Hetrovicz
in Volume 27 Number 1, 2023
- Language learning through game-mediated activities: Analysis of learners’ multimodal participation
-
...writing skills, especially in the academic discourse of
high school science. These learning targets were identified based on the instructional materials (what
knowledge and skills the instructor rec...
by Yuchan Gao
in Volume 28 Number 1, 2024
- Digital Gaming and Language Learning: Autonomy and Community
-
...writing about them on interest-driven websites. Game-related texts, such as
walkthroughs, video tutorials, fan fiction and fan art, have been described as “paratexts” (Apperley &
Walsh, 2012; Consal...
by Alice Chik
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Pronunciation development and instruction in distance language learning
-
...writing, speaking, and listening.
Independent sample t-tests (equal variance not assumed) revealed no significant difference in age or any of
the self-rated proficiency measures between the two grou...
by Ines A. Martin
in Volume 24 Number 1, February 2020
- Help options and multimedia listening: Students' use of subtitles and the transcript
-
Language Learning & Technology
http://llt.msu.edu/vol11num1/grgurovic/
February 2007, Volume 11, Number 1
pp. 45-66
Copyright © 2007, ISSN 1094-3501 45
HELP OPTIONS AND MULTIMEDIA LISTENING: ST...
by Maja Grgurović, Volker Hegelheimer
in Volume 11 Number 1, February 2007 Special Issue on Technology and Listening Comprehension
- Listeners’ patterns of interaction with help options: Towards empirically-based pedagogy
-
...writing scripts are very different (as with Arabic, Hebrew,
Japanese, Chinese, or Korean) a more active intervention would be required. Also, transcripts may be
beneficial in contexts where reading ...
by Mónica S. Cárdenas-Claros, Astrid Campos-Ibaceta, Jimmy Vera-Saavedra
in Volume 25 Number 2, June 2021
- Assistive design for English phonetic tools (ADEPT) in language learning
-
...writing system in which the alphabet,
numbers, and so forth are constructed from six raised dots positioned in a grid of two parallel vertical lines
of three dots each. From these dots, multiple con...
by Maritza Medina González, Debra M. Hardison
in Volume 26 Number 1, 2022
- Anxiety in virtual exchange and its relationship with social presence
-
Language Learning & Technology 2025, Volume 29, Issue 1
ISSN 1094-3501 CC BY-NC-ND pp. 1–18
ARTICLE
* Corresponding Author: Elke Nissen, elke.nissen@univ-grenoble-alpes.fr
Anxiety...
by Elke Nissen, Suzi M. S. Cavalari, Solange Aranha
in Volume 29 Number 1, 2025
- Language proficiency over nonverbal sound effects in children's eBook incidental word learning
-
...Writing: An Interdisciplinary Journal,
37, 973–1009. https://doi.org/10.1007/s11145-022-10332-z
Sun, H., & Verspoor, M. (2022). Mandarin vocabulary growth, teacher qualifications and teacher talk i...
by He Sun, Adam Roberts, Jessica Tan, Jieying Leh, Yvonne Cui Yun Moh
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Speech technology in computer-aided language learning: Strengths and limitations of a new CALL paradigm
-
...writing, such as Japanese or Chinese. Teaching children and students how to read their own native or a
foreign language is thus an area where speech recognition technology can make a significant diffe...
by Farzad Ehsani, Eva Knodt
in Volume 02 Number 1, July 1998
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.