- A Task-Cycling Pedagogy Using Stimulated Reflection and Audio-Conferencing in Foreign Language Learning
-
...reading from a questionnaire on
computer use they are referring to} in the
sense of speaking like we're doing now?
5. S: Ah, scusa, forse io mi sono confusa. No,
non faccio così. No, non parlo + così
...
by Mike Levy, Claire Kennedy
in Volume 08 Number 2, May 2004
- Focus-on-form through collaborative scaffolding in expert-to-novice online interaction
-
Language Learning & Technology
http://llt.msu.edu/vol12num3/lee/
October 2008, Volume 12, Number 3
pp. 53-72
Copyright © 2008, ISSN 1094-3501 53
FOCUS-ON-FORM THROUGH COLLABORATIVE SCAFFOLDING IN...
by Lina Lee
in Volume 12 Number 3, October 2008
- Pre-task planning in L2 text-chat: Examining learners’ process and performance
-
Language Learning & Technology
ISSN 1094-3501
October 2018, Volume 22, Issue 3
pp. 193–213
ARTICLE
Copyright © 2018 Nicole Ziegler
Pre-task planning in L2 text-chat: Examining
learners...
by Nicole Ziegler
in Volume 22 Number 3, October 2018
- Multimodal interactive alignment: Language learners’ interaction in CMC tasks through Instagram
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...Reading–writing integrated tasks, comprehensive corrective feedback, and EFL writing
development. Language Teaching Research, 21(2), 217–240.
https://doi.org/10.1177/1362168815623291
Zhou, X., & W...
by Muntaha Muntaha, Julian Chen, Toni Dobinson
in Volume 28 Number 1, 2024
- Conversations—and negotiated interaction—in text and voice chat rooms
-
...reading, writing, and electronic literacies, and access to the Internet. There was session-to-
session variation in participants, that is, the set of participants who were active on a Saturday at 8:54...
by Kevin Jepson
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Can clicker use support learning in a dual-focused second language German course?
-
...reading of the
manuscript and their suggestions.
Notes
1. We used the following codes: with clicker (W) and no clicker used (N).
2. Perceived usefulness: Cronbach ɑ = .894, explained variance = 70...
by Stéphanie Roussel, Jean-Philippe Galan
in Volume 22 Number 3, October 2018
- The impact of technology-enhanced language learning environments on second language learners’ willingness to communicate: A systematic review of empirical studies from 2012 to 2023
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Language Learning & Technology 2024, Volume 28, Issue 1
ISSN 1094-3501 CC BY-NC-ND pp. 1–22
ARTICLE
* Corresponding Author: Michael Li, S.Li.1@massey.ac.nz
The impact of technolo...
by Huan Huang, Michael Li
in Volume 28 Number 1, 2024
- The evolution of identity research in CALL: From scripted chatrooms to engaged construction of the digital self
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...reading and writing online. Peter Lang.
Wu, Z. (2018). Positioning (mis)aligned: The (un)making of intercultural asynchronous computer-
mediated communication. Language Learning & Technology, 22(2), ...
by Liudmila Klimanova
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Comprehending news videotexts: The influence of the visual content
-
...reading activation through associative and referential connections would occur within and between the
two systems generating an intricate and idiosyncratic pattern of mental representations which nee...
by Jeremy Cross
in Volume 15 Number 2, June 2011
- Second language learners’ post-editing strategies for machine translation errors
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Language Learning & Technology 2023, Volume 27, Issue 1
ISSN 1094-3501 pp. 1–25
ARTICLE
Second language learners’ post-editing strategies
for machine translation errors
Dongkawang Shin, Gwan...
by Dongkawang Shin, Yuah V. Chon
in Volume 27 Number 1, 2023
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