- Effects of DDL technology on genre learning
-
...le & Wingate, 2013), for these dimensions are reflected in the interactive facets of genre
knowledge: formal knowledge, rhetorical knowledge, and process knowledge (Tardy, 2009).3 Figure 1
depicts t...
by Elena Cotos, Stephanie Link, Sarah Huffman
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Does the test work? Evaluating a web-based language placement test
-
...lerated course, covering all content included in Elementary Spanish and Elementary Spanish
II within a single academic semester.
142 Language Learning & Technology
From Table 1, an observation t...
by Avizia Y. Long, Sun-Young Shin, Kimberly Geeslin, Erik W. Willis
in Volume 22 Number 1, February 2018
- Different effects of machine translation on L2 revisions across students’ L2 writing proficiency levels
-
...le
the higher-level students in the present study were capable of evaluating the MT versions and critically
selecting the appropriate options, the lower-level students were less capable and thus les...
by Sangmin-Michelle Lee
in Volume 26 Number 1, 2022
- Fostering intercultural sensitivity in language learning: Quality talk in telecollaboration
-
...le=1019&context=com_facpubs
Fuchs, C. (2016). “Are you able to access this website at all?” – Team negotiations and macro-level
challenges in telecollaboration. Computer Assisted Language Learning,...
by Huey-Jye You, Hui-Chin Yeh, Grace Yue Qi
in Volume 29 Number 1, 2025
- Teaching German modal particles: A corpus-based approach
-
...les in a narrower sense:
Martina Mollering Teaching German Modal Particles...
Language Learning & Technology 131
Particles as Word Class
A word like aber, for example, which is a particle in the broad...
by Martina Mollering
in Volume 05 Number 3, September 2001 Special Issue Using Corpora in Language Teaching and Learning
- Visual reinforcement through digital zoom technology in FL pronunciation instruction
-
...ledge, declarative knowledge and procedural
knowledge, with the former being referred to as “knowledge that” and the latter “knowledge how”
(DeKeyser, 2017, p. 16). Second language (L2) instruction ...
by Siqi Wang, Jian Li, Qian Liang
in Volume 28 Number 1, 2024
- Second language learners’ post-editing strategies for machine translation errors
-
...led
learners were consistently using more strategies than the less skilled learners (see Table 10). This indicates,
particularly for sentence deletion, that the less skilled learners preferred to wo...
by Dongkawang Shin, Yuah V. Chon
in Volume 27 Number 1, 2023
- Data-Informed language learning
-
...Learner Corpus provides an example
and model (Vyatkina, 2016c). Learner writing samples were collected every 3 to 5 weeks over several
semesters. The samples were annotated for multiple linguistic f...
by Robert Godwin-Jones
in Volume 21 Number 3, October 2017 Special Issue on Corpora in Language Learning and Teaching
- Telecollaboration as an approach to developing intercultural communication competence
-
...les address the use of telecollaboration in teacher education. Given the increased role of digital
technologies in learning at all levels and in all fields, it is understandable that teacher trainees...
by Robert Godwin-Jones
in Volume 23 Number 3, October 2019 Special Issue: New Developments in Virtual Exchange in Foreign Language Education
- Effects of digital game elements on engagement and vocabulary development
-
...lements of DGBVL influence learners’ vocabulary knowledge
development, and why?
Literature Review
Digital Game Elements in Learning
Digital game elements have been increasingly studied and imple...
by Ruofei Zhang, Gary Cheng, Di Zou
in Volume 29 Number 1, 2025
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.