- Anxiety in virtual exchange and its relationship with social presence
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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
- The effectiveness of app-based and classroom-based instruction on L2 learning and motivation
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...writing and speaking. The PVLT is strongly associated with L2
production proficiency (Suzuki & Kormos, 2023), suggesting that both modes of instruction have similar
potential to promote productive s...
by Beatriz González-Fernández, Inés de la Viña
in Volume 29 Number 1, 2025
- Assistive design for English phonetic tools (ADEPT) in language learning
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...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
- Language proficiency over nonverbal sound effects in children's eBook incidental word learning
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...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
- Help options and multimedia listening: Students' use of subtitles and the transcript
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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
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...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
- Language teachers’ professional role identities and classroom technology integration
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...writing skills students are
expected to develop, which show up in students’ grades on report card. Thus, it may constrain the class
time I could allocate to developing lifelong learning skills.
A...
by Chun Lai, Boning Lyu, Lianjiang Jiang, Yang Gong
in Volume 29 Number 1, 2025
- Speech technology in computer-aided language learning: Strengths and limitations of a new CALL paradigm
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...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
- Technology-specific L2 motivational quality and persistence in mobile-assisted language learning: A self-determination theory perspective
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...writing skills and self-determination motivation through digital literacy
instruction. System, 125, Article 103454. https://doi.org/10.1016/j.system.2024.103454
Ratelle, C. F., Guay, F., Vallerand,...
by Hyun-Bin Hwang
in Volume 30 Number 1, 2026
- Audiovisual input in language learning: Teachers’ perspectives
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...writing topics) (n = 10), as well
as establish sound-text connections and focus learners’ attention on form (vocabulary, spelling, grammar)
(n = 19). However, the drawbacks are that specific resourc...
by Tetyana Sydorenko, Mónica S. Cárdenas-Claros, Elizabeth Huntley, Maribel Montero Perez
in Volume 28 Number 1, 2024
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