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Learning grammar the explorative way: Integrating interactive grammar animations into CALL
Language Learning & Technology 2026, Volume 30, Issue 1 ISSN 1094-3501 CC BY-NC-ND pp. 1–21 ARTICLE Learning grammar the explorative way: Integrating interactive grammar animations ...

by Daniel Pust
in Volume 30 Number 1, 2026

Technology-specific L2 motivational quality and persistence in mobile-assisted language learning: A self-determination theory perspective
...reading, listening, speaking, vocabulary, pronunciation, grammar, and cultural activities. None of the learners had prior experience with the focal app. Mobile-Assisted Language Learning (MALL) Ori...

by Hyun-Bin Hwang
in Volume 30 Number 1, 2026

Bringing Cinderella to spotlight: GenAI-assisted grammar acquisition in academic writing
...Reading, Speaking, Writing, and English for Specific Purposes. All lectures and assessments are delivered in English. The students were all native Chinese speakers. They typically had 10 years of En...

by Shu Zhou, Gerhardus Du Preez
in Volume 29 Number 1, 2025

Multimodal interactive alignment: Language learners’ interaction in CMC tasks through Instagram
...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
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
...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

Effects of virtual exchanges on learners’ affective and speaking outcomes
Language Learning & Technology 2026, Volume 30, Issue 1 ISSN 1094-3501 CC BY-NC-ND pp. 1–24 ARTICLE * Corresponding Author: Kanako Tabuchi, tabuchi@kansai-u.ac.jp Effects of virtua...

by Kanako Tabuchi, Sho Kobayashi, Yuya Nakagawa, John Roberts
in Volume 30 Number 1, 2026