LANGUAGE LEARNING & TECHNOLOGY
A refereed journal for L2 researchers and educators interested in the role of technology in advancing language learning and teaching.
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Showing 1 - 10 results of 15 for Gong

Language teachers’ professional role identities and classroom technology integration
...Gong is an Assistant Professor at the Faculty of Education, Macau University. His research interest is on teaching and learning Chinese as a foreign or second language. E-mail: frankgong@um.edu.mo...

by Chun Lai, Boning Lyu, Lianjiang Jiang, Yang Gong
in Volume 29 Number 1, 2025

Review of Distance Education and Languages: Evolution and Change
...Gong”, a discussion forum with a voice-recording feature (as well as the usual text box) that can be used synchronously or asynchronously1. Also incorporating voice communication is the Open Univers...

by Juliana de Nooy
in Volume 11 Number 1, February 2007 Special Issue on Technology and Listening Comprehension

GenAI chatbots in language learning: A systematic review of emerging affordances
...Gong, 2025). The use of GenAI chatbots in language classes was also associated with positive effects on students’ academic performance across all language skills, including passive ones like reading...

by Luis Lopez, Galyna Arabadzhy
in Volume 30 Number 1, 2026

What are the digital wilds?
...Gong, 2015). The degree of connection to classroom settings may vary. Informal learning is a dedicated topic of scholarly interest in CALL and in education in general (Schugurensky, 2000). It also c...

by Shannon Sauro, Katerina Zourou
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds

Review of Informal digital learning of English: Research to practice
...Gong, G. (2015). Understanding the quality of out-of-class English learning. TESOL Quarterly, 49(2), 278–308. https://doi.org/10.1002/tesq.171 Lee, J. S. (2022). Informal digital learning of Englis...

by Lucas Kohnke
in Volume 26 Number 1, 2022

Quantity and diversity of informal digital learning of English
...Gong, 2015; Lee & Dressman, 2018) have called for attention to the diversity of IDLE activities that are conducive to achieving English learning outcomes, such as confidence, productive vocabulary k...

by Ju Seong Lee
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds

Does a 3D immersive experience enhance Mandarin writing by CSL students?
...Gong, Chin, Tay, and Soh (2016) have identified three main difficulties faced by Singaporean students during the process of writing Chinese: content, structure, and language. The lack of rhetorical t...

by Yu-Ju Lan, Bo-Ning Lyu, Chee Kuen Chin
in Volume 23 Number 2, June 2019

Beyond grammar: How ChatGPT-4.0 shapes writing self-efficacy and performance in CSL writing
...Gong (2025) examined AI-assisted academic writing among 50 CSL students and found that ChatGPT-supported learning was associated with improved writing performance and motivation, while also reportin...

by Guan Huang, Huijing Chen
in Volume 30 Number 1, 2026

Who wrote this? An EAP think-aloud study on AI detection
...Gong, N. Z. (2023). Evading watermark-based detection of AI-generated content. Proceedings of the 2023 ACM SIGSAC Conference on Computer and Communications Security, 1168–1181. https://doi.org/10.11...

by Zainab Teraif
in Volume 30 Number 1, 2026

Student-initiated attention to form in wiki-based collaborative writing
...Gong voice board for synchronous and asynchronous video and voice interaction, respectively. Students were required to participate at least three times a week to stay on top of the required tasks, i...

by Greg Kessler
in Volume 13 Number 1, February 2009 Special Issue On Technology And Learning Grammar