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Paul Richards – Language Learning & Technology, 2024
This study experimentally investigated the effectiveness of feedback on learner refusals in a computer-simulated academic advising session. Ninety participants were assigned to one of three conditions: implicit feedback, explicit feedback, and comparison group. Oral and written discourse completion tasks (DCTs) were administered in a pretest…
Descriptors: Feedback (Response), Computer Simulation, Academic Advising, Pretests Posttests
Hsiu-Chen Hsu – Language Learning & Technology, 2024
This study examined the effects of pretask training to promote peer collaboration, encourage learning opportunities, and foster individual L2 writing development in web-based L2 collaborative writing (CW) tasks. The participants were 48 students from two junior English composition classes at a Taiwanese university. One class (n = 24) was assigned…
Descriptors: Collaborative Writing, Second Language Learning, Writing (Composition), Electronic Learning
Alemi, Minoo; Haeri, Nafiseh Sadat – Language Learning & Technology, 2020
Technology, as a source of instruction, has fulfilled various purposes in foreign language learning environments. During the last decade, Robot-Assisted Language Learning (RALL) has attracted teachers' and researchers' attention due to the look and feel of humanoid robots. However, in the field of pragmatics, studies highlighting the role of RALL…
Descriptors: Robotics, Speech Acts, Pragmatics, Second Language Learning
Wu, Yi-ju – Language Learning & Technology, 2021
Adopting the approaches of "pattern hunting" and "pattern refining" (Kennedy & Miceli, 2001, 2010, 2017), this study investigates how seven freshman English students from Taiwan used the Corpus of Contemporary American English to discover collocation patterns for 30 near-synonymous change-of-state verbs and new ideas about…
Descriptors: Phrase Structure, Teaching Methods, Second Language Learning, Second Language Instruction
Xu, Xinhao; Ke, Kengfeng – Language Learning & Technology, 2020
This experimental study examined the design and effectiveness of embodied interactions for learning. The researchers designed a digital learning environment integrating body joint mapping sensors to teach novice learners Chinese characters, and examined whether the embodied interaction would lead to greater knowledge acquisition in language…
Descriptors: Semantics, Pretests Posttests, Comparative Analysis, Human Posture
Hsu, Hsiu-Chen; Lo, Yun-Fang – Language Learning & Technology, 2018
This study investigated the effect of wiki-mediated collaborative writing on the development of learners' individual writing in a second language (L2). Participants were 52 learners of English as a foreign language enrolled in two intact junior writing classes at a Taiwanese university. One class was assigned to be a wiki-collaborative writing…
Descriptors: Collaborative Writing, Second Language Learning, Second Language Instruction, Pretests Posttests
Roussel, Stephanie; Galan, Jean-Philippe – Language Learning & Technology, 2018
This study investigated clicker-use impact in a legal German lecture, given to 65 French students of Law in which the learning focus was both language and content. 36 participants who attended the entire course were tested. Upon their introductory session, students took a preliminary two-fold multiple-choice questionnaire involving 16 questions on…
Descriptors: German, Second Language Learning, Second Language Instruction, Introductory Courses
Ramezanali, Nasrin; Faez, Farahnaz – Language Learning & Technology, 2019
Drawing on Mayer's (2014) cognitive theory of multimedia learning, the purpose of this study was to examine which modes of gloss presentation (i.e., L2 definition, aural, and video animation) are effective for learners' vocabulary learning and delayed word recollection. One control group and three experimental groups were formed by 132…
Descriptors: Vocabulary Development, Multimedia Instruction, Teaching Methods, Second Language Learning
Li, Jia; Cummins, Jim – Language Learning & Technology, 2019
This article reports on a study that examined the effectiveness of an intervention using text messages to enhance the academic vocabulary acquisition of English language learners (ELLs). With a random control trial design, we compared students' learning gain of target vocabulary (direct effect) and its subsequent impact on academic vocabulary…
Descriptors: Vocabulary Development, Intervention, Undergraduate Students, English (Second Language)
Lay, Keith J.; Yavuz, Mehmet A. – Language Learning & Technology, 2020
This study investigates the possibility and efficacy of paper-based, in-class, data-driven learning (DDL) of academic lexical bundles below the C1 level of proficiency described by the Common European Framework of Reference (CEFR; advanced high ACTFL). A two-stage experimental design involving three groups (n = 41) and 24 two-to-four word academic…
Descriptors: Language Proficiency, Rating Scales, Guidelines, Second Language Learning
Qian, Manman; Chukharev-Hudilainen, Evgeny; Levis, John – Language Learning & Technology, 2018
Many types of L2 phonological perception are often difficult to acquire without instruction. These difficulties with perception may also be related to intelligibility in production. Instruction on perception contrasts is more likely to be successful with the use of phonetically variable input made available through computer-assisted pronunciation…
Descriptors: Second Language Learning, Phonology, Auditory Perception, Second Language Instruction
Mompean, José Antonio; Fouz-González, Jonás – Language Learning & Technology, 2016
This paper looks at the use of "Twitter" as a language teaching/learning tool. It describes the results of a study aimed at testing "Twitter's" effectiveness for pronunciation teaching. The purpose of the study was to determine whether "Twitter" can foster online participation and whether it may have a positive effect…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Pronunciation Instruction
Yang, Se Jeong – Language Learning & Technology, 2018
The aim of this study was to gain insights into how language learners perceive two online interactional contexts and how these perceptions impact the learners' participation in eTandem learning. This study incorporated pair work with group discussion as interactional contexts, connecting Korean language learners with English language learners.…
Descriptors: Korean, English (Second Language), Second Language Learning, Group Discussion
Yang, Li – Language Learning & Technology, 2016
This study explored the effectiveness of a self-access website as a tool to teach expressions of gratitude to learners of Mandarin Chinese. The web-based instruction included explicit instruction on how to express gratitude appropriately in Mandarin and various consciousness-raising exercises/activities. Two groups of learners who differed in…
Descriptors: Mandarin Chinese, Pragmatics, Language Proficiency, Diaries
Lee, Hansol; Warschauer, Mark; Lee, Jang Ho – Language Learning & Technology, 2017
The present study investigates the effects of two different vocabulary learning conditions in digital reading environments equipped with electronic textual glossing. The first condition presents the concordance lines of a target lexical item, thereby making learners infer its meaning by reading the referenced sentences. The second condition…
Descriptors: Indexes, Second Language Learning, Vocabulary Development, English (Second Language)