[Japanling] New Year, New Beginnings

Tue Feb 1 21:00:27 UTC 2022

New Year, New Beginnings

As announced in the LLT October 2021 issue, *Language Learning & Technology
<https://www.lltjournal.org/>* is adopting a continuous article publication
(CAP) model. The implementation of the CAP model will make it possible for
general interest content to be published throughout the year, as soon as it
becomes ready for publication. To receive email notifications when new
content is available, readers are encouraged to subscribe to the LLT
LISTSERV Subscriptions and Announcements
<https://listserv.hawaii.edu/cgi-bin/wa?SUBED1=LLT-L&A=1>. New content will
also be posted in social media (Facebook
<https://www.facebook.com/LLTJournal/> and Twitter
<https://twitter.com/lltjournal?lang=en>) soon after.

Beginning with the current volume (26), the following changes are
implemented:
General Interest Issues

   1.

   LLT Announcements and News now take the form of a blog entry.
   2.

   General interest articles, columns, and reviews appearing in one volume
   are now part of a single issue, designated as Issue 1.
   3.

   General interest articles, columns, and reviews are released on a
   rolling basis as they become ready for publication.
   4.

   The most recent general interest article, column, or review is
   highlighted with the label “latest”.
   5.

   Pagination of each general interest article, column, or review starts at
   page number 1.

Special Issues

   1.

   Unlike general interest content, all the content of a special issue will
   be released simultaneously on the day of its publication.
   2.

   The latest special issue will always be featured on the LLT main page.
   3.

   Special issue content will appear on its own LLT webpage and will be
   paginated sequentially.
   4.

   Special issues will be numbered consecutively after the general interest
   issue (Issue 1). Consequently, when two special issues are published in a
   year, the first one will be designated as Issue 2 and the second as Issue
   3. Issue 1 is always reserved for general interest content published
   between January 1st and December 31st of the same year. Following this
   rule, upcoming special issues will be numbered as follows:
   1.

      Automated Writing Evaluation (June 2022, Volume 2)
      2.

      Semiotics & CALL (Feb 2023, Volume 2)
      3.

      Augmented Reality & Virtual Reality (Oct 2023, Volume 3)

We are excited to transition to this new model and are grateful for the
continued support of our LLT community.

LLT CAP Implementation Team

Dorothy Chun, LLT Editor-in-Chief

Trude Heift, LLT Editor-in-Chief

Richard Medina, NFLRC Assistant Director of Technology

Dave Oka, NFLRC Publications and Graphic Design Specialist

Julio C. Rodriguez, CLT/NFLRC Director

Skyler Smela, LLT Managing Editor

Jim Yoshioka, NFLRC Program Coordinator

___________________________________
New content available - Vol. 26, Issue 1  <https://www.lltjournal.org/>

New Article

Kourtali, N. E. (2022). The effects of face-to-face and computer-mediated
recasts on L2 development. Language Learning & Technology, 26(1), 1–20.
https://doi.org/10125/73457

The role of recasts, a corrective feedback technique, has received much
attention from instructed SLA researchers. While a variety of factors have
been identified as influencing their effectiveness in facilitating uptake
and L2 development (e.g., learners' age and level of proficiency), the role
of mode of interaction has been the object of relatively little research.
To fill this gap, the current study explored the impact of mode of
interaction on learners' successful uptake and L2 gains when recasts are
provided. Sixty young Greek EFL learners (M = 11.39 years old, SD = .86)
were assigned to one of two experimental conditions that differed as to
whether students engaged in synchronous computer-mediated communication
(SCMC) or face-to-face (FTF) interaction. Both groups performed information
transmission tasks that required them to provide information about habits
of fictional characters. In both conditions, the participants received
interrogative, partial recasts addressing errors on the present third
person singular. The recasts were oral in the FTF condition and written in
the SCMC condition. L2 development was gauged by an oral and a written
production test. Results demonstrated that oral recasts in the FTF mode
generated more successful uptake and they led to more L2 gains than written
recasts in the SCMC condition on both outcome measures.

Keywords: Corrective Feedback, Recasts, Computer-Mediated Communication

Language(s) Learned in This Study: English

New Book Review

Ibrahim, H. B. (2022). Review of Project-based language learning and CALL:
>From virtual exchange to social justice. Language Learning & Technology, 26(1),
1–5. http://hdl.handle.net/10125/73458

The Language Learning & Technology Journal is published by the National
Foreign Language Resource Center (NFLRC) with additional support by the
Center for Language & Technology at the University of Hawai‘i at Mānoa, and
the Center for Open Educational Resources and Language Learning (COERLL) at
the University of Texas at Austin.

**********************************************************************
*National Foreign Language Resource Center*
University of Hawai‘i at Mānoa
1859 East-West Road #106
Honolulu, HI  96822-2322
Phone: 808-956-9424
Fax: 808-956-5983
Email: nflrc at hawaii.edu

Website: http://nflrc.hawaii.edu
NFLRC Facebook page: http://www.facebook.com/NFLRC/
NFLRC Twitter page: http://www.twitter.com/NFLRC/
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