Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/91638
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dc.contributorDepartment of Chinese and Bilingual Studiesen_US
dc.creatorLi, Pen_US
dc.creatorLan, YJen_US
dc.date.accessioned2021-11-23T06:06:53Z-
dc.date.available2021-11-23T06:06:53Z-
dc.identifier.issn1366-7289en_US
dc.identifier.urihttp://hdl.handle.net/10397/91638-
dc.language.isoenen_US
dc.publisherCambridge University Pressen_US
dc.rightsThis article has been published in a revised form in Bilingualism: Language and Cognition https://doi.org/10.1017/S1366728921000948. This version is free to view and download for private research and study only. Not for re-distribution or re-use. © The Author(s), 2021. Published by Cambridge University Pressen_US
dc.rightsWhen citing an Accepted Manuscript or an earlier version of an article, the Cambridge University Press requests that readers also cite the Version of Record with a DOI link. The article is subsequently published in revised form in Bilingualism: Language and Cognition https://doi.org/10.1017/S1366728921000948.en_US
dc.subjectDigital language learningen_US
dc.subjectTechnology and learningen_US
dc.subjectPersonalized learning and big dataen_US
dc.subjectIndividual differenceen_US
dc.titleUnderstanding the interaction between technology and the learner : the case of DLLen_US
dc.typeJournal/Magazine Articleen_US
dc.identifier.doi10.1017/S1366728921000948en_US
dcterms.accessRightsopen accessen_US
dcterms.bibliographicCitationBilingualism, 2021, First View, https://doi.org/10.1017/S1366728921000948en_US
dcterms.isPartOfBilingualismen_US
dcterms.issued2021-
dc.identifier.eissn1469-1841en_US
dc.description.validate202111 bcvcen_US
dc.description.oaAccepted Manuscripten_US
dc.identifier.FolderNumbera1041-n01-
dc.identifier.SubFormID2465-
dc.description.fundingSourceSelf-fundeden_US
dc.description.pubStatusEarly releaseen_US
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