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Providing Synchronous Mobile-Mediated Dynamic Glosses: Is It Effective for Novice EFL Learners to Understand the Meanings of Unfamiliar Words?
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Pegah Torang; Hiwa Weisi – Computer Assisted Language Learning, 2025
This study attempted to investigate the effects of two forms of text-based glosses, namely dynamic and non-dynamic glosses, on vocabulary learning of EFL learners. To this end, two experimental groups and one control group, each comprising 25 participants, took part in the study. The DIALANG test was employed as a homogenizing tool to ensure the…
Descriptors: English (Second Language), Novices, Synchronous Communication, Second Language Learning
Impacts of Computer-Assisted Collaborative Writing, Collaborative Prewriting, and Individual Writing on EFL Learners' Performance and Motivation
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Marjan Ebadijalal; Shahab Moradkhani – Computer Assisted Language Learning, 2025
The present mixed-methods study aimed at investigating the effects of three writing conditions, including collaborative writing (CW), collaborative prewriting (CPW), and individual writing (IW), on the performance and motivation of 66 Iranian EFL learners in a computer-mediated communication (CMC) context. Data were obtained through a background…
Descriptors: Computer Assisted Instruction, Collaborative Writing, Prewriting, Writing (Composition)
Enhancing EFL Learners' Intercultural Communicative Effectiveness through Telecollaboration with Native and Non-Native Speakers of English
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Gi-Zen Liu; Jalil Fathi; Masoud Rahimi – Computer Assisted Language Learning, 2025
Intercultural communicative competence (ICC) has recently attracted the researchers' attention in the English as a foreign language (EFL) context; however, insufficient studies seem to have examined the role of online programmes in enhancing EFL learners' ICC. The current study, therefore, employed a mixed-methods approach to explore EFL learners'…
Descriptors: Intercultural Communication, Communicative Competence (Languages), English (Second Language), Second Language Learning