Informal digital learning of English (IDLE) is an increasingly important subfield of inquiry in Computer-Assisted Language Learning (CALL) for its concentration on the language learning practices of the digital native EFL students in out-of-class contexts. Attention in mainstream research of IDLE has been directed to (meta)cognition, learning…

This mixed-methods study investigates language learners' intention to attend a class and learn a foreign language in face-to-face and online settings using Ajzen's theory of planned behavior (TPB). The data were collected using interviews, questionnaires, and treatments with participants in two groups: a face-to-face language learning (FLL) group…

The need for the education system to teach twenty-first century skills produces an emphasis on the teaching of first language (L1) writing on the assimilation into the teaching process of information and communications technology (ICT) tools that promote writing. The purposes of this study are to examine general aspects of the integration of ICT…

Data mining is increasing its popularity in the research of Technology-Enhanced Language Learning and Applied Linguistics in general. It enables a better understanding of progress, performance and possible pitfalls, which would be useful for language learners, teachers and researchers. Until recently it was an unexplored field, but it is expected…

Though pedagogical beliefs have been identified as critical factors in the success of technology integration, very few studies have included them in technology-adoption models. The present study revises the Technology Acceptance Model (TAM) by adding teachers' pedagogical beliefs, and tests the revised model among university-level…

Although corrective feedback (CF) has received much interest in the second language acquisition literature, relatively little research has investigated the relationship between CF and learner affect in concrete practice situations. The present study investigates learners' affective states and practice behaviour in a novel context: oral grammar…

Students of Southeast Asian Heritage Learning Chinese (SSAHLC) in Taiwan have frequently demonstrated difficulty with traditional Chinese (a graphical character) radical recognition due to their limited exposure to the written language form since childhood. In this study, we designed a Chinese radical learning game (CRLG), which adopted a drill…

This study reports on how students construct new language knowledge by indirect feedback in web-based collaborative writing. Indirect feedback (text organization, reader-based perspectives, and clarity of purpose) encourages students to negotiate meaning instead of merely copying peers' direct feedback on grammatical corrections. According to the…

This paper presents the results of a study aimed at exploring the possibilities Twitter offers for pronunciation instruction. It investigates the potential of a Twitter-based approach based on explicit instruction and input enhancement techniques to help English Foreing Language (EFL) learners improve their pronunciation of segmental and…

This study investigates a Korean English as a foreign language (EFL) student teacher education programme which is intended to develop prospective teachers' digital literacy and to help them understand innovative pedagogy of computer-assisted language learning (CALL) in Korean EFL context. This paper presents ideas of effective curriculum…

While most studies on L2 vocabulary learning through input have addressed learners' vocabulary uptake from written text, this study focuses on audio-visual input. In particular, we investigate the effects of enhancing video by (1) adding different types of L2 subtitling (i.e. no captioning, full captioning, keyword captioning, and glossed keyword…

Chinese as a foreign language (CFL) learners generally encounter difficulty in using some special rules of Chinese grammar because such grammar points do not exist in their native languages. CFL learners require an effective learning strategy to assist them in acquiring a greater understanding of Chinese grammar. Thus, we integrated a…

Emerging mobile technologies can be considered a new form of social and cultural artefact that mediates people's language learning. This multi-case study investigates how mobile technologies mediate a group of Hong Kong university students' L2 learning, which serves as a lens with which to capture the personalised, unique, contextual and…

This article reports on an exploratory study investigating mobile-assisted oral feedback in teaching Chinese as a second language (CSL). It is aimed at exploring the characteristics of mobile-assisted feedback on oral production with the smartphone social communication app WeChat as a case in point and examining learners' perceptions of…

An increasing number of studies have looked at the value of corpus-based data-driven learning (DDL) for second language (L2) written error correction, with generally positive results. However, a potential conundrum for language teachers involved in the process is how to provide feedback on students' written production for DDL. The study looks at…