The recent dynamic turn in second language acquisition research has called for an investigation in learner agency by taking its complex dynamic nature into account. Informed by complex dynamic systems theory (CDST), this study investigated the agency of learners in a complex educational context where mainstream schooling and private tutoring…

This study shows how a facilitator gives directive-instructions to create interactional spaces for second language (L2) learning in an online setting by investigating interactions in a video-mediated extensive reading (ER) book club. Taking a multimodal conversation analysis approach, the study observes the facilitator's changing practices of…

Background: Student engagement has been conceptualised and operationalised in various learning environments. However, there is currently a lack of established scales to measure student engagement in synchronous online learning. One possible reason is the existence of the conceptual and structural ambiguity regarding student engagement. Objective:…

Short stories and e-learning are two effective tools for EFL learning and teaching due to their potential to promote language, communication, cultural understanding, and thinking skills and to facilitate enjoyable, interesting, and encouraging learning. Yet, studies exploring students' experience in using literature and EFL e-learning environments…

Artificial intelligence-mediated informal digital learning of English (AI-IDLE) might strengthen second language (L2) learners' motivational self-concept (e.g., the ideal L2 self) and enhance their foreign language enjoyment (FLE) by enabling them to build confidence, engagement, and willingness to practice their English skills in a self-directed,…

Technology-enhanced learning environments (TELEs) have provided language learners with various opportunities to promote their self-sufficient learning outside the classroom lately. Thus, language learners are no longer passive recipients of language; in contrast, they are autonomous learners who apply self-regulated learning strategies through the…

Mobile-assisted language learning (MALL) applications (apps) can provide users with personalized learning content to meet their learning needs. Besides, from the learner perspective, the apps can be regarded as 'social' individuals, like anthropomorphic instructors who offer social support to help them with language learning. However, the current…

Read-aloud stories can improve reading comprehension through exposure to literature beyond one's current reading level, leading to increased independent reading among users. In an era of online learning, online platforms offer opportunities for learners to engage with authentic language materials and provide interactive learning experiences.…

Purpose: The use of three-dimensional virtual worlds (3DVWs) is increasingly becoming a common practice in language education to provide digital learning environments for second-language (L2) communicative classes. This study aimed to identify the key factors underlying communication in 3DVWs that can improve the communication skills of L2…

In the wake of network technology and with the flourishing development of online learning, online presence is beginning to be conceptualized as a pivotal determinant affecting students' cognitive and learning behaviors in the online landscapes. However, how online presence influences students' technology-enhanced language learning experience…

Background: Boredom has recently attracted increasing attention in second (L2) or foreign language learning (EFL), but little is known about how this feeling affects student and teacher engagement in virtual English learning. The present study aims to determine the arbitrary factors and strategies for managing boredom in virtual learning. Method:…

This paper investigated the effect of a Collaborative Online International Learning (COIL) project on English as a Foreign Language (EFL) learners' self-perceived communication competence (SPCC), communication anxiety (CA), and soft skills. The participants were 157 university students from Japan, Türkiye, and Spain who completed various tasks and…

This study examined the effectiveness of online English learning among college students by integrating data from multiple learning behavior sources. The research revealed a bidirectional regulatory relationship between device environment and cognitive strategies, clarified the critical threshold for the regulation of metacognitive strategies, and…

The purpose of the study was to examine and compare the foreign language anxiety (FLA) levels of English preparatory school students in two settings namely online and in person classroom lessons. An explanatory mixed-method research design was adopted to accomplish the aim. Two questionnaires were used in the first part to collect quantitative…

The majority of previous research on the language mindset (LM) and academic engagement (AEG) of learners was dominated by the focus on traditional in-person classrooms, whereas less is known about the influence of the beliefs of learners toward language learning on their AEG, which comprises behavioral, emotional, cognitive, and agentic engagement…