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Siowai Lo – Computer Assisted Language Learning, 2024
With the rise of computer-assisted online learning tools such as the "Language Reactor," advanced captioning options such as dual subtitles (i.e. simultaneous display of on-screen texts in the first language and the second/foreign language) have gained much attention. However, little is known about how dual-subtitled viewing may be…
Descriptors: Vocabulary Development, Captions, Intervention, Educational Technology
Cheng-Yueh Jao; Hui-Chin Yeh; Wan-Rou Huang; Nian-Shing Chen – Computer Assisted Language Learning, 2024
While previous studies have focused on the outcomes of using dubbing apps to foster learner's development of English-speaking ability, this study, grounded in cognitive apprenticeship (CA), is an investigation of the learning processes, which included modeling, coaching, scaffolding, articulation, reflection, and exploration, involved in the use…
Descriptors: Video Technology, Audiovisual Aids, Audio Equipment, Translation
Fatma Badem-Korkmaz; Ufuk Balaman – Computer Assisted Language Learning, 2024
As active student participation in classroom interaction is widely accepted as a central component of foreign language learning, prompting student contributions becomes consequential in L2 educational settings including synchronous remote classrooms. When there is a lack of response following teacher questions, teachers resort to a variety of…
Descriptors: Student Participation, English (Second Language), Classroom Communication, Teacher Student Relationship
Mark Feng Teng – Computer Assisted Language Learning, 2025
Working memory (WM) may be an essential component of incidental vocabulary learning and retention from captioned videos. However, how WM affects young learners' incidental vocabulary learning under different types of captions remains unclear. The present study employs a between-subject research design. The main purpose is to examine how two types…
Descriptors: Captions, Incidental Learning, Vocabulary Development, English (Second Language)
Muzakki Bashori; Roeland van Hout; Helmer Strik; Catia Cucchiarini – Computer Assisted Language Learning, 2024
Speaking skills generally receive little attention in traditional English as a Foreign Language (EFL) classrooms, and this is especially the case in secondary education in Indonesia. A vocabulary deficit and poor pronunciation skills hinder learners in their efforts to improve speaking proficiency. In the present study, we investigated the effects…
Descriptors: Computer Assisted Instruction, Teaching Methods, Audio Equipment, Video Technology
Ying Zhang – Computer Assisted Language Learning, 2024
The role of practice has been largely overlooked in second/foreign (L2) pragmatics research. Furthermore, very few studies have directly compared the effects of different "practice contexts" (e.g. practice in a telecollaborative context versus practice in a face-to-face context) on L2 learners' pragmatic competence (e.g. in compliment…
Descriptors: Second Language Learning, Telecommunications, Video Technology, In Person Learning
Ahmet Çekiç – Computer Assisted Language Learning, 2024
Despite increasing number of studies on incidental vocabulary learning through viewing in a foreign language, glosses, which have been proven to have facilitative effects in incidental vocabulary learning via other modes of input, have remained underexplored in audiovisual input. The current study investigates the effects of (1) traditional gloss…
Descriptors: Incidental Learning, Linguistic Input, Audiovisual Instruction, Teaching Methods
Xuyan Qiu – Computer Assisted Language Learning, 2024
Task complexity and communication modes are two task design and implementation factors that have been found to affect second language (L2) learners' oral performance. While increasing task complexity and developing tasks according to the features of face-to-face and computer-mediated communication modes can optimise L2 production, few studies…
Descriptors: Difficulty Level, Second Language Learning, Learner Engagement, Computer Mediated Communication
Nazanin Adhami; Mahboubeh Taghizadeh – Computer Assisted Language Learning, 2024
The objective of this study was twofold: (a) to determine the extent to which three types of instruction could improve writing performance of railway engineering students and (b) to explore students' perceptions of flipped classroom, Edmodo, and Google Docs for improving their academic writing performance. The participants were 61 undergraduate…
Descriptors: Foreign Countries, Transportation, Engineering Education, Writing Instruction
Marwa F. Hafour – Computer Assisted Language Learning, 2024
Owing to the plethora of user-friendly audio/video creation and editing applications as well as free full-featured hosting platforms, videoing and sharing has become a lifestyle of today's students. Utilizing these spontaneous practices, the current study examined the effects of digital media assignments (DMAs) and accompanying asynchronous…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Video Technology
Carmen Muñoz; Anastasia Pattemore; Daniela Avello – Computer Assisted Language Learning, 2024
Repeated viewing of the same video is a common strategy among autonomous language learners as well as a much used pedagogical strategy among foreign language (FL) teachers. Learners may watch the same video more than once, to increase global comprehension of the target language or to focus their attention on linguistic aspects, such as new…
Descriptors: Captions, Vocabulary Development, Second Language Learning, Second Language Instruction