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The Role of EFL Learners' L2 Self-Identities, and Authenticity Gap on Their Intention to Continue LMOOCs: Insights from an Exploratory Partial Least Approach

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Amir Reza Rahimi – Computer Assisted Language Learning, 2025

A research study on the L2 Motivational Self-systems (L2MSS) and technology acceptance of Foreign Language Learners (EFL) in relation to Language Massive Open Online Courses (LMOOCs) is warranted. In response, 336 Iranian EFL learners participated in three LMOOC platforms, learned language online in line with their language institutes, and…

Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, MOOCs

Second Language Listeners Interactions with Playback Controls in Technology-Enhanced Listening

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Mónica S. Cárdenas-Claros; Natalia Roldán-Mora; Paula Rodríguez-Arias; Jimmy Vera-Saavedra – Language Awareness, 2025

Playback controls or audio/video control (AVC) buttons are common in technology-enhanced listening materials but are often overlooked in CALL theorizing and research. It is unclear how language learners use AVC buttons when they independently access computer-based L2 listening materials. This qualitative case study aimed to understand how…

Descriptors: Second Language Instruction, Second Language Learning, Computer Assisted Instruction, Listening Comprehension