Aural vocabulary knowledge (AVK) of high-frequency words is critical for second language listening comprehension. However, learners of English as a foreign language (EFL), despite considerable periods of language study, often do not have the AVK needed for basic communicative competence. A mixed methods approach is applied to determine whether…

Teacher-moderated online chats are a common option for conducting writing conferences with students. The efficacy of chat sessions is impacted by the expectations for and structure of these sessions. This corpus-based study used a move analysis to determine the purposes and organization of 129 chats between 3 experienced teachers and 106 students…

This article reports an empirical study on embedding digital literacies in the language teacher education curriculum with pre-service and in-service teachers enrolled in a graduate-level language teaching method course. Two different types of technology-mediated collaborative tasks were implemented, one being collaborative reading for writing…

Virtual reality (VR) has been found to be effective for increasing student motivation and engagement (Parong & Mayer, 2018), experiential learning (Hu-Au & Lee, 2018), and even improving spatial memory (Pollard et al., 2020). However, few studies have moved beyond the novelty of single-lesson VR experiences, nor have they used VR as the…

Virtual reality (VR) is gaining momentum in language education thanks to technological advances and technology at a cost that is affordable for deploying a learning experience. However, there is a need for more research to identify the topics that are most suitable to be taught using VR in English as a foreign language (EFL) courses. In order to…

As multimodal texts become ubiquitous in the digital age, analyzing how writers interact with readers via visuals is becoming increasingly important. Enlightened by Kress and van Leeuwen's (1996, 2001) semiotic work, D'Angelo (2010) extended Hyland's (2000) text-based metadiscourse model and proposed a new framework for analyzing the visual…

Game-based instruction has been praised as an effective approach to second language (L2) development, as it can provide a low-stakes, fun, and engaging learning environment. However, in designing digital games for L2 learning, it is important to consider how various game designs and mechanics can affect learning gains. In the current study…

Research has noted that virtual reality (VR) environments can lessen language learners' foreign language anxiety (FLA). However, previous research has relied primarily on participants' qualitative opinions, leading to a lack of studies empirically assessing how VR impacts anxiety and, consequently, second language (L2) oral production. This pilot…

In this article, we focus on the design of a second language (L2) formative feedback system that provides linguistic complexity graph reports on the writings of English for special purposes students at the university level. The system is evaluated in light of formative instruction features pointed out in the literature. The significance of…

This study focuses on the social presence framework (Rourke et al., 2001), in order to examine the ways that university-level international students develop social interaction and support in a virtual asynchronous learning community in an online class during the COVID-19 pandemic. English language learners (ELLs) participated in weekly online…

This study argues for grounding the teaching of presentational communication in a foreign language (FL) in Making- and Design-related concepts. We use the example of creating personal narrative podcasts in an advanced collegiate FL course to demonstrate how these concepts facilitate student learning outcomes in relation to genre awareness, digital…

This current study examined the effects of full captions (n = 37), keyword captions (n = 38), and no captions (n = 37) on students' ability to gain pictorial knowledge from a 5 minutes and 52 seconds French language video. After completing a pre-vocabulary recognition test to determine the level of equality between groups, students watched the…

Adult learners benefit from a playful approach to learning (Whitton, 2018). Similarly, students experiencing immersive learning using virtual reality headsets can benefit from a playful and exploratory approach to language and culture learning (Arnold, 1979), which includes the opportunity to experiment and create content using accessible,…

Online learning environments are changing the landscape of education, with evidence supporting their efficacy. However, research that focuses entirely on online distance English-language programs is sparse, especially in regards to oral proficiency. The purpose of this study is to investigate the efficacy of an online distance-learning program in…

Employing a CA-inspired methodological approach, this study investigates L2 learners' interactional competence for dyadic interaction via text chat. Fifty-three dyads of Japanese learners of English at three proficiency levels (high, mid, and low) participated in this study, where they worked on three discussion tasks in L2 English. The data were…