Logged tracking data for online courses are generally not available to instructors, students, and course designers and developers, and even if these data were available, most content-oriented instructors do not have the skill set to analyze them. Learning analytics, mined from logged course data and usually presented in the form of learning…

Learning analytics (LA) has emerged as a field that offers promising new ways to prevent drop-out and aid retention. However, other research suggests that large datasets of learner activity can be used to understand online learning behaviour and improve pedagogy. While the use of LA in language learning has received little attention to date,…

Language education has a rich history of research and scholarship focusing on the effectiveness of learning activities and the impact these have on student behaviour and outcomes. One of the basic assumptions in foreign language pedagogy and CALL in particular is that learners want to be able to communicate effectively with native speakers of…

This study examined university undergraduate English language learners' (ELLs) perspectives on an intervention, Word Matters, that aimed to enhance functional academic vocabulary learning critical to their cognitive academic language proficiency development (Cummins, 1989), a challenge faced by many ELLs in English-medium universities. This…

This chapter describes a study of a blended language course that combines face-to-face (F2F) instructional time with an online component. The purpose of the study is to understand how teachers and students exploit the complementarity of the two delivery formats to improve the learning experience. The study first examines how the presence of an…

This study investigates the different learning opportunities enabled by text-based and video-based synchronous computer-mediated communication (SCMC) from an interactionist perspective. Six Chinese-speaking learners of English and six English-speaking learners of Chinese were paired up as tandem (reciprocal) learning dyads. Each dyad participated…

This exploratory study describes a framework for data-driven learning (DDL), in General (non-major) English university classes, in which learners "construct" linguistic corpora instead of merely "consulting" them. Prior related work has addressed the needs of language specialists, in particular trainee translators who are…

This paper examines the relationship between confidence and CALL--specifically the use of audio and video technology among language teachers. Through logged usage of CALL, the authors tracked seven teachers at two large universities in the United States over a term. These teachers were also interviewed periodically in order to gain insight into…