While blended learning has received scholarly attention in EFL contexts, little empirical research has investigated the effects of online input modes on learning achievement and attitudes. This study thus examined the effects of bimodal and multimodal online input on blended speaking instruction in a Chinese university. A quasi-experimental,…

Adapted from the Technology Acceptance Model (TAM), the Integrated Model of Technology Acceptance (IMTA) has been used to examine the perceptions and acceptance of computer-assisted language learning (CALL), such as online learning, mobile learning, and learning management systems. However, whether IMTA can be applied to empirical research on…

The use of three-dimensional virtual worlds (3DVWs) in language education has been widely acknowledged in the field, and researchers have expressed a growing interest in their proliferation in second language (L2) learning and instruction. In order to improve the Thai-speaking abilities of learners of Thai as a foreign language (TFL) in three…

Willingness to Communicate (WTC) plays a crucial role in developing students' speaking proficiency in English as a Foreign Language (EFL) learning. This study investigates whether students' in-class WTC can be enhanced through an AI-supported program and explores their perceptions of using the AI for future academic speaking development. A…

This study examined how three auditory lectures delivered at different speeds -- normal (1.0x), fast (1.5x) and very fast (3.0x) speeds -- affected the graduate students' attention, cognitive load, and learning that were assessed by pre- and post-comprehension tests, cognitive-load questionnaire, and Electroencephalography (EEG) device. The…

The study aimed to achieve three objectives: 1) to identify the Multiple Intelligences (MI) perceived by Heilongjiang International University (HIU) students, 2) to develop and implement a task-based English speaking course with MI features, and 3) to evaluate the extent the developed English speaking course contributes to the improvement of HIU…

Despite English being a core and compulsory part of the curriculum for Chinese English-as-a-second-language (ESL) learners, it is nevertheless often highly challenging for them. This is partly due to the discrepancies between English's citation and spoken form and the lack of recognition this pronunciation receives within ESL classrooms. With this…

The study adopted an action research approach to investigate mobile-assisted language learning (MALL) teaching and learning processes in an English-as-a-foreign-language (EFL) listening and speaking course at a Chinese university. The study participants were 61 students majoring in business English. For this study, an English-learning application,…

This paper reports on a study that looks at the micro-processes of teacher learning in a language teacher professional community in China. Following the tradition of ethnomethodology, teacher learning in this paper is conceptualised as interactional accomplishment of negotiation of practice through talk. Based on a purposively selected discourse…

This article is a personal view of the application of results from three areas of research that I believe are relevant to developing second language speaking in the classroom: task repetition, pre-task planning and communication strategies. I will discuss these three areas in terms of level of research application--where research is not applied…

The studies regarding using a cross sectional view of speech organs enriched with attention cueing and written text to probe learners' learning efficiency and behavior through mobile phones is scant. The purpose of this study was to examine whether the presence of attention cueing can benefit learners with different amounts of prior knowledge in…