The purpose of this study was to investigate metacognitive self-regulated learning (SRL) differences in computer- and paper-based reading assignments across elementary students. Students in two after-school programs in a southeastern U.S. public school district were recruited. The final sample consisted of 48 students in Grades 2--5 who…

This mixed-method research was conducted to examine the perceptions of self-learners of English as a foreign language (EFL) toward mobile learning (m-learning) apps. It integrated several constructs from the technology acceptance model (TAM) and constructivist learning theory (CLT) to provide a detailed picture of the learners' perceptions. The…

Studies into the use of mobile applications (apps) for language learning have found positive results on language improvement and learner engagement, but they have mostly focused on small samples of learners using apps that were selected by a researcher/educator rather than on learners using apps of their own choice. This article presents the…

While research on informal digital learning of English (IDLE) increases in the fields of teaching English to speakers of other languages and computer-assisted language learning, few studies have examined the relationship between quantity and diversity of IDLE practices and different language learning outcomes. To address this gap, data were…

This study aims to examine the effects of the online writing experiences of English as a foreign language (EFL) learners on their self-efficacy, attitudes, and performance in a computer-mediated writing classroom (CMC). Although the close relationship between students' computer experiences and class performance has been positively confirmed in…