Purpose: This study aims to explore computer-assisted language learning (CALL) activities to improve the English essay writing of Pakistani university students. It highlights the role of CALL in the language proficiency model cognitive academic language proficiency (CALP), which can enable second language learners to engage in more critical…

Adopting a sequential explanatory mixed-methods approach, this study explored the impact of electronic writing portfolio on writing performance in English as a foreign language (EFL) context. Two intact classes were first selected and randomly assigned to an electronic writing portfolio group (22 EFL students) and a conventional (i.e. paper-based)…

This study reports the results of a mixed-methods investigation on the impact of task-based speaking practices using the Clubhouse application outside the classroom on EFL learners' oral fluency and willingness to communicate (WTC). Sixty upper-intermediate EFL learners were divided into experimental and control groups practicing speaking skills…

Research on the roles of textbooks in EFL teaching contexts has been widely reported. However, studies on textbook adaptation strategies in a technology-integrated classroom have not received much attention. To fill the gap, the current research sought to explore the types of textbook adaptation strategies employed by an Indonesian EFL teacher in…

Although digital game-based vocabulary learning (DGBVL) has received increasing attention in the past two decades, the impacts of DGBVL on the depth of word knowledge are still not well understood, especially in regard to productive vocabulary learning and DGBVL's long-term efficacy. This study leverages a quasiexperimental research design to…

Speaking in a foreign/second language is a challenge for many learners, even when they have linguistic knowledge. Drawing on González-Lloret and Ortega's (2014) framework for technology-mediated tasks and MacIntyre's (2007) framework for willingness to communicate in a second language, this mixed methods study investigated the impact of…

English speaking is considered the most difficult and anxiety-provoking language skill for EFL learners due to lack of access to authentic language use, fear of making mistakes, and peers' negative comments. With automatic speech recognition and natural language processing, intelligent personal assistants (IPAs) have potential in foreign language…

This investigation utilized a phenomenological approach to investigate the experience of English language educators in employing artificial intelligence (AI) tools into English language learning. The study used purposive sampling and 20 participants were interviewed. The data analysis was guided by Bronfenbrenner's (1979) ecological systems…

The purpose of this research is to evaluate the effectiveness of Duolingo's game-based methodology in improving speaking proficiency within mobile language learning, while also examining the specific attributes and strategies contributing to its success and exploring implications for language education and learner optimization. Given the growing…

This study examines the experiences of university-level English as a Second Language (ESL) teachers in relation to the integration of Information and Communication Technology (ICT)-based 4Cs (communication, collaboration, critical thinking, and creativity) skills in English language teaching and learning. The research aims to explore the impact of…

E-learning opens a new horizon within educational contexts worldwide. Previous studies showed a dearth of research identifying EFL teachers' perceptions of EFL learners' hardships in speaking skills. Hence, this article investigates the Jordanian EFL teachers' perceptions of the current challenges of learning speaking skills EFL learners…

In this single-case study with a quasi-experimental design, we set out to examine the role of two input-based features of the language learning app Duolingo on learners' development of implicit and explicit second language (L2) knowledge. We investigated the effect of Duolingo's Stories feature and Podcast feature on two Spanish-L2 learners'…

Artificial agents, such as voice-controlled conversational agents (VCAs) built into smart devices, are becoming more prevalent in daily and educational contexts, enhancing the possibility of using them as language partners. However, research has primarily focused on the cognitive or affective outcomes of using these agents, overlooking questions…

Task-based language teaching (TBLT) is widely recognized as an effective approach for developing second language (L2) learners' English skills. However, its success often depends on the teacher's ability to design engaging tasks and dynamic learning platforms that foster active participation. While previous studies highlight the importance of…

Previous research on online features embedded in language assessments have been limited to the use of dictionary or spell/grammar check. Few have examined the role of accessibility features in the Kindergarten to Grade 12 (K-12) English learner (EL) context in the U.S. This study examined how K-12 EL educators perceive and instruct online…