Previous research has documented that students' reading comprehension performance in learning English as a foreign language (EFL) differs greatly between mobile-assisted and paper-based reading. The present study extends previous work by investigating whether reading cognitive load differs between mobile-assisted and paper-based EFL reading…

Task complexity and communication modes are two task design and implementation factors that have been found to affect second language (L2) learners' oral performance. While increasing task complexity and developing tasks according to the features of face-to-face and computer-mediated communication modes can optimise L2 production, few studies…

This article describes the development of "Bande à Part", a mobile music application (app) for second language (L2) learners of French. Our focus on the pedagogical use of music results from the reported benefits that it offers language learners (e.g., it encourages repetitive exposure to the L2 in an enjoyable way, it extends the reach…

Automated written corrective feedback (AWCF) has qualities that distinguish it from teacher-provided WCF and potentially undermine claims about its value for L2 student writers, including disparities in the amounts of useful information it provides across error types and the fact that inaccuracies in error-flagging must be anticipated. It remains…

This study investigated whether the modality effect of content presentation modes on students' cognitive load and listening comprehension depends on the moderating effect of the learners' language proficiencies in a mobile learning context. One hundred and sixty-two students majoring in English in a technology university used personal digital…

Research in cognitive psychology and second language learning has underlined the significance of learners' cognitive processes and individual preferences in language learning. Helping learners to be aware of these processes and preferences has in fact become an important methodological principle of language teaching. Advances in information and…

Focuses on student modeling within an Intelligent Tutoring System. Describes three domain-independent properties that the formalism representing student knowledge and the processes synthesizing this knowledge must possess to build accurate student models for second-language learning. Notes when, how, and where hypothetical reasoning mechanisms…

Presents research on second language learning strategies, including both those with a general application and those relating to computer assisted language learning (CALL). Findings reveal that the issue of learning strategies looms as an important topic and that a detailed consideration of them in CALL is feasible. (37 references) (Author/CK)

Summarizes current cognitive psychological knowledge concerning second language vocabulary acquisition and discusses implications for the development of effective computer-assisted vocabulary acquisition methods. (85 references) (Author)

Explores the compatibility of computer-mediated communication (CMC) with two basic objectives of modern foreign language curricula: development of functional and pragmatic abilities, and instructional materials informed by what is known about cognitive processes responsible for acquisition. It is suggested that CMC is particularly compatible with…

Describes an approach to needs and syllabus design that is illustrated by way of pedagogic elements comprising the learning environment of second-year Japanese college students, doctors in training, who read, discuss, and write in response to medical case studies accessed and mediated through the Internet. (Author/VWL)