This paper examines whether a web-based training on English discourse intonation leads to better spontaneous speech quality for Mandarin Chinese speakers who reside in the U.S. and in China. The four-week fully online training consisted of meta-instruction videos as well as listening and speaking activities, including instant visual pitch contour…

This study investigates how university students taking fully online language-learning configure their learning environments to enhance opportunities for learning and meet broader academic and social-emotional needs. The study adopts a view of learning as both physically and socially situated, acknowledging that the physical (material, digital and…

Flipped instruction has become a hot issue in foreign language teaching technology. In this study, we tracked learners in a beginner-level Chinese Foreign Language classroom to see if flipped teaching based on a MOOC made a difference to their oral proficiency development and rate of progress compared to a baseline group. Language development was…

Online kindergarten to twelfth grade (K-12) language learners have usually been found to hold more negative perceptions of their courses and to perform less well academically than their face-to-face counterparts, despite the well-attested benefits of computer-mediated communication in language learning. In an attempt to improve upon such outcomes,…

This article discusses the learning process undertaken by language teachers in a cyber face-to-face teacher training program. Eight tertiary Chinese language teachers attended a 12-week training program conducted in an online synchronous learning environment characterized by multimedia-based, oral and visual interaction. The term "cyber…