As context plays a critical role in foreign language (FL) learning, context-aware technology is a promising tool for supporting FL learning. The present study examined studies published between 2000 and 2018 to understand the trends of technology and related research and the current issues with context-aware technology in FL learning. This review…

In the main, evaluation in CALL has focused on the assessment of the individual use of technology in accord with the principles of second language acquisition. Now that CALL focuses on the full integration of technology in language programs, evaluators are urged to take into account a wide range of factors that span institutional policy,…

Computerized dynamic assessment (C-DA) brings the rationality of assessment-instruction integration behind dynamic assessment (DA) into computerized context through the presentation of electronic mediations (Poehner). This study attempts to unravel L2 learners' actual/developed ability and learning potential in a C-DA reading comprehension context…

This paper introduces a new self-report questionnaire for the assessment of TPACK for English language teaching which does not prescribe a particular approach to language teaching or the use of particular technologies. Development and validation of the questionnaire involved: (1) creation of an initial item pool based on a review of the literature…

With the emergence of innovative mobile-based tools, new opportunities have been made to enhance the quality of language learning. Keeping this in mind, the current study aimed to investigate the impact of a flipped classroom on enhancing EFL learners' pragmatic competence. To this end, 60 EFL learners from two universities in Iran were assigned…

With the ever-increasing number of available language technology products, there is also a need to evaluate them objectively. Unsubstantiated beliefs about what language technology can and cannot do inside or outside the language classroom often influence decisions about the choice of language technology to be used. The declarative/procedural…

Earlier research efforts have succeeded in training students to enhance their skills commenting on peer writing and using peer and lecturer comments to revise their writing, but few studies have investigated (1) the effect of the lecturer's e-comments on the quality of peer e-comments, and (2) the relative effectiveness of lecturer and peer…

With the emergence of educational technology, technology-enhanced collaborative language learning had gained increasing attention from learners, educators, and researchers, and a large number of studies had been conducted to investigate the effects of technology-enhanced collaborative learning on students' development of language knowledge and…

This review maps the scientific literature on social media as a language learning environment published between 2008 and 2019. Over 1,600 journals from the Scopus database were surveyed and 396 documents were analyzed using bibliometric analysis. The findings indicate that this field of interest has exponentially grown in the past 12 years and is…

In many English as a foreign language (EFL) contexts, learning is often limited to decontextualized classroom learning, and students suffer from lack of interaction and authentic opportunities for language learning. One of the recent emerging technologies, context-aware augmented reality (AR) technology can mitigate this problem for EFL…

Drawing on Vygotskian sociocultural theory of mind and social constructivism, and adopting a sequential exploratory mixed-methods approach, this study explored the impact of online dynamic assessment (DA) on EFL learners' academic writing skills through one-on-one individual and online synchronous DA sessions over Google Docs. It also investigated…

This study investigates the impact on extemporaneous English-language first drafts by using Google Translate (GT) in three different tasks assigned to Chinese sophomore, junior, and senior students of English as a Foreign Language (EFL) majoring in English. Students wrote first in Chinese (Step 1), then drafted corresponding texts in English (Step…

This study explored interactive interface design for writing practice, feedback, and grading in Chinese character learning systems. In the experiment, 30 novice Chinese learners were invited to perform designated learning tasks on two different learning systems. Learning times and outcomes were measured. The results indicated that improvement of…

In foreign language learning, computer-mediated dictionaries are among the most popular tools, and ambiguity tolerance (AT) is a key impact factor. However, few studies have focused on the effects of AT on computer-mediated dictionary-assisted English learning. To fill this gap, the current study explored the differences between two groups (a high…

The topic of this study is professional development (PD) on Web 2.0 technologies for foreign language teachers and integration of these tools into the language classroom. This research explored the experiences of eighteen teachers of Spanish in grades 7-12 from both rural and urban areas in Nebraska, United States, who participated in a…