Recent years have witnessed an increasing interest in the use of automated writing evaluation (AWE) in second language writing classrooms. This increase is partially due to the belief that AWE can assist teachers by allowing them to devote more feedback to higher-level (HL) writing skills, such as content and organization, while the technology…

To examine the utility of spoken dialog systems (SDSs) for learning and low-stakes assessment, we administered the same role-play task in two different modalities to a group of 47 tertiary-level learners of English. Each participant completed the task in an SDS setting with a fully automated agent and engaged in the same task with a human…

Foreign Language Anxiety (FLA) is considered a central affective factor influencing English as a Foreign Language (EFL) learning. This study thus developed an online simulation game to create a virtually situated learning environment for reducing EFL primary school students' FLA levels and improving their English vocabulary learning. A total of…

This research applied a web-based dynamic assessment system, GPAM-WATA system, to help low English achievers to perform self-directed learning of junior high school English grammar. A quasi-experimental design was adopted. A total of 124 seventh graders from four classes participated in this research. Participants were randomly divided into the…

TPR (Total Physical Response) is a methodology for teaching foreign languages. In traditional TPR, teachers need to spend a considerable amount of time confirming the accuracy of students' movements, which results in a low-efficiency teaching process and affects the fairness of student learning. A motion sensing system can assess the accuracy of…

Research on mode in computer-mediated communication and language learning has primarily focused on mode-as-channel of communication such as audio- or videoconferencing. However, increasingly sophisticated technological tools now facilitate communication in multiple ways so that learners can convey and respond to peers and screen-based resources,…

This study intended to examine L2 young learners' vocabulary learning (i.e. form, meaning, and use). The research design involved a 2 (advance-organizer strategy: present vs. absent) × 4 (caption type: glossed full captions, glossed keyword captions, full captions, keyword captions) between-subjects design. A total of 240 Chinese ESL primary…

The present study firstly assesses how students can develop and improve the skills of listening and reading through personalized feedback. Secondly, it evaluates the motivational effects of the use of Audience Response Systems (ARS) in English lessons in comparison with the lessons where these electronic devices are not used. In three sessions, 68…

The paper examines the emotions of 15 learners of Japanese across seven weekly online text chats in Japanese with native Japanese speakers, and the factors that caused their emotions. The data came from questionnaires about the learners' biodata and previous experiences of text chats, weekly reports about their chats, transcripts of the chats, and…

This research explores intralinguistic communicative mediation in an English for Specific Purposes (ESP) online journal writing to enhance professional development through the co-construction of meaning. It accentuates research gaps specific to learning English in the field of law under the approach of collaborative Computer Assisted Language…

The current mixed-methods study aimed at incorporating a virtual reality (VR) tool (i.e. Google Expeditions) into the writing process of Iranian English as a foreign language (EFL) learners, examining its impact on their writing motivation and performance. To that end, 42 EFL learners were randomly assigned to experimental and control groups,…

This study mainly explored the effects of teacher feedback, peer feedback and automated feedback on the use of metacognitive strategies in EFL writing. Ninety-seven participants were recruited and divided into three groups, who received two months of feedback from teachers, peers and an automatic writing evaluation system, respectively, and then…

A research study on the L2 Motivational Self-systems (L2MSS) and technology acceptance of Foreign Language Learners (EFL) in relation to Language Massive Open Online Courses (LMOOCs) is warranted. In response, 336 Iranian EFL learners participated in three LMOOC platforms, learned language online in line with their language institutes, and…

With the rise of augmented reality (AR) and context-aware ubiquitous learning (CAUL), pedagogical designers in computer assisted language learning are increasingly developing authentic English for Specific Purposes (ESP) learning environments. However, there has been little research regarding the development of evidence-based principles for…

Few studies on higher education focus on how English as a Foreign Language (EFL) college students may enhance their global literacy through cross-cultural communication. This mixed methods research reports on a blended learning program with cross-cultural communication to foster EFL college students' global literacy. A sample of 97 EFL college…