The purpose of this study was to investigate the possible effects of conducting regular collaborative activities via Google Docs on English academic writing skills. Utilising a mixed methods design, this study was conducted with 24 Vietnamese high school students who participated in a fully online English as a foreign language (EFL) course in…

The discussion on the dynamic assessment (DA) -- a combination of assessment and instruction -- and regulatory scales from implicit to explicit corrective feedback (CF) is relatively new in the CALL context. Applying the notions of Sociocultural Theory, Zone of Proximal Development (ZPD) and Mediation, the present study examines how a DA-based…

As active student participation in classroom interaction is widely accepted as a central component of foreign language learning, prompting student contributions becomes consequential in L2 educational settings including synchronous remote classrooms. When there is a lack of response following teacher questions, teachers resort to a variety of…

The development of corpus-based language pedagogy (CBLP) is a complex and intriguing process that pertains to how corpus technology is directly applied to classroom teaching. Using a case study approach, this study investigated how two experienced university English teachers integrated corpus technology in authentic classroom teaching. Data…

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…

The study of language learners' motivation has long been considered a key, determining factor of success in second/foreign language acquisition. Based on self-determination theory (SDT), the more autonomously motivated learners are, the better they engage in an activity. To sustain autonomous motivation, the learners' basic psychological needs…

While recent years have witnessed increasing attention to technology-enhanced language learning, investigation regarding how technologies facilitate digital storytelling outcomes among middle school students in English-as-a-foreign-language contexts remains insufficiently explored. Studies concerning the effects of different presentation modes…

Working memory (WM) may be an essential component of incidental vocabulary learning and retention from captioned videos. However, how WM affects young learners' incidental vocabulary learning under different types of captions remains unclear. The present study employs a between-subject research design. The main purpose is to examine how two types…

Utilizing a structural equation modeling approach, this article aims to examine the dynamics between Informal Digital Learning of English (IDLE) and Intercultural Competence (ICC). Altogether, 1490 Chinese college students from different types of universities in China answered the self-developed and validated IDLE-ICC questionnaire. The results…

To ensure the successful implementation of technology in young learners' classroom, the significant role of teachers in the appropriate use of related technologies should be considered. The purpose of this study was thus to examine the attitude, knowledge, use, and challenges of English teachers of young learners to integrate technological tools…

This research uses the theoretical framework of CALL normalisation developed by Bax (2003) and Chambers and Bax (2006) to offer a systematic review (Gough et al., 2012) of the uses and spread of data-driven learning (DDL) and corpora in language learning and teaching across five major CALL-related journals during the 2011-2015 period. DDL research…

We developed the Scaffolding English E-assessment Learning (SEEL), where instant feedback and scaffolding hints were provided, to facilitate students to acquire the knowledge of English grammar. On the other hand, an empirical study was conducted to investigate how cognitive styles (i.e. Holists vs. Serialists) affected learners' reactions to the…

This article reports on a study that examined the relationship between language learners' L2 grit and language mindsets and their attitudes toward CALL. The participants of the study were 625 EFL learners (male = 165, 26.4%; female = 460, 73.6%) with the mean age of 24.4 years (SD = 1.74). They were asked to respond to questionnaires on language…

Informal digital learning of English (IDLE) is an increasingly important subfield of inquiry in Computer-Assisted Language Learning (CALL) for its concentration on the language learning practices of the digital native EFL students in out-of-class contexts. Attention in mainstream research of IDLE has been directed to (meta)cognition, learning…

Speaking skills generally receive little attention in traditional English as a Foreign Language (EFL) classrooms, and this is especially the case in secondary education in Indonesia. A vocabulary deficit and poor pronunciation skills hinder learners in their efforts to improve speaking proficiency. In the present study, we investigated the effects…