Interactive digital tools increasingly used for language learning can provide detailed system logs (e.g., number of attempts, responses submitted), and thereby a window into the user's learning processes. To date, SLA researchers have made little use of such data to understand the relationships between learning conditions, processes, and outcomes.…

While previous investigations on online machine translation (MT) in language learning have analyzed how second language (L2) learners use and post-edit MT output, no study as of yet has investigated how the learners process MT errors and what factors affect this process using response and reading times. The present study thus investigates L2…

The main purpose of this study is to evaluate the effectiveness of Machine Translation Post-Editing (MTPE) training for FL students. Our hypothesis was that with specific MTPE training, students will able to detect and correct machine translation mistakes in their FL. Training materials were developed to detect six typical mistakes from Machine…

This study investigated the effects of corrective feedback (CF) during in-class computer-mediated collaborative writing on grammatical accuracy in a new piece of individual writing. Forty-eight ESL students at an American university worked on two computer-mediated animation description tasks in pairs. The experimental group received indirect CF on…

Linking research on task-based collaborative L2 writing and computer-mediated writing, this study investigates the relationship between patterns of collaboration and the linguistic features of texts written during a computer-supported collaborative writing task using Google Docs. Qualitative analyses provide insights into the writing process of…

This study investigated the effect of wiki-mediated collaborative writing on the development of learners' individual writing in a second language (L2). Participants were 52 learners of English as a foreign language enrolled in two intact junior writing classes at a Taiwanese university. One class was assigned to be a wiki-collaborative writing…

Automated Writing Evaluation (AWE) systems have been found to enhance the accuracy, readability, and cohesion of writing responses (Stevenson & Phakiti, 2019). Previous research indicates that individual learners may have difficulty utilizing content-based AWE feedback and collaborative processing of feedback might help to cope with this…

This study investigated whether the effect of two forms of computer-automated metalinguistic corrective feedback in drills transferred to subsequent writing tasks. The English simple past tense, a learned structure, was selected as the target structure. Participants included 117 intermediate learners of English as a foreign language assigned to…

This study used eye-tracking, in combination with stimulated recalls and reflective journals, to investigate L2 learners' engagement with automated feedback and the impact of feedback explicitness and accuracy on their engagement. Twenty-four Chinese EFL learners revised their writing through Write & Improve with Cambridge, a new automated…

Research suggests that pre-task planning time provides learners with opportunities to formulate, organize, and mentally store content, thereby freeing up attentional resources during tasks (Skehan, Xiaoyue, Qian, & Wang, 2012). However, relatively few studies to date have investigated pre-task planning in a synchronous computer-mediated…

This article investigates the role of direct corpus use in learners' collocational competence in academic writing. An experiment was conducted between two groups of Chinese postgraduates who had no previous knowledge of corpora. It was embedded in a regular 4-month linguistics course in the students' programmes, where a corpus-assisted method was…

Behaviour-tracking technology has been used for decades in SLA research on focused practice with an eye toward elucidating the nature of L2 automatization (e.g. DeKeyser, 1997; Robinson, 1997). This involves longitudinally capturing learners' judgments or linguistic production along with their response times in order to investigate how specific…

The aim of this study was to determine the effects of different types of language tasks performed in Second Life (SL) on the oral performance of beginners of Chinese as a Second Language (CSL), focusing on oral accuracy. The 30 CSL beginners who participated in this study were randomly divided into two groups (n = 15 per group), required to…

This study examined factors affecting perception training of vowel duration in L2 Japanese with transfer to production. In a pre-test, training, post-test design, 48 L1 English speakers were assigned to one of three groups: auditory-visual (AV) training using waveform displays, auditory-only (A-only), or no training. Within-group variables were…

This study examines the importance of interaction for second language (L2) acquisition by analyzing outcomes from two types of out-of-class activities. The study compared: (a) interactive homework, completed via text chat, and (b) individual homework, completed via independent writing. In a between-subjects design, participants in two…