Integrating social media into classroom language teaching has been argued to be beneficial for both students and teachers. However, little is known about using two social media platforms in one online language class session, especially to support the teaching and learning process during the COVID19 transition to online teaching. This case study…

Social distancing due to COVID-19 has necessitated the immediate implementation of Internet-based English language teaching (ELT) in developing countries. This abrupt transition from face-to-face to online learning and teaching environment has brought up many concerns, particularly about maintaining ELT education in crises, one of which is how…

The Internet has made it possible for teachers to administer online assessments with affordability and ease. However, little is known about Japanese English as a Foreign Language (EFL) students' attitudes of internet-based tests (IBTs). Therefore, this study aimed to measure the perceptions of IBTs among Japanese English language learners with the…

Despite the clear benefits provided by digital educational tools, Turkish teachers of English as a foreign language (EFL) are often seen as failing to take advantage of computing technologies in the classroom. Deficiencies in terms of teachers' digital literacies are often faulted for this omission. The majority of studies concerning Turkish EFL…

In this article, Vance Stevens describes how access to what he calls "star performer educators" as either up-­and­-coming in their field, or experienced and polished practitioners, have changed with access to the internet. They are clearly passionate about what they do, and what they do has become second nature. They touch hearts and…

In this article, Huw Jarvis and Stephen Krashen ask "Is CALL Obsolete?" When the term CALL (Computer-Assisted Language Learning) was introduced in the 1960s, the language education profession knew only about language learning, not language acquisition, and assumed the computer's primary contribution to second language acquisition…

This article begins by critiquing the long-established acronym CALL (Computer Assisted Language Learning). We then go on to report on a small-scale study which examines how student non-native speakers of English use a range of digital devices beyond the classroom in both their first (L1) and second (L2) languages. We look also at the extent to…

The term serious game is often used to refer to "games used for training, advertising, simulation, or education." In this article, the authors use the term computer game in its broadest sense, believing it to encompass the broad spectrum of what is usually referred to now as all digital gaming (video games, console games, online games, etc.). They…

This paper traces the development of the BBC Learning English [http://www.bbc.co.uk/worldservice/learningenglish/] online community, focusing on tools such as e-mail discussion lists, message boards, comments boards, student/teacher blogs, competitions, and voting. It describes how relationships between the intermediate level users of all…

This study adds to the body of empirical knowledge regarding the use of music in the EFL classroom. This original investigation centered around the following question: Does listening repetition, song likeability, and/or song understandability influence learning environment perceptions, learning perceptions, and/or learning outcomes in Taiwanese…

Highlights a webquest, or an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the Internet. Highlights the structure of a webquest, discusses producing a webquest, and provides sample webquests. (Author/VWL)

Highlights the life of one Chinese English-as-a-Foreign-Language teacher who uses computer-mediated communication and the Internet to provide his students with communicative language experiences. (Author/VWL)

This article reports on the experiences of language teachers with their teacher preparation in the use of learning technologies in Puerto Rico. Three focus group interviews were held with 28 pre-service teachers; 9 in-service teachers were interviewed, and a post focus group interview was held with student teachers after they completed their field…