The tools and techniques of corpus linguistics have many uses in language pedagogy, most directly with language teachers and learners searching and using corpora themselves. This is often associated with work by Tim Johns who used the term Data-Driven Learning (DDL) back in 1990. This paper examines the growing body of empirical research in DDL…

The acquisition of Chinese characters has been widely acknowledged as challenging for learners of Chinese as a foreign language (CFL) due to their unique logographic nature and the time and effort involved. However, recent advancements in instructional technologies demonstrate a promising role in facilitating the teaching and learning of Chinese…

In the past 10 to 15 years, researchers have begun to explore the possibility of synthesizing research on task-based language teaching (TBLT) and computer-assisted language learning (CALL) in the interests of advancing the development of both fields as well as informing practice. In particular, there has been an increasing number of naturalistic,…

The research literature on L2 writing processes contains a multitude of insights that could inform writing instruction, but writing teachers are constrained in their capacity to make use of these insights insofar as they lack detailed information about how their students actually engage in the processes of writing. At the same time,…

In this review article for the 20th Anniversary Issue, I look back at research from the last two decades on the role of computer technology in understanding and facilitating second language acquisition (SLA) and forward to what future research might investigate. To be discussed are both how technology has been used to conduct research on SLA…

Anyone in the United States who wants to learn Spanish can easily find local instructional options. Opportunities abound as well for maintaining one's Spanish: all-Spanish television stations, widely distributed print media, and an abundance of native speakers. Learning opportunities and resources for other commonly taught languages (CTL) such as…

This study investigated the impact of a CALL teacher education workshop guided by the TPACK-in-Action model (Tai, 2013). This model is framed within Technological Pedagogical Content Knowledge (TPACK, Mishra & Koehler, 2006) and advocates a learning-by-doing approach (Chapelle & Hegelheimer, 2004) to understand how English teachers develop…

In Western countries today, instructed language learning in higher education normally includes use of the Web: as a resource in face-to-face classes, as an equal partner in instructional delivery in hybrid courses, or as the primary teaching and learning environment in distance learning. Most often today this is enabled through use of a learning…

This paper explores university student access to and use of technology in Azerbaijan in the context of hegemony in computer-assisted language learning (CALL). Due to perceptions of a lack of technology access in the university context, the instructors in this study did not initially pursue a CALL agenda. Based on data sources that included a…

Using computers to help students practice and learn grammatical constructions goes back to the earliest days of computer-assisted language learning (CALL). With the coming of the Internet age, CALL began to focus more heavily on the new capabilities of group connectivity and computer-mediated communication. More recently, a gathering consensus has…

Due to the rapid advancements in mobile communication and wireless technologies, many researchers and educators have started to believe that these emerging technologies can be leveraged to support formal and informal learning opportunities. Mobile language learning can be effectively implemented by delivering learning content through mobile…

Recent CALL research suggests that the arrival of new technologies in the language classroom has led to an increased dominance of the socio-constructivist paradigm (Felix, 2006). Borg (2006) suggests, however, that the hegemony of this paradigm may not extend beyond well-researched university and private ESL contexts. The present study tests this…

Foreign language (FL) teachers have long been leaders in the use of technology in the classroom, from short wave radio and newspapers, to film strips, to tape recorders, to records, 16 mm films, video, and now computers, as a means of bringing authentic language and culture to their students. Computer and Internet technologies require…

Technological advances have brought about the ever-increasing utilisation of computer-assisted language learning (CALL) media in the learning of a second language (L2). Computer-mediated communication, for example, provides a practical means for extending the learning of spoken language, a challenging process in tonal languages such as Chinese,…

Despite the imperatives of policy and rhetoric about their integration in formal education, Information and Communication Technologies (ICTs) are often used as an "add-on" in many classrooms and in many lesson plans. Nevertheless, many teachers find that interesting and well-planned tasks, projects, and resources provide a key to…