The present study examines the impact of the explicitness of corrective feedback and explicit associative memory on the acquisition of -ing/-ed participial adjectives through delayed video-based corrective feedback. Fifty-two L1 Spanish learners were randomly assigned to one of three groups (implicit, explicit, or no-feedback) and performed an…

Framed from positioning theory and dynamic systems theory, the paper reports on a naturalistic study involving four Chinese participants and their American peers in an intercultural asynchronous computer-mediated communication (ACMC) activity. Based on the moment-by-moment analysis and triangulation of forum posts, reflective essays, and…

The current paper reports an empirical study of asynchronous online group review of argumentative essays among nine English as foreign language (EFL) Arab university learners joining English in their first, second, and third years at the institution. In investigating online interactions, commenting patterns, and how the students facilitate text…

This study examines the linguistic resources by which foreign language (L2) learners express their ideological positions in online discussions taking place in a telecollaborative encounter during one semester. More specifically, the study attempts to decipher how L2 learners discuss and argue their points of view regarding their first culture,…

The following commentary presents an overview of earlier studies of discourse functions and syntactic complexity as well as recent investigations that focus on interaction and measures of syntactic and lexical complexity in learners' output in traditional classrooms and computer-mediated environments. Recent studies emphasize the need for better…

Previous research suggests that the affordances (van Lier, 2000) of asynchronous computer-mediated communication (ACMC) environments help reduce foreign language anxiety (FLA). However, FLA is rarely the focus of these studies and research has not adequately addressed the relationship between FLA and the affordances that students use. This study…

Drawing on interactionist and socio-cultural theories, tools provided in computer-mediated communication (CMC) environments have long been considered able to create an environment that shares many communicative features with face-to-face communication. Over the past two decades, researchers have employed a variety of strategies to examine the…

Interaction is a necessary condition for second language (L2) learning (Long, 1980, 1996). Research in computer-mediated communication has shown that interaction opportunities make learners pay attention to form in a variety of ways that promote L2 learning. This research has mostly investigated text-based rather than voice-based interaction. The…

This study investigates L2 attainment in asynchronous online environments, specifically possible relationships among anonymity, L2 motivation, participation in discussions, quality of L2 production, and success in L2 vocabulary learning. It examines, in asynchronous discussions, (a) if participation and (b) motivation contribute to L2 vocabulary…

This study focuses on the computer-aided analysis of interlanguage errors made by the participants in the telematic simulation IDEELS (Intercultural Dynamics in European Education through on-Line Simulation). The synchronous and asynchronous communication analysed was part of the MiLC Corpus, a multilingual learner corpus of texts written by…