This study investigates the impact of Perusall, a social annotation tool, on an online postgraduate course conducted over two semesters at an Australian university. We examine the connection between students' pre-class engagement and learning outcomes, utilizing both secondary data from Perusall platform and primary data through a survey. The…

This action research used a qualitative comparative analysis approach to explore the use of asynchronous video communication during online peer review activities in the discussion board of an undergraduate blended U.S. English composition course for non-native speakers. The purpose was to compare second language students' online communication…

As a term, "connective literacies" refers to the reading, writing, speaking, listening, viewing, and critical thinking skills necessary for students to engage and interact meaningfully, productively, and safely in a variety of digitally connected spaces. Using a critical literacies approach to honor the voices of adolescents as producers…

We describe the integration of telecollaborative language coaching sessions into an online Spanish program as the unifying thread for asynchronous learning and reflection activities. In survey responses, students reported improved language skills and cultural knowledge, and the ability to apply linguistic skills to "real-life" situations…

This article deals with vocabulary learning in synchronous, multimodal eTandems focussing on Mandarin Chinese as a target language. In doing so, the study adopts an emic, conversation analytic perspective and triangulates self-reported data from learner diaries with recordings of actual eTandem conversations. The analysis of the learner diaries…

Digital technology has great potential for second language (L2) pragmatics learning as it creates communicative contexts for learners to practice L2s. However, despite the growing interest in technology enhanced learning, the efficacy of using technology on L2 pragmatics remains unknown. This paper examines the role of technology in L2 pragmatics…

Recent research shows that negotiation of meaning in online task-oriented interactions can be a catalyst for L2 (second/foreign/additional language) development. However, how learners undertake such negotiation work and what kind of an impact it has on interactional development in an L2 are still largely unknown mainly due to a lack of focus on…

This study examined the synchronous computer-mediated communication of 48 fifth-grade students and their teachers in a public school for large numbers of English learners during a school year. We collected all participants' discussion threads in the first 2 months and last 2 months of the year-long activity. Students' language complexity was…

This study investigates the ways in which synchronous and asynchronous activities create an online language laboratory that mediates second language (L2) learning for 188 L2 university participants over a 6-week period. Completion of tasks and pre-, post-, and weekly surveys were analyzed. Statistical analyses were run on self-rated questions…

The present study aims to explore perceptions of young learners and EFL teachers towards benefits and barriers of digital literacy. Eight young learners and five EFL teachers took part in this qualitative study. In-depth semi-structured interviews were employed to collect qualitative data. The results depict that there are benefits and barriers of…

This study explores the results of an eTwinning project involving four countries, with a focus on collaboration between students from historically distant backgrounds: Turkey and Greece. It primarily aims to foster empathy and understanding, alleviate language anxiety, and enhance foreign language competence among the participants. Using a…

Chapelle (2003) proposed three general types of input enhancement that help L2 learners "acquire features of the linguistic input that they are exposed to during the course reading or listening for meaning" (p. 40): input salience, input modification, and input elaboration. In 2010, Cárdenas-Claros and Gruba argued that Chapelle's…

The objective of this paper is to examine Moroccan higher education students' and teachers' perceptions and attitudes towards using Web 2.0 technologies in language learning and teaching. The results of the study revealed that all the informants were immersed in using these Internet-based applications for personal and educational purposes.…

This study examines the potential effect of an eight-week e-mail- and WhatsApp-based instructional treatment on 45 Jordanian EFL tenth-grade students' paraphrasing and summarizing skills. Three instruments were used for data collection: a pre-test, a post-test, and an interview schedule. The findings reveal statistically significant differences…

The 2021 EUROCALL conference engaged just under 250 speakers from 40 different countries. Cnam Paris and Sorbonne Université joined forces to host and organise the event despite the challenging context due to the COVID-19 pandemic. Originally programmed to be held on site in the heart of Paris, France, the EUROCALL organising team and executive…