Students are often encouraged to explain recently-taught information to others to enhance their learning in various settings including face-to-face in the classroom, through text, or in educational videos. However, nearly all studies on the impact of explaining things to others have focused on the effects of explaining to a less-knowledgeable…

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…

This study investigated the content learning of fourth graders (N = 92) randomly assigned to complete electronic Frayer Models on life science vocabulary by themselves or while engaging in synchronous online discussions with a partner. The use of the graphic organizers was interspersed with other science activities. After seven weeks, all students…

As the digital age broadens opportunities for technology use in the classroom, educators must consider how to use technology to create rich and varied learning opportunities for English learners (ELs). This study examined four middle school teachers' perceptions and uses of multimodal technology with ELs in content-area learning. Findings indicate…

Technology integration has a great impact on learners' learning styles and everyday life, where various encouraging responses come across in language learning institutions through the use of mobile technology. WhatsApp application instantly transfers information in different modes. At the present time it can be effectively used as a platform to…

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…

This study aimed to know whether the use of online communicative speaking tasks can enhance the speaking skills of the ninth graders of a private junior high school in Mungkid, the Province of Central Java, and how well their speaking skills improved. This research was action research that was divided into four stages. Those were reconnaissance,…

Vocabulary knowledge is a prerequisite for mastering any foreign language. It takes a lot of time and effort to develop English as a foreign language (EFL) vocabulary skills. Efficient ways to facilitate this process should be studied and analyzed. The present study aimed to investigate the role of the Discord application in teaching and learning…

The advance of educational technologies and digital devices have made computer-assisted language learning (CALL) an active interdisciplinary field with increasing research potential and topic diversity. Questions like "what topics and technologies attract the interest of the CALL community?," "how have these topics and technologies…

ChatBot has potential as a language learning tool, especially for learning Chinese vocabulary. This study aimed to investigate the impact of using a newly developed ChatBot to learn Chinese vocabulary by comparing how it works in different learning environments and to explore the ChatBot with reference to the Technology Acceptance Model (TAM).…

This study examines the impact of using a digital annotation tool (DAT) on second language (L2) socialization of English as a foreign language (EFL) learners in a university-level advanced reading course. Theoretically guided by the paradigm of second language socialization (Duff, 2002) and pedagogically informed by bridging activities model…

Applications of locative media (e.g., place-based mobile augmented reality [AR]) are used in various educational content areas and have been shown to provide learners with valuable opportunities for investigation-based learning, location-situated social and collaborative interaction, and embodied experience of place (Squire, 2009; Thorne &…

Information and communication technology (ICT)-based reading interventions have potential to help children with reading difficulties, especially those in resource-constrained environments who otherwise might not have access to support. This pilot study aimed to describe the impact of an online, partner-supported reading intervention designed for…

This study investigated the effect of computer-assisted instruction (CAI) on adult second language (L2) learners' vocabulary recognition and production across high and low proficiency levels. Seventy-four participants were assigned to experimental (CAI) and control groups. All participants in the CAI group were categorized into high and low…

This edited volume brings together large-scale research as well as case studies from a range of geographical contexts and represents a variety of educational settings involving second language learners and users. Its aim is to explore the interrelated issues of psychology and technology use in second language learning settings as well as in more…