Technological advancements have not only introduced new tools for language education but also tailored apps and resources for specific language skills. These include mobile apps (e.g., "Drops: Language Learning Games" for vocabulary), websites (e.g., "SpanishDict" for Spanish dictionary and grammar), and reference tools (e.g.,…

The consumption of videos on the Internet by young children is increasing, and therefore, when they start school, a great part of their knowledge, behaviors, and attitudes will be influenced by the contents they have consumed in social networks such as YouTube, which is considered a third educational agent in childhood, together with families and…

Driven by the digital revolution in second language (L2) classrooms and broadened views on literacy, digital multimodal composing (DMC) has gained a robust growth of interests in the past decade. To illuminate the empirical landscape of this budding field, this paper provides a substantive and methodological review of 60 empirical L2 studies on…

Publicly available technologies are only truly 'public' if people are aware of them and know how to use them. In the US, significant resources have been devoted to public education around the recently released ShakeAlert® earthquake early warning (EEW) system operated by the U.S. Geological Survey; however, those efforts have been inconsistently…

The purpose of this study was to investigate 69 college students' attitudes toward the Recap app as part of their online language learning process. The Recap app is a free language learning application that uses student-created videos to facilitate language practice and interaction among students. Using a 13-item attitude survey to measure…

Speaking in a foreign/second language is a challenge for many learners, even when they have linguistic knowledge. Drawing on González-Lloret and Ortega's (2014) framework for technology-mediated tasks and MacIntyre's (2007) framework for willingness to communicate in a second language, this mixed methods study investigated the impact of…

During our six-week Collaborative Online International Learning (COIL) module (Oct.-Nov. 2019), 58 students jointly developed task-based projects on expressions of popular culture in Albany (USA) and Caracas (Venezuela). In teams of seven to eight participants, learners from both countries reflected on variations of popular culture through…

The objective of this investigation is to determine if the "flipped" model can be combined with hybrid learning in order to create the "flipped-hybrid" classroom. The flipped classroom refers to an educational model where the traditional practice of dedicating class time to direct instruction is inverted, so that students…

This case study examined students' and their instructor's perceptions and experiences in a flipped intermediate Spanish course which aimed to leverage class time for more interactive and communicative tasks to increase the use of language. Through student surveys and instructor interviews, this study found contrastive perspectives between the…

The "NCSSFL-ACTFL Can-Do Statements for Intercultural Communication" (2017) task educators with helping students better recognize "obviously inappropriate behaviors in familiar everyday situations" (p.15), yet today's L2 classroom rarely includes pragmatic speech acts in curriculum, especially with regard to online language…

Flipped or inverted classroom (IC) models are promising for foreign language instruction in that they appear to promote well-regarded practices that bridge both sociocultural and cognitive theoretical frameworks, such as allowing for higher degrees of learner agency and facilitating deeper levels of processing. To date, the majority of work on IC…

This study examines the impact of technology-mediated pedagogical tasks on students' willingness to communicate and communicative performance in the intermediate level of Spanish at Iowa State University. Drawing from the framework on technology-mediated tasks by Gonzalez-Lloret & Ortega, 2014, and the World-Readiness Standards for…

This study reports on the rehybridization of three beginning-level Spanish courses and the effect of the new redesigned courses on student learning and on self-reported levels of anxiety. The data collected included pretests and posttests of listening comprehension, linguistic knowledge, and foreign language anxiety, as well as qualitative data on…

In the context of a Language Massive Open Online Course (LMOOC), teacher interventions have to be designed into the course, since personalized teacher feedback actions are impossible due to the large number of participants. Learner autonomy, peer-feedback and task design are crucial in this course design. This paper presents a study on the task…

Listening, watching, reading and writing simultaneously in a foreign language is very complex. This paper is part of wider research which explores the use of audiovisual comprehension questions imprinted in the video image in the form of subtitles and synchronized with the relevant fragments for the purpose of language learning and testing.…