This study applies Activity Theory to describe and analyze an out-of-school project in which eight Chinese university students utilized a massively multiplayer online game (MMOG) to learn English. Based on data collected through questionnaires, gaming journals, gaming recordings and interviews, thematic analysis was performed to identify the…

The use of corpora for the purposes of language teaching and learning, commonly known as "data-driven learning" (DDL), is gaining popularity across a range of CALL contexts. However, how trainee teachers attempt to develop the technological, pedagogical and content knowledge (TPACK) to integrate corpus tools and DDL pedagogy into…

WhatsApp is a powerful tool for L2 learning because of its capacity to promote interaction between teacher and student, as well as among students. Its use has also been shown to support ubiquitous learning. In an attempt to extend language learning beyond the classroom, this study reports on the use of instant messaging through WhatsApp by a group…

Affordance refers to the opportunity available to a learning activity. Taking affordance as a theoretical and analytical construct, this exploratory study investigates learners' attitudes and the opportunities WeChat may provide for Chinese cultural knowledge (CCK) learning. The aim is to find out the potential new affordances and compare learners…

The development of videoconferencing technology has enabled new modes of combining in-person and remote teaching. In this article, we investigate interactional practices in hybrid language classrooms that combine on-site and remote participation by way of telepresence technology. Telepresence robots are videoconferencing tools that can be remotely…

Intercultural communicative competence (ICC) has recently attracted the researchers' attention in the English as a foreign language (EFL) context; however, insufficient studies seem to have examined the role of online programmes in enhancing EFL learners' ICC. The current study, therefore, employed a mixed-methods approach to explore EFL learners'…

Real world places are important for foreign language (FL) learning since they provide rich and authentic language and cultural contexts for learners. However, numerous FL learners are unable to travel to target-language environments for language learning purposes. This article develops the concept of telepresence-place-based FL learning and…

Human perceptions influence attitudes and intentions, and can predict actions. Despite the popular use of technology for English language teaching, and the association between learner factors and technology use, little is known about language learners' use of technology for personal and interpersonal learning activities, and whether there is a…

The purpose of this paper is to investigate the views of freshmen on using their smartphones in learning English as a foreign language. The study was designed based on a quantitative associational model. The data were collected from the 428 freshmen attending the English preparation programs run at Inönü and Firat Universities, Turkey, using…

Augmented reality (AR) deepens learning interactions by imposing digital information on top of physical settings. This study implemented an AR-enhanced theme-based contextualized learning and aimed to examine the effects of captions (non-caption, English caption and Chinese caption) and English proficiency (less proficient and proficient) on…

Contextualised mobile assisted language learning (MALL) has been known for its potential in language learning rooted in social constructivism theories. However, a consistent approach to constituents of contextualised MALL, in addition to a quantitative tool to evaluate it, is missing in reported case studies. The present research, drawing upon…

Language education has a rich history of research and scholarship focusing on the effectiveness of learning activities and the impact these have on student behaviour and outcomes. One of the basic assumptions in foreign language pedagogy and CALL in particular is that learners want to be able to communicate effectively with native speakers of…

This article reports on an exploratory study investigating mobile-assisted oral feedback in teaching Chinese as a second language (CSL). It is aimed at exploring the characteristics of mobile-assisted feedback on oral production with the smartphone social communication app WeChat as a case in point and examining learners' perceptions of…

Oral production is an important part in English learning. Lack of a language environment with efficient instruction and feedback is a big issue for non-native speakers' English spoken skill improvement. A computer-assisted language learning system can provide many potential benefits to language learners. It allows adequate instructions and instant…

This study applied storytelling in the English as a foreign language (EFL) classroom in order to promote speaking skills. Students were asked to practice speaking EFL through producing individual and interactive stories with a Web-based multimedia system. We aimed to investigate an effectiveness of applying individual and interactive storytelling…