This study examines how English-as-lingua-franca (ELF) learners employ semiotic resources, including head movements, gestures, facial expression, body posture, and spatial juxtaposition, to negotiate for meaning in an immersive virtual reality (VR) environment. Ten ELF learners participated in a TaiwanSpain VR virtual exchange project and…

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…

The United Nations' Sustainable Development Goals (SDGs), which were adopted in 2015 as part of the 2030 Agenda for Sustainable Development, "provide a shared blueprint for peace and prosperity for people and the planet" (United Nations, 2020a). The SDGs, which include gender equality, quality education, and ending poverty, are those…

Technological advancement has enabled language learners to employ verbal and nonverbal cues in computer-mediated communication (CMC). These cues can support language use for learners wishing to communicate more effectively in English. Interactive alignment is one phenomenon that shows how humans tend to collaborate in their language use by…

This study investigated the usage of conversational artificial intelligence (CAI) to support learners in foreign language classrooms. It employed Google Assistant and focused on the interactions between the teacher, learners, and CAI, as well as the teacher's collaboration with CAI. Using social network and content analyses of two 50-minute…

For agentive and influential involvement in online communities, language learners and teachers need to develop critical digital literacy (CDL), conceptualized by Darvin (2017) as an awareness of "how meanings are represented in ways that maintain and reproduce relations of power" (p. 5) and thus privilege some and marginalize others…

How online interactants advance their talk in written interactions has been extensively investigated in different areas, including language learning. Applying a conversation analysis technique, this study examined how second language (L2) learners managed topics in L2 task-based text-chat interactions and the effects of L2 proficiency on their…

The purpose of this article is to set out the design principles and architecture of a second language (L2) learning voice chatbot. Building on L2 acquisition theories and chatbot research, in this article, we report on a South Korean government-funded longitudinal project in which we designed and developed a chatbot called "Ellie".…

The role of recasts, a corrective feedback technique, has received much attention from instructed SLA researchers. While a variety of factors have been identified as influencing their effectiveness in facilitating uptake and L2 development (e.g., learners' age and level of proficiency), the role of mode of interaction has been the object of…

The concept of successful participation is context-dependent. Learners have different definitions, which are subject to potential tension in the manner of participation that affects other aspects of the interaction. Drawing on activity theory (Vygotsky, 1987), the present study analyzes tensions that emerged during a six-week telecollaborative…

The theorization of how multimodal learning intersects with online teaching environments has emerged as a key research area in relationship to the creation of opportunities for L2 online interaction. However, there are few studies which have examined how cross-cultural dyads harness and orchestrate semiotic resources across mobile technologies…

Initial research, although limited, demonstrates promise for the use of a voice-user interface via a digital assistant (i.e., Google Assistant) for English language learners seeking language skill development. However, no research has sought to determine the adult English as a foreign language instructor response toward the application of such…

Online English language teaching can now be facilitated by communication technology, which allows easy access to interaction with native speakers. Nevertheless, this industry subscribes to an assumption that native speaker English teachers (NESTs) are the gold standard of language whereas the non-native speaker English teachers (NNESTs) are…

While many studies have documented the growth of second language abilities and intercultural knowledge as a result of participating in telecollaboration, research has not sufficiently investigated the development of content knowledge in this learning context. In response, this study explores content learning in a university-level, genre-based…

This study investigates the interaction of native speaker--non-native speaker (NS-NNS) dyads engaged in conversational interaction as part of a video-based synchronous computer mediated communication (VidSCMC) eTandem language program. Previous work has indicated certain advantages of NNS-NS conversational interaction for language learning (e.g.,…