Utilizing a structural equation modeling approach, this article aims to examine the dynamics between Informal Digital Learning of English (IDLE) and Intercultural Competence (ICC). Altogether, 1490 Chinese college students from different types of universities in China answered the self-developed and validated IDLE-ICC questionnaire. The results…

To examine the utility of spoken dialog systems (SDSs) for learning and low-stakes assessment, we administered the same role-play task in two different modalities to a group of 47 tertiary-level learners of English. Each participant completed the task in an SDS setting with a fully automated agent and engaged in the same task with a human…

The educational potential of mobile and social media technologies in combination is becoming increasingly salient with the advance of modern technology. However, there is a dearth in the research on educational use of mobile social media for language learning. This study adopted a qualitative single case study approach to investigate a language…

Computer-mediated collaborative writing has been increasingly implemented in L2 contexts due to wider awareness of affordances and benefits of Web 2.0 technologies. A systematic review of empirical studies over the recent decade is called forth in order to arouse broadened knowledge and provide new insights in this promising area. This study…

We reviewed literature from 2007 to 2016 (March) on mobile language learning in authentic environments. We aimed to understand publications' trend, research focus, technology used, methodology, and current issues. Our results showed that there was increasing trend in the publications. Students' perceptions towards mobile learning technologies and…

This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that…

This article examines the student and instructor satisfaction with the Language Online courses at Carnegie Mellon University from 2000-2002. These courses were designed with a hybrid format, including reduced face-to-face contact and online delivery of course materials. Quantitative and qualitative data were collected from students and instructors…

This study investigates the value of online enhanced corrective feedback for non-native speakers of English from (1) the quality of their interaction online, (2) their perceptions, and (3) the challenges encountered. Online enhanced feedback is an online peer tutoring technique that was developed from Negotiated Meaning and used by native speakers…

Compares results from surveys conducted in 1987 and 1998 on how computer-assisted language learning (CALL) was being used in Canadian universities. Results provided information on what types of hardware and software were being used, languages taught using CALL, the impact of CALL on various courses, and teachers' and students' attitudes about…

Investigated whether college-level second language learners would learn better from an exercise in which they repeated the original sentence they got wrong or when presented with a different, parallel sentence. Results found that some students preferred to redo the same sentence, while others preferred a different one. One main difference was in…

Reports on the use of qualitative methods to investigate instructor attitudes towards project-based computing in second-language study. Analysis of transcripts of semistructured interviews resulted in a six-part framework that aims to characterize attitudes in the tertiary setting. (Author/VWL)

Examines the learning motivation and strategies of first-year university students of Japanese in relation to the learning of kanji via computer-assisted language learning (CALL). Findings indicate that instrumental motivation was a dominant factor; metacognitive strategies and a positive attitude toward the CALL program are also influential…

Surveys initial student perceptions of a university-level computer-assisted language learning (CALL) course. Over 100 Japanese first-year students were questioned about the influence of CALL in their language classroom and on language education in Japan in general. Their views are presented and analyzed in the context of teaching and learning…

Evaluated the effectiveness of a multimedia-based English language learning program at a Hong Kong university. Pretesting and posttesting of students who did and did not take a required course in a multimedia enhanced mode indicated that intervention students had significantly improved listening skills. Results demonstrated positive attitudinal…