There has been an exponential growth in Language Massive Open Online Courses (LMOOCs) in the past decade. LMOOCs have also become an emergent and topical area of research in CALL, in particular, vis-a-vis learners' perceptions and experiences. However, not much attention has been paid to analysing the features of LMOOCs. We argue that a systematic…

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…

This study investigated the impacts of peer and teacher support on perceived technology usefulness and ease of use, and acceptance of computer-mediated collaboration in writing (CMCW) among Hong Kong primary school students, who learn English as a second/foreign language (ESL/EFL). The results showed that class-level peer support had direct and…

In order to obtain qualifications to teach English as a foreign language (TEFL), teacher candidates often need to commit themselves to writing a master's (MA) thesis. In efforts to shed light on how MA thesis supervisors can support supervisees in the writing process, drawing on the theoretical framework of language socialisation, this article…

There is much evidence to support the occurrence of learning in connection with collaboration, both in face-to-face and online teaching situations, but much less research on how such collaboration develops over the duration of a course. Using Dillenbourg's concepts of "situation," "interactions," "mechanisms," and…