One of the main purposes of foreign language teaching is currently identified by many researchers as developing intercultural communicative competence (ICC) of foreign language learners. Facebook is one of the easiest and quickest ways to communicate with other people, therefore it may potentially be used to promote intercultural communicative…

The present study aimed to examine whether agent-based instruction would privilege English as a Foreign Language (EFL) learners any better than mainstream approaches (e.g. analogical reasoning, guessing from context, image formation, semantic analysis, etc.) when it comes to the teaching of English idioms. It also sought to explore whether…

Interest in using mobile applications to enhance students' learning in Spanish classrooms runs high; however, little empirical research about their effects has been conducted. Using intentionally designed classroom activities to promote meaningful learning with a mobile application, we investigated the extent to which students of Spanish as a…

We examine the impact of the pedagogical use of mobile TTS on the L2 acquisition of French liaison, a process by which a word-final consonant is pronounced at the beginning of the following word if the latter is vowel-initial (e.g. peti/t.a/mi = > peti[ta]mi "boyfriend"). The study compares three groups of L2 French students learning…

This article reports the results of a sequential explanatory mixed-methods approach to explore the impact of online peer-editing using Google Docs and peer-editing in a face-to-face classroom on EFL learners' academic writing skills. As the study adopted a quasi-experimental design, two intact classes, each with ten EFL learners, attending an…

Instruction in English is a priority around the globe, but instructional methodologies have not always kept pace with the changing needs of students. To explore the benefits of the flipped classroom model for learners of English as a Foreign Language, the researchers used flipped learning and Wen's Output-driven/Input-enabled model to design a…

Research conducted over the past decade has consistently reported no significant differences in learning outcomes for students of fully online or face-to-face (F2F) instruction. Only a small number of these studies, however, have focused on courses in second language (L2) teacher preparation programs. Even fewer studies have compared the impact of…