There is increasing evidence supporting the efficacy of augmented reality (AR) education applications, yet comparatively few reports exploring AR for early childhood. Augmented reality is uniquely suited to language instruction and the early elementary context, thus has potential to support the growing number of English language learners (ELLs) in…

The use of educational technologies to teach a second language (L2) in general, and L2 vocabulary in particular, has mass appeal among computer-assisted language learning (CALL) practitioners. The main objective of the present study is to report the challenges and affordances of technologies used for computer-assisted vocabulary learning (CAVL),…

Aural vocabulary knowledge (AVK) of high-frequency words is critical for second language listening comprehension. However, learners of English as a foreign language (EFL), despite considerable periods of language study, often do not have the AVK needed for basic communicative competence. A mixed methods approach is applied to determine whether…

While primary studies on technology-mediated informal foreign language (FL) learning are increasingly popular, research synthesis on self-directed FL learning in incidental, out-of-class contexts are scarce. Therefore, this article seeks to address this gap in the literature through a qualitative research synthesis (QRS) on language learning in…

While mobile devices have become increasingly integral to students' lives, there is an apparent disconnect between this trend and our second language (L2) pedagogy. The present study investigates potential benefits of a nontraditional assignment, texting, on vocabulary acquisition and motivation in adult learners of Spanish. Quantitative results…

This study investigates incidental vocabulary learning through captioned or subtitled videos and examines whether and how different learner- (prior vocabulary knowledge) and word-related factors (i.e., frequency of occurrence, cognateness, and imagery) influence learning gains from watching videos. Low-intermediate Dutch-speaking learners of…

Technology-mediated vocabulary development (TMVD) in a second language (L2) covers a wide range of instructional and learning treatments, contexts, and technologies and is situated in a broader field of second language vocabulary learning. Vocabulary knowledge is a complex, multidimensional construct that has been interpreted and categorized in…

This study investigated the effects of different types of captions on English as a Foreign Language Learners' (EFL) vocabulary learning and comprehension. Eighty students in a Chinese university participated. Students were divided into four groups with two classes of freshmen, one class of juniors, and one class of graduate students. Each group…

The purpose of the present paper is twofold; first, we present an empirical study evaluating the effectiveness of a novel CALL tool for foreign language vocabulary instruction based on spaced repetition of target vocabulary items. The study demonstrates that by spending an average of three minutes each day on automatically generated vocabulary…

Studies investigating the use of mobile technologies when other options are available are still relatively rare in the literature, with the majority of studies requiring that learners use a particular technology, either using their own devices or devices provided by the institution. One exception to this was a study by Stockwell (2010) that…

Recent studies have shown that simulation games may be useful tools for supporting foreign language education. However, much of this research has focused on games using 3D graphic technology, which entail technical requirements that may render them too complex for use in many educational contexts. Accordingly, we wanted to determine if less…

This study examines how technology is perceived by different stakeholder groups in The Language Flagship programs. We administered questionnaires to three stakeholder groups: 14 directors, 34 instructors, and 100 learners at a variety of institutions with three goals: (a) to investigate what technologies the directors, instructors, and learners…

This mixed-method study explored the impact of "Food Force (FF)", a UN-sponsored off-the-shelf videogame, on learner affect and vocabulary learning and retention in a Japanese as a second/foreign language classroom. The videogame was integrated into an existing curriculum and two studies were performed. In Study 1 (n = 9), new vocabulary…

Digital flashcards are one of the most popular self-study computer-assisted vocabulary learning tools for beginners of Chinese as a foreign language. However, studies on the effects of this widely used learning tool are scarce. Introducing a new concept--referential stimulus--into the Dual Coding Theory (DCT) framework, this study acknowledges the…

This paper describes the design and development of a CALL resource that teaches aspects of word combinability (i.e., grammatical collocation, transitivity, and complementation) to tertiary-level ESL learners by integrating conceptual understanding with related text-analysis and web-based dictionary skills. The resource delivers an automated,…