Despite the solid evidence that online collaborative writing (CW) tasks benefit language learning, little is known about whether the computer-mediated communication (CMC) modality may impact the potential of online CW tasks in foreign language classrooms. This study examined the effect of task modality on the utility of CW tasks in language…

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…

Constraints caused by the COVID-19 pandemic led to a spike in courses originally designed for in-class instruction being delivered online. As the pandemic wanes many courses will return to in-class instruction while other programs will look to develop post-pandemic long-term online courses, indicating a clear need for an effective curriculum for…

The current study aimed to examine the perspectives of EFL students regarding the types of pedagogical activities they found engaging while using asynchronous discussion forums (ADF), as well as the practices of educators in encouraging the participation of their students. An interview with ten university students who were enrolled in an English…

Informed by sociocultural theories, collaborative writing (CW), a writing activity that involved two or more writers who share and exchange knowledge and negotiate decision-making to complete a single written text (Storch, 2002, 2013), has been found to benefit the second language (L2) students' language learning by a substantial body of empirical…

The purpose of this research study was to gain insight into the experiences of secondary English asynchronous distance educators using Intelligent Agents (IA), a technology on the Desire to Learn platform (D2L), that allows for course personalization. The need for this study was made evident through an extensive review of the impact of teacher…

This study aimed at exploring the level, preference, and use of communication skills among undergraduate students in an online EFL learning context and to examine whether there are significant differences according to their gender and mode of study. A survey method was applied through quantitative data collection. For this purpose, a questionnaire…

One of the main challenges for educators during the pandemic has been successfully transitioning to online teaching, in some cases without adequate training. This article will address these issues and suggest effective practices for teaching Spanish online, especially in emergency remote teaching situations. Given these circumstances, instructors…

Since the first study on computer-mediated communication tools in support of language learning was published in 1992, asynchronous and synchronous tools have been widely adopted; however, few reviews have been conducted to explore the research status in this field. As COVID-19 has increased the use of online tools in education, the need to…

In this preliminary study, we investigate distance Chinese language learners' social strategies in three learning contexts: self-directed learning outside synchronous online classes, assessment task completion online, and synchronous online class participation. In doing so, we hope to advance our understanding of what is involved in social…

Being able to speak or communicate orally is an ultimate goal for most English language learners. Thus, teaching speaking is a main component of the curriculum in most communicative-based English language classrooms. However, teachers struggle to teach speaking in English language classrooms. Two main reasons contribute to this struggle:…

This paper is based on the reflections from a telecollaboration project between English as a foreign language (EFL) learners in Turkey and native or non-native speakers of English in the USA. The main purpose of the project was to help the participants to develop their intercultural communicative competence (ICC) via online (a)synchronous…

The outbreak of COVID-19 forced the world population to find new ways to improve their productivity. It also significantly changed the course of education and instruction entirely. Like many students worldwide, adult English as a Second Language (ESL) students have been dramatically impacted by the sudden switch to online courses due to the…

This paper examines the use of technology in the development and assessment of interpersonal communication skills in an online second language (L2) Spanish classroom. The study explores the use of synchronous and asynchronous communication tools and strategies to promote interaction among learners, while also considering the challenges and…

This paper presents the results of an eight-week quasi-experimental study of English as a foreign language (EFL) learners at the tertiary level in Turkey. The purpose of the study was to reveal the extent to which EFL learners' intercultural communicative competence (ICC) was enhanced as a result of communication with native and non-native…