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The Role of EFL Learners' L2 Self-Identities, and Authenticity Gap on Their Intention to Continue LMOOCs: Insights from an Exploratory Partial Least Approach

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Amir Reza Rahimi – Computer Assisted Language Learning, 2025

A research study on the L2 Motivational Self-systems (L2MSS) and technology acceptance of Foreign Language Learners (EFL) in relation to Language Massive Open Online Courses (LMOOCs) is warranted. In response, 336 Iranian EFL learners participated in three LMOOC platforms, learned language online in line with their language institutes, and…

Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, MOOCs

Designing an Integrated CALL Evaluation Tool via a Technology Acceptance Model (TAM) Approach to Teach EFL: The Case of Vadana

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Bahman Gorgian; Farzaneh Mir; Batool Nasiri – Iranian Journal of Language Teaching Research, 2025

The evaluation of in-service teacher educators ' feedback on using Computer-Assisted Language Learning (CALL) processes is important for providing educational policymakers with the strengths and weaknesses of the Vadana platform. It proposes an integrated CALL evaluation scale (ICES) eliciting the in-service teacher educators' literacy of using…

Descriptors: Computer Assisted Instruction, Second Language Learning, Second Language Instruction, Teacher Educators

Student Voice in Distance Foreign Language Course Design and its Practical Implications in Higher Education

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Barbara Muszynska; Cristina A. Huertas-Abril – JALT CALL Journal, 2023

The purpose of this research is to analyze whether university students would be willing to engage in distance foreign language (FL) course design, and if the knowledge of their preferences could be used to present guidelines for course designers. Student engagement is seen as crucial to graduates' achievement in HE, especially in online courses,…

Descriptors: Distance Education, Second Language Learning, Second Language Instruction, Student Attitudes