While research on digital multimodal composing (DMC) has been skewed towards the instructional design and affordances of DMC for L2 learners, there is a wider need to develop conceptual models of L2 DMC competence, with which L2 learners can successfully design DMC works and respond to the multimodal reading and writing demands of the digital era.…

The purpose of this paper is to present a specific case of CALL task design adopting the patterns-based learning design approach. The approach provides a common framework/vocabulary for educational designers, particularly teachers, to systematically capture, articulate, make explicit, share and reuse expert knowledge of teaching and good design.…

Learning a foreign language is a long-term process requiring persistence and a willingness to engage in activities that will help develop communicative competence. An important role on the way to achieving linguistic proficiency is played by L2 grit. However, foreign language learners differ in the intensity of this trait. We identify the most…

In this study, the use of a popular mobile social networking platform (WeChat) is investigated for learning Chinese as a foreign language (CFL) in a beginners' course at an Australian university. Driven by practical considerations and major issues with previous literature, student engagement and authentic language used in a WeChat class group are…

Neural Machine Translation (NMT) has gained increasing popularity among EFL learners as a CALL tool to improve vocabulary, and many learners have reported its helpfulness for vocabulary learning. However, while there has been some evidence suggesting NMT's facilitative role in improving learners' writing on the lexical level, no study has examined…

The research discussed in this article is specifically aimed at non-Afrikaans-speaking international students served by the Language Centre at Stellenbosch University. As a result of students who would like to become proficient in Afrikaans during their stay in South Africa, many of them choose the course "Beginner Afrikaans Vlak 1"…

Current approaches to assessing digital competence in education may be too broad to support teachers in developing their online learning designs in specific subjects. During the pandemic, studies have identified that the development of teaching practices (and subsequently their learning designs) has taken a leap. However, because digital cultures…

Logged tracking data for online courses are generally not available to instructors, students, and course designers and developers, and even if these data were available, most content-oriented instructors do not have the skill set to analyze them. Learning analytics, mined from logged course data and usually presented in the form of learning…

Despite the plethora of research on computer-supported collaborative writing, previous studies have failed to provide an adequate analysis of the quality and quantity of multi-authored texts due to the vast amount of unstructured data. This study aims to expand the current research by contributing new perspectives to the understanding of students'…

This study explored students' learning behavior before and after participating in an introduction to learning how to learn. This four-week intervention included the Massive Open Online Course "Learning How to Learn," further discussions on the content of this MOOC, and hands-on practice using learning platforms. Its purpose was to…

While the use of collaborative peer editing is widespread in some online learning contexts, little is known about how constituent editing behaviours impact student writing quality when using shared online documents as the mediating tool. Therefore, the present study (n = 176) examines the effects of English language learners' peer editing…

This article reports on the results of an investigation into what matters to learners of language Massive Open Online Courses (LMOOCs). The study conducted content and sentiment analyses of learner reviews of LMOOCs to investigate the key themes/subthemes in learner reviews and learners' emotional tendencies in the themes/subthemes as well as…

The purpose of this study was to investigate the possible effects of conducting regular collaborative activities via Google Docs on English academic writing skills. Utilising a mixed methods design, this study was conducted with 24 Vietnamese high school students who participated in a fully online English as a foreign language (EFL) course in…

As active student participation in classroom interaction is widely accepted as a central component of foreign language learning, prompting student contributions becomes consequential in L2 educational settings including synchronous remote classrooms. When there is a lack of response following teacher questions, teachers resort to a variety of…

Online kindergarten to twelfth grade (K-12) language learners have usually been found to hold more negative perceptions of their courses and to perform less well academically than their face-to-face counterparts, despite the well-attested benefits of computer-mediated communication in language learning. In an attempt to improve upon such outcomes,…