Background: Recent years have witnessed a surge of technology use and online learning environments, especially during the post-COVID era. The widespread use of technology has sparked a sudden transition from conventional face-to-face learning to online digital-based learning platforms, such as Adobe Connect. Although EFL teachers have implemented…

Background: Although problem based learning has a great potential to promote learning outcomes as well as cognitive abilities, the number of previous studies investigating this potential on critical thinking, reading comprehension abilities and attitudes in English as a Foreign Language (EFL) context is scarce. Also, the number of studies…

Background: Augmented reality has been widely applied in various fields, and its benefits in language learning have been increasingly recognized. However, the investigation of effective learning behaviours and processes in augmented reality learning environments, taking into account temporality and analysis of differences in learning behaviours…

Background: While a substantial number of studies have investigated English-as-a-foreign-language (EFL/L2 English) anxiety, they predominantly examined it from a unidimensional perspective, overlooking the potential insights offered by examining language-skill-specific L2 anxiety from a multidimensional lens. Moreover, prior research has…

Background study: Computer-assisted pronunciation training (CAPT) has emerged as an important resource for second language (L2) pronunciation learning. CAPT offers diverse opportunities for learners to master L2 pronunciation with the help of authentic learning activities in multiple contexts. Objectives: This study presents a comprehensive…

Background: Given the advancement of mobile and sensing technology, the incorporation of augmented reality (AR) in context-aware ubiquitous learning (CAUL) has offered significant benefits to oral communication development in foreign language learning. Although a great number of studies have been dedicated in this field, only a little research was…

Background: Student engagement has been conceptualised and operationalised in various learning environments. However, there is currently a lack of established scales to measure student engagement in synchronous online learning. One possible reason is the existence of the conceptual and structural ambiguity regarding student engagement. Objective:…

Background: Some studies have researched the correlation between flipped learning and cognitive learning outcomes; however, there is a paucity of research elaborating on the effects of flipped language learning on cognitive load (CL). Objectives: This study investigates the effects of using flipped learning designs (student-led, teacher-led and…

Background: Reading is a multifaceted skill that plays a crucial role in language acquisition. The acquisition of this skill can be influenced by various instructional strategies and methods. There are studies in literature that show the effect of blended or collaborative teaching methods on reading skills; however, there is a lack of studies that…

Background Study: English education has been promoted in Taiwan for many years. Recently, content and language integrated learning (CLIL) has received attention as an effective way to integrate English into real-life contexts. With advances in technology, digital storytelling is suitable for students to develop multiple skills such as narrating…

Background: Previous studies have indicated that encouraging learners to teach to their peers has been proven effective in second language learning. However, to date, no research has focused on how learners teaching to peers of varying proficiency levels impacts video learning performance and the cognitive neuroscience mechanisms of learners.…

Introduction: Social media has become an effective instrument to enhance adolescents' knowledge-gaining experiences, even in language acquisition. The mechanisms of interactive feedback in such sites can affect motivation and engagement, especially if looked at through the lens of Self-Determination Theory, which highlights the role of competence,…

Background: Technology advancement changes not only interpreting practices but also its pedagogy, which has long been criticised for lacking authenticity in/out-of-classroom practices. Objective: This empirical research aims to develop a mobile-assisted language learning application powered by extended reality (XR). Shortened as 'XR MALL', this…

Background: This mixed-method, controlled quasi-experimental study aimed to examine the effects of metaverse-based English as a foreign language (EFL) instruction on high school students' listening skills and self-determination levels. The lessons, which were designed based on social constructivist theory, were implemented for a total of 8 weeks…

Background: The integration of generative artificial intelligence (Gen-AI) into second language (L2) education has opened new possibilities for personalized and adaptive instruction. While Gen-AI has shown promise in supporting language production skills, its application in reading, particularly in pre-reading scaffolding, remains underexplored.…