A substantial body of research shows that various types of audiovisual (AV) input such as videos and videos with second language (L2) subtitles can facilitate language learning. However, language teachers' day-to-day practices with regard to multimodal input is less understood. To bridge the gap in language education, this study investigates…

How online interactants advance their talk in written interactions has been extensively investigated in different areas, including language learning. Applying a conversation analysis technique, this study examined how second language (L2) learners managed topics in L2 task-based text-chat interactions and the effects of L2 proficiency on their…

While research on language learner autonomy and Computer-Assisted Language Learning (CALL) is abundant, few studies have sought to systematically explore the relationship between the two. By adopting a rigorous approach that identifies transparent inclusion and exclusion criteria, this paper presents a systematic review that seeks to identify: (1)…

The concept of successful participation is context-dependent. Learners have different definitions, which are subject to potential tension in the manner of participation that affects other aspects of the interaction. Drawing on activity theory (Vygotsky, 1987), the present study analyzes tensions that emerged during a six-week telecollaborative…

Fan practices involving translation open up opportunities to explore language learning practices within the fandom (Sauro, 2017). We examine how three fans capitalize on fan translation and language learning. We consider the cases of Selo (an English-Spanish translator of games), Nino (a Japanese-Catalan fansubber of anime, and Alro (an…

Although a number of studies have investigated study abroad or telecollaboration separately, none to date has included both methods with the aim of differentiating their impacts on the development of intercultural communicative competence (ICC). Using mixed methods, the current study compared foreign language learners' perceived ICC development…

This study examined factors affecting perception training of vowel duration in L2 Japanese with transfer to production. In a pre-test, training, post-test design, 48 L1 English speakers were assigned to one of three groups: auditory-visual (AV) training using waveform displays, auditory-only (A-only), or no training. Within-group variables were…

Multiple-choice formats remain a popular design for assessing listening comprehension, yet no consensus has been reached on how multiple-choice formats should be employed. Some researchers argue that test takers must be provided with a preview of the items prior to the input (Buck, 1995; Sherman, 1997); others argue that a preview may decrease the…

This paper examines the use of CMC in both Japanese and English dominated "domains" by Australian learners of Japanese. The natural, social online communication of 12 Australian university students with 18 of their Japanese contacts was collected for a period of up to four years, resulting in a corpus of approximately 2,000 instances of…

This paper presents a comparative analysis of corrective feedback provided by participants in an eTandem interaction between university students in Japan and Australia who were learning each other's language. Corrective feedback provided to tandem partners during interaction via text-based Synchronous Computer Mediated Communication (SCMC) is…

Patterns of students' language learning were examined through an asynchronous cross-cultural bilingual communication project conducted between Japanese university students learning English and Canadian university students learning Japanese. Previous studies on cross-cultural communication projects have reported positive outcomes in providing…

In order to demonstrate how learners utilize the text-based asynchronous attributes of the Bulletin Board System, this study explored Japanese-as-a-second-language learners' metalanguage episodes (Swain & Lapkin, 1995, 1998) in offline verbal peer speech and online asynchronous discussions with their Japanese key pals. The findings suggest the…

The value of waveform displays as visual feedback was explored in a training study involving perception and production of L2 Japanese by beginning-level L1 English learners. A pretest-posttest design compared auditory-visual (AV) and auditory-only (A-only) Web-based training. Stimuli were singleton and geminate /t,k,s/ followed by /a,u/ in two…

Presents an experiment concerning the relative effectiveness of computer assisted comprehension practice and production practice in the acquisition of a second language. Results show that the output-focused group performed significantly better than the input-focused group for the production of Japanese honorifics and equally well for the…

Adopting a literacy perspective towards student interactions with digital media can extend and develop views of second language (L2) listening comprehension. In this case study, variations in "play" are grounded in a media literacy perspective as a way to frame student work with authentic videotext. Twenty-two Australian students of…