There is currently little research on the use of podcasting as a learning tool in the tertiary-level foreign language classroom. Here we attempt to partly fill that gap through a multiple case study of three university teachers who use this technology in their courses in Spanish as a foreign language. We obtained data for analysis primarily in two…

Research indicates that high-immersion virtual reality (VR) has several unique affordances for language learning that contribute to learning outcomes, such as boosting learners' confidence, engagement, and motivation. However, little is known about the extent to which VR promotes language skills, in particular learners' verbal interaction using a…

With a recent interest in virtual reality, educators have begun to explore how using technology can mitigate feelings of Foreign Language Anxiety, or FLA. For this dissertation, the author has co-created a virtual reality conversation scenario to test with novice and intermediate-level Spanish students at the University of Wyoming. The research…

Computer-assisted Pronunciation Training (CAPT) tools have become increasingly dependent on Automatic Speech Recognition (ASR) technology to provide automated corrective pronunciation feedback to learners. The extent to which ASR-based tools measurably improve second language (L2) pronunciation is of great interest to language educators globally,…

The purpose of this dissertation is three-fold: to further the understanding of grammar learning strategies (GLS) that students at an American university use when they engage in language study sessions on their own, in technology-enhanced language learning (TELL) outside of the classroom; to examine how previous language learning experience (PLLE)…

Today reading comprehension is considered an essential skill in modern life, therefore, higher education students require more specific skills to understand, interpret and evaluate texts effectively. Short answer questions (SAQs) are one of the relevant and proper tools for assessing reading comprehension skills. Unlike multiple-choice questions,…

Text messaging is the most popular form of communication (Lionbridge, 2019; Ceci, 2022), and mobile phone ownership is high, especially among university students (Chen & Denoyelles, 2013). Research on mobile language learning is increasingly found on the forefront of computer-assisted language learning (CALL) (Loewen et al., 2019; Stockwell,…

Language learner attitudes about technology have traditionally been studied using survey data, but those surveys have primarily been based on disparate constructs and conceptualizations of learner attitudes. The lack of a common measure, or one that reflects other levels and contexts of learning, has limited the investigation about language…

Research in digital game-based language learning (DGBLL) has shown support for the use of games to develop linguistic knowledge and social skills in the second language (L2) classroom (Cornillie et al., 2012c; Reinhardt, 2019; Sykes & Reinhardt, 2013). Digital games often align with the definition of tasks, but not many have been intentionally…

Previous review studies do not have a broad and comprehensive perspective on the usage of ACF tools in language learning. To address this gap, we reviewed 82 articles on the use of ACF tools published in the last five years. Results indicate that 43 ACF tools were used in studies to assist writing, grammar, spelling, and collocation and word use.…

Second language confidence (L2C) is considered a central component in language learning as it can affect the processes and outcomes of second language acquisition (Dornyei, 2005). According to the functional model proposed by Sampasivam and Clement (2014), the two determinants that build towards L2C are "self-involvement" and…

This study evaluated the reading and listening proficiency levels of 245 English language learners who completed the Basic content (through Common European Framework of Reference for Languages [CEFR] level A2) of one of the following three Duolingo English courses: English for Japanese, Spanish, or Portuguese speakers. Participants self-reported…

Noticing the generally lower-than-desirable English language proficiency level with which Spanish students start university, I considered trying a different approach in which the use of a familiar application would be introduced in the classroom. The main objective of this work is to explore Primary Education degree programme students' attitudes…

As digital technologies proliferate throughout classrooms in the United States, iPads and other mobile tablets have been heralded as tools for enhanced peer collaboration. However, little research has examined exactly how students interact with and around iPads during collaborative learning tasks. This study employs multimodal interaction analysis…

In this article, Montgomery College discusses the adoption of H5P, a free and open-source content collaboration framework based on JavaScript that was used in substitute paid practice opportunities for students in Spanish 101 and 102. Utilizing a participatory action research model, three faculty and 47 students collaborated to inform the design,…