As a corpus-assisted method for language pedagogy, DDL (data-driven learning) may have the potential to enhance language exposure and promote active learner engagement. Concordancing, or KWIC (Key Words in Context), has been the traditional method used in DDL to retrieve numerous language examples, while the method has limitations with…

Innovation in technology-enhanced language learning environments has been largely driven by the affordances of new tools and rich, smart learning environments alongside the use of everyday tools. Such technology-mediated environments open up further ways of researching and enhancing language learning and call for new methodological and conceptual…

This article reports the design of a course blended through a small private online course in a Chinese university EFL context, with an emphasis on the blended learning environment created thereby and on learners' perceptions of their blended learning. In a survey-based approach, 1603 students' experiences of blended EFL learning in two consecutive…

Our study explored EFL writing skills in relation to self-experience in an authentic learning context with the help of a mobile application. Two authentic writing activities ('Tell your story' and 'Describe your context') were designed and compared to see if they resulted in significant differences in EFL writing performance and writing behavior.…

The present quasi-experimental study investigated the comparative effects of metalinguistic clue (MC) and metalinguistic explanation (ME) on the accurate use of Japanese transaction expressions. The study recruited 25 learners in a second-semester Japanese course (i.e. non-introduced group) and 17 students in a fourth-semester course (i.e.…

The topic of this study is professional development (PD) on Web 2.0 technologies for foreign language teachers and integration of these tools into the language classroom. This research explored the experiences of eighteen teachers of Spanish in grades 7-12 from both rural and urban areas in Nebraska, United States, who participated in a…

Although it remains controversial, machine translation (MT) has gained popularity both inside and outside of the classroom. Despite the growing number of students using MT, little is known about its use as a pedagogical tool in the EFL classroom. The present study investigated the role of MT as a CALL tool in EFL writing. Most studies on MT as a…

With the emergence of innovative mobile-based tools, new opportunities have been made to enhance the quality of language learning. Keeping this in mind, the current study aimed to investigate the impact of a flipped classroom on enhancing EFL learners' pragmatic competence. To this end, 60 EFL learners from two universities in Iran were assigned…

Technological pedagogical content knowledge (TPACK) proposed by Mishra and Koehler is a theoretical construct of teacher knowledge that describes how teachers teach subject matter content using certain instructional methods with specific technology in particular contexts. This study aims to explore the interface between TPACK and SLA, intending to…

This study examines the frequency and usage patterns of linking adverbials in Korean students' essay writing in comparison with native English writing. The learner corpus used in the present study is composed of 105 essays that were produced by first-year university students in Korea. The control corpus was taken from the American LOCNESS…

This article discusses insights gained from a case study on telecollaboration for intercultural communication in foreign language school contexts. Focus was on non-native English and German lingua franca conversations between pairs of students (aged 14-16, B1 level) from schools in France, Germany, the Netherlands and Spain. Telecollaboration…

Some studies on technology-supported peer feedback in the writing classroom claim that it reduces the threatening atmosphere caused by face-to-face interaction and that the discourse patterns and language use in the electronic feedback are more flexible than in spoken discourse. Others present a negative view that the comments generated from…

This study investigates the different learning opportunities enabled by text-based and video-based synchronous computer-mediated communication (SCMC) from an interactionist perspective. Six Chinese-speaking learners of English and six English-speaking learners of Chinese were paired up as tandem (reciprocal) learning dyads. Each dyad participated…