As technology has advanced, so have opportunities for language socialization and practice. This reciprocal relationship has resulted in the emergence of a subfield of Computer Assisted Language Learning (CALL): Informal Digital Learning of English (IDLE). IDLE has manifested in various forms, including the more notable extramural and…

The present research is an endeavor to examine whether EFL teachers' school climate, TPACK, and attitude interact with teachers' success in technology integration throughout their teaching process in EFL classes. To this end, data were collected from 209 Iranian EFL teachers. The results from conducting a series of Pearson correlations indicated a…

The use of corpora for the purposes of language teaching and learning, commonly known as "data-driven learning" (DDL), is gaining popularity across a range of CALL contexts. However, how trainee teachers attempt to develop the technological, pedagogical and content knowledge (TPACK) to integrate corpus tools and DDL pedagogy into…

This study explores the extent to which technology use has become normalised in English classes in secondary schools across Malaysia, and the role of context and community within the normalisation process. The approach taken was qualitative, using online surveys and interviews to investigate English language teachers' experiences with using…

Owing to the plethora of user-friendly audio/video creation and editing applications as well as free full-featured hosting platforms, videoing and sharing has become a lifestyle of today's students. Utilizing these spontaneous practices, the current study examined the effects of digital media assignments (DMAs) and accompanying asynchronous…

The use of technology such as online software has been examined in English as a foreign language (EFL) writing contexts. However, few studies have incorporated context-aware ubiquitous technology into EFL writing instruction. To develop multimodal and digital literacy of target EFL undergraduates in this pilot project, the researchers designed and…

To ensure the successful implementation of technology in young learners' classroom, the significant role of teachers in the appropriate use of related technologies should be considered. The purpose of this study was thus to examine the attitude, knowledge, use, and challenges of English teachers of young learners to integrate technological tools…

In an attempt to promote telecollaborative exchanges in the field of teaching Chinese as a foreign language, this paper conducts a comprehensive review of telecollaborative practice from the past twenty years and focuses on five important themes emerging from the literature on telecollaboration, i.e. models, tasks, challenges, technologies, and…

This paper introduces a new self-report questionnaire for the assessment of TPACK for English language teaching which does not prescribe a particular approach to language teaching or the use of particular technologies. Development and validation of the questionnaire involved: (1) creation of an initial item pool based on a review of the literature…

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…

In order to obtain qualifications to teach English as a foreign language (TEFL), teacher candidates often need to commit themselves to writing a master's (MA) thesis. In efforts to shed light on how MA thesis supervisors can support supervisees in the writing process, drawing on the theoretical framework of language socialisation, this article…

eTwinning is a telecollaboration initiative which was launched in 2005 by the European Commission. Turkey joined the platform in 2009 with a number of schools, teachers and projects. However, there is still plenty of room for studies on the role of eTwinning in the field of EFL. Aiming to discover the role of eTwinning in a specific Turkish EFL…

The need for the education system to teach twenty-first century skills produces an emphasis on the teaching of first language (L1) writing on the assimilation into the teaching process of information and communications technology (ICT) tools that promote writing. The purposes of this study are to examine general aspects of the integration of ICT…

Being able to communicate in foreign languages, along with the remaining key competences for lifelong learning, are of special significance for upper-secondary school students -- soon-to-be tertiary education students and employees. Although Polish educational authorities have made efforts to account for this need in the Core Curriculum for Modern…

This study examines EFL (English as a foreign Language) teachers' technological pedagogical content knowledge (TPACK) and how such knowledge affects the adoption of mobile-assisted language learning (MALL). A total of 158 in-service Taiwanese English teachers were surveyed. Two frameworks were employed to examine latent constructs: TPACK and the…