Artificial intelligence (AI) has considerably advanced the methods for individualizing language learning opportunities, such as assessing learning progress and recommending effective individual instruction. In the present study, we conducted a meta-analysis to synthesize recent empirical findings pertaining to the utilization of AI-guided language…

Since 2000, technology-enhanced L2 listening development (TELD) has been increasingly investigated. However, systematic reviews concerning the technologies, learning tasks, and outcomes of TELD remain limited. To fill this gap, we conducted a systematic review of publications from 2000 to 2022 on TELD from the perspectives of technologies,…

Although digital game-based vocabulary learning (DGBVL) has received increasing attention in the past two decades, the impacts of DGBVL on the depth of word knowledge are still not well understood, especially in regard to productive vocabulary learning and DGBVL's long-term efficacy. This study leverages a quasiexperimental research design to…

Research involving digital games and language learning is rapidly growing. One advantage of using digital games to support language learning is the ability to collect data on students learning in real time. In this study, we use educational data mining methods to explore the relationship between in-game data and elementary students' Chinese…

Interactive digital tools increasingly used for language learning can provide detailed system logs (e.g., number of attempts, responses submitted), and thereby a window into the user's learning processes. To date, SLA researchers have made little use of such data to understand the relationships between learning conditions, processes, and outcomes.…

Data collection and analysis is nothing new in computer-assisted language learning, but with the phenomenon of massive sets of human language collected into corpora, and especially integrated into systems driven by artificial intelligence, new opportunities have arisen for language teaching and learning. We are now seeing powerful artificial…

Empirical evidence remains sparse about how videos enhanced with first-language (L1) and second-language (L2) subtitles influence cognitive load in L2 learners. To address this point, 25 Korean undergraduate students were exposed to six short videos: baseline, L1-subtitled, and L2-subtitled videos at both high and low difficulty levels (determined…

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…

Numerous empirical studies and syntheses have explored technology-mediated task-based language teaching (TMTBLT) (for example, Chong & Reinders, 2020; Kim & Namkung, 2024; Lai & Li, 2011; Ziegler, 2016), with findings highlighting the affordances of technology for interaction and its associated benefits. However, few studies have…

Looking at human communication from the perspective of semiotics extends our view beyond verbal language to consider other sign systems and meaning-making resources. Those include gestures, body language, images, and sounds. From this perspective, the communicative process expands from individual mental processes of verbalizing to include features…

This paper computes estimates of the potential for Extensive Reading (ER) and Extensive Viewing (EV) to support the academic and discipline-specific vocabulary needs of students. While research into ER/EV for general vocabulary is well-established, only recently has academic vocabulary begun to be researched. Given curriculum time constraints,…

This study examined the effects of pretask training to promote peer collaboration, encourage learning opportunities, and foster individual L2 writing development in web-based L2 collaborative writing (CW) tasks. The participants were 48 students from two junior English composition classes at a Taiwanese university. One class (n = 24) was assigned…

Using the single-group pre-posttest design, this exploratory study examined whether L2 learners of English can learn a speech act by experiencing perlocutionary effects of the act as feedback (observing their interlocutor's reactions to their choice of speech act expressions). Sixty undergraduate English learners at a university in China played a…

This study investigates how learners use a freely available web-based multimodal language learning environment based on videos and newspaper articles with corresponding exercises and learning support in the form of help options, "NedBox," for learning L2 Dutch. In order to measure learners' use, a combination of eye movement and screen…

If ever there was an appropriate time to reassess models of instructional delivery for language learning, that time is now. The coronavirus pandemic has led to a public health crisis, countless grieving families, and to a social order and private lives turned upside down. Many have lost their livelihoods, as businesses and governments struggle to…