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…

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…

This study explored how visual input enhancement impacts caption-reading behaviors, the acquisition of English collocations, and the recall of onscreen captions. The participants comprised 53 Korean undergraduate students at a high-intermediate level of English proficiency. They were assigned to either a baseline or an enhancement group. The…

This study examined the pedagogical use of Google Translate (GT) and its associated text-to-speech synthesis (TTS) and automatic speech recognition (ASR) as tools to assist in the learning of second/foreign language Dutch vocabulary and pronunciation in an autonomous, self-directed learning setting. Thirty participants used GT (its translation,…

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…

Speaking in a foreign/second language is a challenge for many learners, even when they have linguistic knowledge. Drawing on González-Lloret and Ortega's (2014) framework for technology-mediated tasks and MacIntyre's (2007) framework for willingness to communicate in a second language, this mixed methods study investigated the impact of…

While there is ample research on the effect of exposure to foreign language (FL) video materials on developing vocabulary knowledge and listening skills, research on the impact of watching videos on acquiring pronunciation skills, especially in terms of both perception and production, is still in its infancy. This study investigates the effect of…

This article introduces the structure and content of an online learning platform called "SMART Teacher Lab" (STL, henceforth) implemented at the authors' university since 2014. "STL" is an online platform specifically built for the professional development of pre- and in-service English as a Foreign Language (EFL) teachers,…

This study has a twofold goal: to investigate whether task type has an effect on the number, focus, and outcome of language-related episodes (LREs) and to determine whether that effect is the same for video SCMC (VidSCMC) and audio SCMC (AudSCMC) groups. Intermediate Spanish learners participated in this study involving two jigsaw tasks based on…

In the 20th anniversary issue of this journal, Reinders and White (2016) describe the relationship between computer-assisted language learning (CALL) and autonomy as having become "both more complex and more promising" (p. 143). This is, they assert, in large part due to the rise of informal language learning online, with an accompanying…

This study examined the differences in perceptions of the value of feedback for improving English speaking performance between students who received video feedback and those who received written feedback and their preferences for written or video feedback. A total of 43 English as a foreign language students participated in this study to produce a…

This study compared second language vocabulary acquisition from engagement with two different online media: written blog posts and video blogs. It also explored whether there were differences between which aspects of vocabulary knowledge (i.e., orthography, semantics, and grammatical function) were best learned from these media. The results showed…

Drawing on Mayer's (2014) cognitive theory of multimedia learning, the purpose of this study was to examine which modes of gloss presentation (i.e., L2 definition, aural, and video animation) are effective for learners' vocabulary learning and delayed word recollection. One control group and three experimental groups were formed by 132…

Captions provide a useful aid to language learners for comprehending videos and learning new vocabulary, aligning with theories of multimedia learning. Multimedia learning predicts that a learner's working memory (WM) influences the usefulness of captions. In this study, we present two eye-tracking experiments investigating the role of WM in…