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January 2024, Volume 14, Issue 1
- 1-16 Investigating L2 Grammatical Accuracy in Digital Multimodal Writing
by Assim S. Alrajhi - 1-16 Understanding Chinese University EFL Learners' Perceptions of AI in English Writing
by Jiaozhi Liang & Fang Huang & Timothy Teo - 1-17 The Spatial Influence on Vocabulary Acquisition in an Immersive Virtual Reality-Mediated Learning Environment
by Baoxin Feng & Lee-Luan Ng - 1-18 A Bibliometric Analysis on Trends and Patterns in Self-Regulated Language Learning in Mobile-Assisted Learning Environments
by Xing Wang & Zuwati Hasim - 1-20 Impact of Digital Storytelling on Motivation in Middle School English Classrooms
by Abhipriya Roy - 1-21 Whether English Proficiency and English Self-Efficacy Influence the Credibility of ChatGPT-Generated English Content of EMI Students
by Duong Thi Thuy Mai & Nguyen Van Hanh - 1-22 Exploring Language Teachers' Perceptions of Corpus Literacy Skills at Pre-Tertiary Level
by Awatif Katib Alruwaili - 1-28 Mind the Gap, Please!: Addressing the Mismatch Between Teacher Awareness and Student AI Adoption in Higher Education
by Wael Alharbi
January 2023, Volume 13, Issue 1
- 1-5 Book Review: Taking Literature and Language Learning Online: New Perspectives on Teaching, Research, and Technology
by Chenghao Wang & Wenying Xu - 1-13 A Cognitive Semiotic Interpretation of Chinese Culture Through Digitalized Reading: When Digitalization Meets Cross-Cultural Education
by Yinggen Ke & Saengchan Hemchua - 1-14 Teaching With Immersive Virtual Reality: Perceptions of Korean Trainee Teachers
by Sangmin-Michelle Lee & Junjie Gavin Wu - 1-15 EFL Learners' Perceptions and Attitudinal Fluctuations Toward Digital Multimodal Composition: A Longitudinal Approach
by Assim S. Alrajhi - 1-15 Student Initiative of Producing Their Own Mini Videos for Language Learning
by Amily Guenier - 1-16 A Multimodal Approach to Teaching Chinese as a Foreign Language (CFL) in the Digital World
by Jinghe Han & Qiaoyun Liu & Ruiyan Sun - 1-16 Errors in Errors: An Exploration of Grammarly's Corrective Feedback
by Joshua Kloppers - 1-16 Enhancing Cross-Cultural Communication Skills and Cultural Sensitivity in EFL Students: Integrating GeoGuessr and Problem-Based Learning
by Guanzheng Chen - 1-17 Pre-Service Teachers' Task Engagement in Flipped Chinese Language and Culture Learning
by Tingting Wang & Haixia He - 1-19 Automated Writing Evaluation in EFL Contexts: A Review of Effectiveness, Impact, and Pedagogical Implications
by Tahani I. Aldosemani & Hussein Assalahi & Areej Lhothali & Maram Albsisi - 1-19 The Effects of Mobile-Assisted Collaborative Language Learning on EFL Students' Interpreting Competence and Motivation
by Yihuan Yuan & Jamalludin B. Harun & Zhiru Wang - 1-19 Investigating the Relationship Between Visual Attention, Story Comprehension, and Vocabulary Skills in Malaysian Prereaders: An Eye-Tracking Study
by Hoo Keat Wong & Siew Ming Thang & Chee Hao Sue & Rosalind A. K. Ahju & Fung Lan Loo - 1-20 Virtual Exchange as a Transformational Third Space for English Language Teacher Education: Discussing Project ViVEXELT
by Marina Orsini-Jones - 1-21 A Systematic Review of Gamification and Its Assessment in EFL Teaching
by Jakub Helvich & Lukas Novak & Petr Mikoska & Stepan Hubalovsky - 1-22 Exploring the Multilingual Applications of ChatGPT: Uncovering Language Learning Affordances in YouTuber Videos
by Belle Li & Curtis J. Bonk & Xiaojing Kou - 1-22 Artificial Intelligence in Education: Harnessing Its Power as a Valuable Tool, Not an Adversary
by Linda Alkhawaja - 1-23 A Preliminary Study on Graduate Student Instructors' Exploration, Perception, and Use of ChatGPT
by Yingling Bao & Belle Li - 1-25 Perceptions of Self-Learners of English Toward Mobile Language Learning: Technology Acceptance Model and Constructivist Learning Theory Perspectives
by Nouf Aljasir - 1-30 Corporate Learners' Perceptions of Extended Reality Technology as a Learning Aid in the Workplace
by Ho Xue Li Shirley & Kean Wah Lee
October 2022, Volume 12, Issue 5
- 1-12 Multimodal Translation and Communication of Cultural Terms With Chinese Characteristics: A Case Study of the Translation of Dunhuang Cultural Terms
by Jia Wan - 1-12 Navigating the Digital World: Teaching Contemporary Chinese Culture via a Third Space With a Multimodal Approach
by Amily Guenier & Ge Min - 1-14 Multimodal E-Textbook Development for the Course of Intercultural Communication of National Image
by Lejin Zhang & Yiming Liu - 1-19 Learning Culture in a Virtual Classroom: A Case Study of “A Glimpse of China”
by Hong Zhao
October 2022, Volume 12, Issue 4
- 1-12 EFL Preservice Teacher Perceptions of Flipped Learning
by Eunjeong Park - 1-15 University Student Perceptions on the Use of Online-Based Technology in Flipped Classrooms
by Shana Mat Salleh - 1-15 Malaysian Language Teachers' ICT Competencies
by Soon Seng Thah - 1-17 To What Extent Do Pictures Support Malaysian Children's Comprehension of Stories?: An Eye-Tracking Experiment
by Chee Hao Sue & Siew Ming Thang & Hoo Keat Wong & Jennifer Poh Sim Tan & Fung Lan Loo & Rosalind Ahju - 1-20 An Investigation on the Online Learning Engagement of Malaysian Secondary School Students from Different School Types
by Nurjanah Mohd Jaafar & Lay Shi Ng & Najihah Mahmud & Siew Ming Thang & Warid Mihat - 1-22 Comic Books: Overcoming Challenges in Online Collaborative Learning
by Van Huynh Ha Le & Oanh Thi Kieu Doan - 1-23 ESL Learners' Processes and Perceptions of Using Google Docs in Collaborative Academic Writing
by Azlin Zaiti Zainal & Ma Fei Fan
July 2022, Volume 12, Issue 3
- 1-14 Foreign Language Communication in Virtual Exchanges: Reflections and Implications for Applied Linguistics
by Ana Cristina Biondo Salomão - 1-17 Project-Based Learning to Develop Intercultural Communicative Competence in Virtual Exchange Contexts
by Ana Vivian Fernández Peraza & Yumiko Furumura - 1-17 Exploring The Impact of Integrating a MOOC-VE Blend Within English Language Pre-Service Teacher Education
by Abraham Cerveró-Carrascosa - 1-18 Language Teaching, Language Learning, and Virtual Exchange in an Age of Complexity
by Melinda Dooly - 1-21 The Power of Virtual Exchange as an Overarching Tool to Unify Language, Culture, and Communication
by Gerdientje Oggel & Cristina Pascual Aibar & Mirjana Fildjokic
April 2022, Volume 12, Issue 2
- 1-15 Implementing Technology-Mediated Task-Based Language Teaching in an EFL Writing Course
by Yi-Chien Wang - 1-16 Video Captioning Effects on EFL Listening Comprehension and Vocabulary Learning: Help or Hurdle?
by Huizhen Wu & Ping Yu & Shenshen Yang & Xuanyuan Chen - 1-17 “We Are Responsive on Zoom, but…”: L2 Learner Perceptions of and Attitudes Towards Speaking Tasks in Physical and Virtual Settings
by Xuyan Qiu & Gavin Bui - 1-17 The Influence of Contextual and Motivational Variables on Willingness to Communicate in Fully Online EFL Programmes
by Sean Grant - 1-19 Exploring Student Engagement With Computer-Mediated Peer Feedback on L2 Writing
by Maggie Ma
January 2022, Volume 12, Issue 1
- 1-14 Flipped Learning and Linguistic Self-Confidence
by Adrian Leis - 1-14 A Mixed-Methods Study of Computer-Mediated Communication Paired With Instruction on EFL Learners' Pragmatic Competence
by Ying Zhang & Ying Zhang - 1-15 Effects of Diagnostic Tests on Self-Directed Language Learning Development
by Helen W. M. Yeh - 1-15 A Study of English E-Learning Courses in Improving Student Learning Performance in Higher Education
by Qun Zhao & Hasumi Toshiyuki & Shih-Hao Liu & Jin-Long Wang - 1-16 Academic Entrepreneurship in CALL: A Significant Subject in the Era of Knowledge Economy
by Filipo Gao Lubua & Greg Kessler - 1-16 Defining Success in a Language MOOC From Learner Perspectives
by Napat Jitpaisarnwattana & Pornapit Darasawang & Hayo Reinders - 1-16 The Effect of Serious Mobile Games on Student English Vocabulary Acquisition and Attitude Toward English
by Nuri Kara - 1-17 Learning Design Preferences in LMOOCs: An International Comparative Study
by Cristina A. Huertas-Abril & Barbara Muszyńska - 1-17 Evaluative Phrase-Frames and Patterns in Doctoral Thesis Conclusions
by Feng Cao & Siew Mei Wu - 1-17 Noun Phrasal Complexity in Computer Science Conference Abstracts: A Corpus-Based Study
by Yu Wang & Tianshuang Ge & Zhilei Ren - 1-18 Effectiveness of Using Digital Feedback on EFL Student Writing Skills
by Zeina Hojeij & Pinar Ozdemir Ayber - 1-19 A Case Study of Technology-Assisted Flipped Learning in Enhancing Learner Translation Capabilities and Its Mitigated Challenges
by Nhat Quang Nguyen & Kean Wah Lee & Csaba Zoltan Szabo & Dung Ngoc Phuong Nguyen - 1-19 Foreign Language Teacher Perceptions of the Virtual Classroom
by Merilyn Meristo & Aleksandra Ljalikova & Aigi Heero - 1-19 Exploring Multiliteracies and Multimodal Pedagogies in Chinese Language Teaching: A Teacher's One-Year Action Learning Circle
by Danping Wang & Danni Li - 1-19 Knowledge and Skill Development Through Intercultural Virtual Exchange: Gains and Issues in Chinese as a Foreign Language
by Zhizhuo Guo & Peisong Wang & Zhiyan Guo - 1-19 Examining EFL Teachers' TPACK Perceptions, Web 2.0 Tools Usage, Workload, and Technostress Levels
by Şadıman Hunutlu & Sevda Küçük - 1-19 Chinese EFL Teachers' Perceptions of Subtitles' Effects on English Comprehension and Vocabulary Acquisition: Subtitles' Effects on English Capability
by Yilan Xu & Eoin Jordan & Yuanzhe Li - 1-20 Digital Literacy and Academic Staff in an English Medium Instruction University: A Case Study
by Sameera Ahmed & Thomas Roche - 1-20 Preservice and In-Service EFL Teachers' Assessment Preferences: Can Digitized Formative Assessment Make a Difference?
by Marwa F. Hafour - 1-21 University Student Use and Perception of Listening Comprehension Strategies: The Case of Online EMI Lectures
by Dina Abdel Salam El-Dakhs & Ahmed Masrai & Noorchaya Yahya - 1-21 The Affordances of Video Conferencing Tools in Synchronous Online Sessions in the Turkish EFL Context
by Aysegul Liman Kaban & Esra Yataganbaba - 1-21 Investigation of Technology-Enhanced Language Learning and Teaching E-Resources/Tools in the Online Context
by Lixun Wang & Hsueh Chu Chen & John Chi-Kin Lee & Eric Kwan Wai Yu & Jing Xuan Tian - 1-22 The Effects of the Flipped Classroom on Primary School Students' Writing Performance in English
by Khairunnisa Sharom & Kew Si Na - 1-22 An Observation Protocol for Scaffolding Community of Inquiry and Its Exemplary Practices in Language MOOCs
by Yining Zhang & YuanTzu Chieh - 1-22 Supporting Non-Expert Users in Authoring Tasks for Learning Language and Culture: Evaluation Study
by Ahmed Kharrufa & Müge Satar & Colin Bone Dodds & Paul Seedhouse - 1-23 Designing Group Tasks in Online Task-Based Language Teaching Environments: A Systematic Review
by Zilu Jiang & Babatunde Akinkuolie & Lizeng Huang & Kui Xie - 1-25 Digital Gaming in the Language Classroom: Student Language Performance, Engagement, and Perception
by Ke Li & Mark Peterson & Jiahui Wan
October 2021, Volume 11, Issue 4
- 1-18 FL Instructor Beliefs About Machine Translation: Ecological Insights to Guide Research and Practice
by Emily Hellmich & Kimberly Vinall - 19-39 Seamless Integration Between Online and Face-to-Face: The Design and Perception of a Flipped-Blended Language Course
by Shenglan Zhang & Nadia Jaramillo Cherrez - 40-53 Game On With Kahoot!: Effects on Vocabulary Learning and Motivation
by Eric D. Reynolds & Richard W. Fuchs & Peter Johnson - 54-68 The Effects of Different Caption Modes on Chinese English Learners' Content and Vocabulary Comprehension
by Hongling Lai & Dianjian Wang & Xiancai Ou - 69-78 Developing an Online Test to Measure Writing and Speaking Skills Automatically
by Gordon Bateson - 79-99 Exploring EFL Learners' Willingness to Communicate in Multimodal Videoconferences
by Shao-Ting Alan Hung & Heng-Tsung Danny Huang - 100-112 Teacher Engagement With Technology-Enhanced Text Adaptation for Reading Assessment: A Case Study
by Kai Guo & *Jing Chen & Jun Lei & Tan Jin
July 2021, Volume 11, Issue 3
- 1-16 Review of Recent Research on L2 Digital Multimodal Composing
by Mimi Li & Miriam Akoto - 17-38 Using Formative Assessment in a Blended EFL Listening Course: Student Perceptions of Effectiveness and Challenges
by Thi Thanh Thao Tran & Qing Ma - 39-55 Concept Mapping and Summary Writing as Complementary Strategies for Developing EFL Content Comprehension
by Debopriyo Roy - 56-73 The Role of Mobile Technologies in Impacting Learner Autonomy in an EFL Context: A Systematic Review
by Ali Abbas Falah Alzubi - 74-91 Using Automatic Speech Recognition to Facilitate English Pronunciation Assessment and Learning in an EFL Context: Pronunciation Error Diagnosis and Pedagogical Implications
by Wenqi Xiao & Moonyoung Park - 92-98 Using Google Translate as a Tool to Improve L2 Writing: A Case Study of Primary-Level Writing in Hong Kong
by Paul Stapleton
April 2021, Volume 11, Issue 2
- 1-15 Students' Attitudes and Preferences Towards Google Docs as a Collaborative Writing Platform
by Kok Yueh Lee & David Geraint Hassell - 16-32 Mobile Phones' Video Recording Tool: A Solution to Freshmen's English-Speaking Anxiety
by Van Huynh Ha Le & Huy Ngoc Nguyen - 33-50 The Use of Communication Strategies in Mobile Asynchronous Chat
by Xun Yu Chai & Ganakumaran Subramaniam - 51-65 Analyzing Stimuli Presentations and Exit-Interview Protocols to Improve Wearable Eye-Tracking Data Collection Guidelines for Reading Research
by Hazita Azman & Warid Mihat & Or Kan Soh - 66-83 L2 English Learners' Performance in Persuasion Role-Plays: A Learner-Corpus-Based Study
by Shin'ichiro Ishikawa - 84-97 Learning to Evaluate Through That-Clauses: Insights From a Longitudinal Corpus Study of Bruneian Students' Writing
by Deliang Man & Kok Yueh Lee & Meng Huat Chau & Esther Smidt
January 2021, Volume 11, Issue 1
- 1-20 Facebook for Engagement: Telecollaboration Between Finland and New Zealand in German Language Learning
by Kirsi Korkealehto & Vera Leier - 21-37 ‘I Am Proud of Myself': Student Satisfaction and Achievement on an Academic English Writing MOOC
by Clare Wright & Clare Furneaux - 38-58 An Inquiry-Based Framework for Teaching English in Synchronous Environments: Perceptions From Teachers and Learners
by Jorge Eduardo Pineda & Luis Hernando Tamayo Cano & Marco Antonio Peralta - 59-71 Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy
by Xiaofei Lu & J. Elliott Casal & Yingying Liu - 72-80 A Review of Virtual Reality and English for Academic Purposes: Understanding Where to Start
by Austin Pack & Alex Barrett - 81-98 Exploring Learners' Attitudes Towards Technology-Enhanced Flipped Language Instruction
by Lina Lee
October 2020, Volume 10, Issue 4
- 1-13 Twitter as a Language Learning Tool: The Learners' Perspective
by Fernando Rosell-Aguilar - 14-32 Vocabulary Acquisition From a Virtual Street-View Context
by Ya-Chun Shih - 33-50 Debates in English Language Education: A Multimodal, Collaborative Ecosystem
by Soraya García-Sánchez - 51-65 Chatbot Experiences of Informal Language Learners: A Sentiment Analysis
by Antonie Alm & Larian M. Nkomo - 66-82 Improving Reading Comprehension in Spanish Using iSTART-E: A Pilot Study
by Kathryn S. McCarthy & Christian Marcelo Soto & Antonio P. Gutierrez de Blume & Diego Palma & Jordan Ignacio González & Danielle S. McNamara - 83-97 A Framework for Enhancing Mobile Learner-Determined Language Learning in Authentic Situational Contexts
by Agnieszka Palalas & Norine Wark
July 2020, Volume 10, Issue 3
- 1-15 The Use of Videoconferencing and Unprescribed Conversation for Listening Comprehension in L2 Spanish
by Laurie Massery & Claudio Fuentes - 16-27 International Student Voices and the VLE: How Can Photovoice and Student Focus Groups Contribute to the Design of VLE Spaces
by Claire Hiscock - 28-47 All We Need is a Boost! Using Multimodal Tools and the Translanguaging Strategy: Strengthening Speaking in the EFL Classroom
by María Catalina Caro Torres & Yuri Natali Sarmiento Salamanca & Jennyfer Paola Camargo Cely & Jose Leonardo Bautista Aguilar - 48-66 Bridging Activities: Social Media for Connecting Language Learners' in-School and Out-of-School Literacy Practices
by Ellen Yeh & Svetlana Mitric - 67-78 Language Centers in the Age of Ubiquitous Technology and Eclectic Methodology
by Paul Sebastian - 79-88 Establishing a “Standard Model” for CALL Instructional Design
by Michael W. Marek & Wen-chi Vivian Wu - 89-95 A Review of the Moodle Gamification Plugin “Level Up”: Using a Moodle Plugin to Gamify Learning of Academic Vocabulary
by Mark Sinnott & Ling Angela Xia
April 2020, Volume 10, Issue 2
- 1-22 Investigating the Adequacy of EFL Learners' L2 Digital Literacy Skills, Consistency of Self-Assessed Competence, and Actual Performance
by Khalid Al Seghayer - 23-39 Parallel Corpora in EFL Writing Classrooms: Are They Effective?
by Noorchaya Yahya & Hind Alotaibi & Dina Abdel Salam El-Dakhs - 40-58 Perceiving Technology-Based Professional Development Practices for Teachers: Accounts From English as a Foreign Language (EFL) Teachers in China
by Xiaoquan Pan & Zhengdong Gan - 59-82 The Role of Classroom-Situated Game-Based Language Learning in Promoting Students' Communicative Competence
by Qiao Wang - 83-95 A Comparative Study of Open-Access Websites for Autonomous Learning of English
by María Elena Gómez-Parra & Roberto Espejo-Mohedano
January 2020, Volume 10, Issue 1
- 1-14 Promoting Intercultural Learning through Synchronous Video Exchange: A Talk Abroad Case Study
by Ann Warner-Ault - 15-26 Exploring Learner Perception, Experience and Motivation of Using a Mobile App in L2 Vocabulary Acquisition
by Lucas Kohnke - 27-46 University EAP Students' Perceptions of Using a Prototype Virtual Reality Learning Environment to Learn Writing Structure
by Austin Pack & Alex Barrett & Hai-Ning Liang & Diego Vilela Monteiro - 47-59 Fostering Cultural Understanding with Virtual Reality: A Look at Students' Stereotypes and Beliefs
by Margherita Berti & Stefano Maranzana & Jacob Monzingo - 60-72 Fuzzy Logic Applied for Pronunciation Assessment
by Halima Bahi & Khaled Necibi
October 2019, Volume 9, Issue 4
- 1-17 Language Teacher Beliefs About Technology: Expanding the Ecology
by Emily A. Hellmich - 18-36 University L2 Learners' Voices and Experience in Making Use of Dictionary Apps in Mobile Assisted Language Learning (MALL)
by Qing Ma - 37-50 The Effectiveness of Different Modalities in Facilitating Grammar Acquisition in the Flipped Classroom
by Hongying Xu - 51-71 An Investigation of Chinese Older Adults' Self-Directed English Learning Experience Using Mobile Apps
by Yangting Wang & M. Sidury Christiansen - 72-89 Students' Perceptions About the Impact of Using Padlet on Class Engagement: An Exploratory Case Study
by Nahla Helmy Nadeem
July 2019, Volume 9, Issue 3
- 1-13 Five Keys from the Past to the Future of CALL
by Philip Hubbard - 14-28 Qualitative Research In Online Language Learning: What Can It Do?
by Ursula Stickler & Regine Hampel - 29-49 Exploring Collocations with The Prime Machine
by Stephen Jeaco - 50-67 Challenges to Overcome and Scaffolding to Build on: Flipping a Humanities Course in a Chinese University
by Hao Yang & Zhiqiang Ma - 68-83 Machine Learning Based Taxonomy and Analysis of English Learners' Translation Errors
by Ying Qin
April 2019, Volume 9, Issue 2
- 1-18 Computer-Assisted Synonymous Phrase Learning: A Feasible Approach to Lexical Development
by Mei-Hua Chen - 19-36 Computer-Mediated Communication in the L2 Writing Process: A Review of Studies Between 2000 and 2017
by Hatime Çiftçi & Erhan Aslan - 37-52 Using Machinima as Teaching and Learning Materials: A Nepalese Case Study
by Sagun Shrestha & Tilly Harrison - 53-78 Developing and Evaluating a Learner-Friendly Collocation System With User Query Data
by Shaoqun Wu & Alannah Fitzgerald & Alex Yu & Ian Witten - 79-97 Beyond Small Chunks: Designing Vocabulary OERs for Mobile Learning
by Ingrid Barth & Elana Spector-Cohen & Rosalie Sitman & Guhuai Jiang & Fang Liu & Yan Xu
January 2019, Volume 9, Issue 1
- 1-18 Teletandem and Teacher's Beliefs about Culture and Language: Deconstruction or Reinforcement of Stereotypes?
by Ana Cristina Biondo Salomão - 19-31 Flipped Classroom for Practical Skills to Enhance Employability: A Case Study of Business Chinese
by Jinghui Wang & Dongshuo Wang & Minjie Xing - 32-57 An Investigation into Using Flipped Classroom Model in an Academic Writing Class in Vietnam
by Nhat Quang Nguyen & Kean Wah Lee & Dung Ngoc Phuong Nguyen & Sivabala Naidu - 58-78 Online Tools for Feedback Engagement in Second Language Learning
by Marinella Caruso & Nicola Fraschini & Sabine Kuuse - 79-98 Chunk Meets Image: The Effects of Chunking and Imagery on Mobile-Based Self-Learning of English as a Foreign Language
by Byoung Gwan Kim & Hye Rin Shim
October 2018, Volume 8, Issue 4
- 1-12 On Being Earnest: The Importance of Engaging With Technology in Education
by Thomas E. Webster - 13-31 Exploring a Transformative Teacher Professional Development Model to Engender Technology Integration in the 21st Century ESL Language Classrooms
by Kean Wah Lee & Cynthia C. James - 32-44 Comparison of Three Kinds of Alternative Essay-Rating Methods to the ESL Composition Profile
by Shin'ichiro Ishikawa - 45-64 Augmented Reality Technology for Year 10 Chemistry Class: Can the Students Learn Better?
by Au Thien Wan & Leong Yat San & Mohammad Saiful Omar - 65-75 Electronic Lecture Versus Traditional Lecture: Implications on Students' Learning
by David G. Hassell & Buddhika Hewakandamby & Lee Kok Yueh - 76-88 The Usage of Social Networking Sites for Informal Learning: A Comparative Study Between Malaysia Students of Different Gender and Age Group
by Lay Shi Ng & Siew Ming Thang & Noorizah Mohd. Noor
July 2018, Volume 8, Issue 3
- 1-28 Researching Mobile-Assisted English Language Learning Among Adult Distance Learners in China: Emerging Practices and Learner Perception of Teacher Role
by Qian Kan & Jinlan Tang - 29-49 Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom
by Valentina Morgana & Prithvi N. Shrestha - 50-72 Negotiation for Meaning Routines in Audio SCMC Interactions: An Expanded Framework
by Chenxi (Cecilia) Li & Tim Lewis - 73-90 Exploring Learners' and Teacher's Participation in Online Non-Formal Project-Based Language Learning
by Jessica Sampurna & Agnes Kukulska-Hulme & Ursula Stickler
April 2018, Volume 8, Issue 2
- 1-19 I Tweet, You Tweet, (S)He Tweets: Enhancing the ESL Language-Learning Experience Through Twitter
by Geraldine Blattner & Amanda Dalola - 20-38 Language Teaching in 3D Virtual Worlds with Machinima: Reflecting on an Online Machinima Teacher Training Course
by Michael Thomas & Christel Schneider - 39-59 Planning for Future Inquiry: Gaps in the CALL Research
by Joy L. Egbert & Seyed Abdollah Shahrokni & Xue Zhang & Intissar Ahmed Yahia & Nataliia Borysenko & Adnan F. Saad Mohamed & David Herman & Sonia Lopez-Lopez & Chioma Ezeh & Faraj Aljarih - 60-74 Exploring EFL Learners' Perspectives on Instructional Videos
by Yan Ding - 75-91 Output Register Parallelism in an Identical Direct and Semi-Direct Speaking Test: A Case Study
by Ethan Douglas Quaid
January 2018, Volume 8, Issue 1
- 1-14 Pedagogical Insights into Hyper-Immersive Virtual World Language Learning Environments
by Geoff Lawrence & Farhana Ahmed - 15-30 Content-Rich Versus Content-Deficient Video-Based Visuals in L2 Academic Listening Tests: Pilot Study
by Roman Olegovich Lesnov - 31-49 A Systematic Review of Using Discipline-Specific Corpora for Lexico-Grammatical Pattern Learning: A Case Study for Computer Science Postgraduates
by Shaoqun Wu & Liang Li & Ian Witten & Alex Yu - 50-64 The Effect of CALL-Based Instruction on Students' Score Attainment on the TOEFL iBT in a Yemeni Context
by Mohialdeen Alotumi - 65-82 Exploring Socio-Cultural Elements in Three Commercial English Language Learning Apps
by Inmaculada Garnes-Tarazona
October 2017, Volume 7, Issue 4
- 1-14 Chinese English Teachers' Perspectives on “Distributed Flip MOOC Blends”: From BMELTT to BMELTE
by Marina Erica Orsini-Jones & Bin Zou & Yuanyan Hu & Li Wei - 15-32 Becoming Autonomous Learners to Become Autonomous Teachers: Investigation on a MOOC Blend
by Minh Tuan Phi - 33-43 A Business Writing OIL (Online International Learning): A Finland/UK Case Study
by Simon Smith & Nicole Keng - 44-58 Online Intercultural Exchanges Through Digital Storytelling
by Ana Sevilla-Pavón & Anna Nicolaou - 59-74 Development of Language Accuracy Using Synchronous and Asynchronous Learning Activities
by Jorge Eduardo Pineda - 75-89 Blending Video Games Into Language Learning
by Jonathan Newcombe & Billy Brick
July 2017, Volume 7, Issue 3
- 1-20 Constructing Knowledge-Based Feedback in the Context of an Interactive Spoken CALL Application
by Nikos Tsourakis & Claudia Baur & Manny Rayner - 21-39 Pre-Service Teachers' Development of Digital Literacies: A Case Study in a Wiki-Based Collaborative Writing Context
by Le Wang & Pengpeng Feng & Jing Chen - 40-57 Learning Language Through Facebook
by Vera Monika Leier - 58-72 An Argument-Based Approach to Test Fairness: The Case of Multiple-Form Equating in the College English Test
by Yan Jin & Eric Wu - 73-87 A Qualitative Study on CALL Knowledge and Materials Design: Insights From Pre-Service EFL Teachers
by Olcay Sert & Li Li
April 2017, Volume 7, Issue 2
- 1-21 Mobile Assisted Vocabulary Acquisition and Wikis to Enhance Writing Skills
by Ruby Vurdien - 22-39 Helping Language Learners Put Concordance Data in Context: Concordance Cards in The Prime Machine
by Stephen Jeaco - 40-57 Blogging Effect on English as a Foreign Language Writing Motivation: Blogging and Writing Motivation
by Emrah Özdemir & Selami Aydin - 58-74 Impact of AWE Rubrics and Automated Assessment on EFL Writing Instruction
by Jinlan Tang & Yi'an Wu - 75-101 Developing a Project-Based CALL Environment with Technical Communication in an Exploratory 3D Printing Context
by Debopriyo Roy
January 2017, Volume 7, Issue 1
- 1-18 Utilizing Computer-Assisted Vocabulary Learning Tools in English Language Teaching: Examining In-Service Teachers' Perceptions of the Usability of Digital Flashcards
by Marwa Alnajjar & Billy Brick - 19-33 Learners' Perceptions of the Effectiveness of Blogging for L2 Writing in Fully Online Language Courses
by Lina Lee - 34-49 Lexical Profiles of Reading Texts in High-Stakes Tests: Where are the Benchmarks?
by Tan Jin & Kai Guo & Barley Mak & Qiuping Wu - 50-65 The Trouble with Cyberpragmatics: Embedding an Online Intercultural Learning Project into the Curriculum
by Marina Erica Orsini-Jones & Elwyn Lloyd & Michael Cribb & Fiona Lee & Gwenola Bescond & Amine Ennagadi & Brenda Ivonne García - 66-85 Using Second Life in an English Course: How does the Technology Affect Participation?
by Airong Wang
October 2016, Volume 6, Issue 4
- 1-17 L2 Languaging in a Massively Multiplayer Online Game: An Exploration of Learner Variations
by Jinjing Zhao - 18-35 A Method and Model for De- and Reconstructing Player-Game Interaction: The Case of the Arabic Simulation-Management Game Baalty
by Karim Hesham Shaker Ibrahim - 36-55 The Interplay of Game Design and Pedagogical Mediation in Game-Mediated Japanese Learning
by Kayo Shintaku - 56-74 An Experienced Austrian Educator's View on the 3-D Skills Implemented to Design and Integrate an Alien Mystery in OpenSim
by Stella K. Hadjistassou & Judith Molka-Danielsen
July 2016, Volume 6, Issue 3
- 1-17 Mentoring Teachers of English Learners in an Online Community of Practice
by Karla del Rosal & Paige Ware & Nancy Montgomery - 18-35 Constructing a Collocation Learning System from the Wikipedia Corpus
by Shaoqun Wu & Liang Li & Ian H. Witten & Alex Yu - 36-53 A Spanish-Finnish Telecollaboration to Develop Intercultural Competence and Learner Autonomy
by Ruby Vurdien & Pasi Puranen - 54-67 Adoption and Application of CMS: Crucial Steps for an Effective E-Learning Component
by Brett Milliner & Travis Cote - 68-78 Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment
by Ke Zhao
April 2016, Volume 6, Issue 2
- 1-18 Transcending Concordance: Augmenting Academic Text for L2 Writing
by Shaoqun Wu & Ian Witten - 19-34 Motivation and Learning Outcomes in Reciprocal SCMC Language-Learning
by David Brown - 35-55 A Blended Chinese-as-a-Foreign-Language Short Course: Design and Perceptions
by Shenglan Zhang - 56-73 Incorporating LINE Smartphone Affordances: Cross-Cultural Collaboration, Willingness to Communicate, and Language Learning
by Pin-Hsiang Wu & Michael Marek - 74-90 A Corpus-Based Functional Analysis of Complex Nominal Groups in Written Business Discourse: The Case of “Business”
by Zhoulin Ruan
January 2016, Volume 6, Issue 1
- 1-23 Some Interactional Functions of Text in a Text-and-Voice SCMC Chat Session for Language Learning
by Hanh thi Nguyen & André Langevin