This study attempted to investigate the effects of two forms of text-based glosses, namely dynamic and non-dynamic glosses, on vocabulary learning of EFL learners. To this end, two experimental groups and one control group, each comprising 25 participants, took part in the study. The DIALANG test was employed as a homogenizing tool to ensure the…

Numerous studies have delved into the effects of interactional corrective feedback provided in the oral or written mode in the CALL environment (e.g.video-conferencing or text-based chat). Although previous research shows that several factors influence its effectiveness, a research area that merits more attention is the role of feedback timing…

This study explored teachers' perceived benefits, issues and their responses to the issues when conducting synchronous online English language teaching (SOELT) for young learners "via" the lens of Bourdieu's (1986) capital framework. A mixed-methods design using in-depth interviews and a Likert-scale survey was adopted to investigate the…

This study developed a realistic, interactive English blockade-running game that integrates virtual environments and mobile devices to conduct a collaborative and competitive contest to promote English learning among technical college students. In addition, it also explored students' learning effectiveness, perception of peer collaboration, and…

The use of text chat in synchronous computer-mediated communication (SCMC) could help remedy the widely reported lack of active involvement in online language learning. However, the nuances and complexities of learners' text-chat actions warrant further examination. This exploratory study used observational data collected from 40 students in a…

Being described as two sides of one coin, language and culture are increasingly recommended to be inseparably addressed. Thanks to technological advances, this is now more feasible than before. In response, this study examined the comparative effects of synchronous and asynchronous telecollaborative digital media projects (DMPs) on learners'…

Current approaches to assessing digital competence in education may be too broad to support teachers in developing their online learning designs in specific subjects. During the pandemic, studies have identified that the development of teaching practices (and subsequently their learning designs) has taken a leap. However, because digital cultures…

The present paper reports on the effectiveness and inclusiveness of human-delivered synchronous written corrective feedback (SWCF) in paired writing tasks. Replicating Yamashita, Study 2 and Study 3 each conducted a classroom-based quasi-experimental study in an English-as-a-Second-Language (ESL) writing program at an American university. In Study…

The discussion on the dynamic assessment (DA) -- a combination of assessment and instruction -- and regulatory scales from implicit to explicit corrective feedback (CF) is relatively new in the CALL context. Applying the notions of Sociocultural Theory, Zone of Proximal Development (ZPD) and Mediation, the present study examines how a DA-based…

As active student participation in classroom interaction is widely accepted as a central component of foreign language learning, prompting student contributions becomes consequential in L2 educational settings including synchronous remote classrooms. When there is a lack of response following teacher questions, teachers resort to a variety of…

The study of language learners' motivation has long been considered a key, determining factor of success in second/foreign language acquisition. Based on self-determination theory (SDT), the more autonomously motivated learners are, the better they engage in an activity. To sustain autonomous motivation, the learners' basic psychological needs…

The paper examines the emotions of 15 learners of Japanese across seven weekly online text chats in Japanese with native Japanese speakers, and the factors that caused their emotions. The data came from questionnaires about the learners' biodata and previous experiences of text chats, weekly reports about their chats, transcripts of the chats, and…

This study investigated the effects of synchronous computer-mediated communication (SCMC) mode and interlocutor familiarity on frequency and characteristics of peer feedback in L2 interaction. Fifty dyads of EFL learners were equally assigned into familiar (+/--) groups and performed an interactive task in two SCMC modes (text/video-chats). After…

Previous studies on web-based collaborative writing have shown that task modality impacts peer interaction patterns and attention to form. However, these studies have primarily focused on contrasting a face-to-face oral condition with a text-based synchronous computer-mediated communication (SCMC) environment. Few studies have compared peer…

Task complexity and communication modes are two task design and implementation factors that have been found to affect second language (L2) learners' oral performance. While increasing task complexity and developing tasks according to the features of face-to-face and computer-mediated communication modes can optimise L2 production, few studies…