Previous research has established that phonetics has been marginalized within language teaching, proving to be particularly challenging for learners in EFL contexts. This paper presents EPSSML (https://www.usc.gal/multimlab/), an e-learning platform designed within Mayer's (2008, 2009) Cognitive Theory of Multimedia Learning to instruct English…

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…

It is widely accepted that effective blended learning initiates students into constructivist learning experiences by integrating face-to-face approaches with online technology. The Community of Inquiry (CoI) framework combines teaching, social, and cognitive presences to explore students' blended learning experiences from the perspectives of…

This study investigates differences in the language and discourse characteristics of course blogs and traditional academic submissions produced in English by native (L1) and advanced second language (L2) writers. One hundred and fifty-two texts generated by 38 graduate students within the context of the same Master's level course were analysed…

Interaction is a necessary condition for second language (L2) learning (Long, 1980, 1996). Research in computer-mediated communication has shown that interaction opportunities make learners pay attention to form in a variety of ways that promote L2 learning. This research has mostly investigated text-based rather than voice-based interaction. The…

While research has reported generally enthusiastic results regarding L2 blogging, some studies have found contrasting blogging experiences among individual learners. Consequently, this study investigated the factors underlying such discrepancies by exploring 33 EFL learners' experiences of participating in a blog project at a Taiwanese university.…

It is often observed that the globalization of social media has opened up new opportunities for informal intercultural communication and foreign language learning. This study aims to go beyond this general observation through a case study that explores how discourse analysis tools might be used to uncover evidence of language and intercultural…

Robert Goodwin-Jones opens his discussion with the thought "If you want to attract attention to a new online course, the foolproof strategy today is to label it a MOOC, a massive open online course." The hype surrounding MOOCs has resulted in substantial interest--from the general public to university presidents--in online learning, as…

Although the concept of ubiquitous technologies has been introduced to many parts of society, there have been limited applications, and little is known about learners' behavior toward ubiquitous technologies, particularly in the context of English learning. This study considers a sample of Korean students to identify the key factors that influence…

The following is a qualitative case study presenting three vignettes exploring the use of language play while microblogging during an academically sanctioned task. Ten students and one teacher used "Twitter" in an intensive, English as a second language advanced grammar course to practice writing sentences with complex grammatical…

This study focuses on the use of wikis in collaborative writing projects in foreign language learning classrooms. A total of 34 intermediate level university students learning English as a foreign language (EFL) were asked to accomplish three different wiki-based collaborative writing tasks, (argumentative, informative and decision-making) working…

This article describes quantitative and qualitative data providing perspectives on how six English as a Foreign Language (EFL) vocational high school teachers perceived CALL knowledge and competencies in a yearlong technology-enriched professional development program. The teachers' developing technological pedagogical content knowledge (TPACK) and…