The present study explored the impact of flipped classroom on English as a foreign language (EFL) students' global writing performance and writing complexity, accuracy, and fluency (CAF) through a quasi-experimental research design. In so doing, two intact classes were selected from an Iranian university as the participants of the study and they…

The role of practice has been largely overlooked in second/foreign (L2) pragmatics research. Furthermore, very few studies have directly compared the effects of different "practice contexts" (e.g. practice in a telecollaborative context versus practice in a face-to-face context) on L2 learners' pragmatic competence (e.g. in compliment…

Owing to the plethora of user-friendly audio/video creation and editing applications as well as free full-featured hosting platforms, videoing and sharing has become a lifestyle of today's students. Utilizing these spontaneous practices, the current study examined the effects of digital media assignments (DMAs) and accompanying asynchronous…

This paper examines whether a web-based training on English discourse intonation leads to better spontaneous speech quality for Mandarin Chinese speakers who reside in the U.S. and in China. The four-week fully online training consisted of meta-instruction videos as well as listening and speaking activities, including instant visual pitch contour…

Flipped instruction has become a hot issue in foreign language teaching technology. In this study, we tracked learners in a beginner-level Chinese Foreign Language classroom to see if flipped teaching based on a MOOC made a difference to their oral proficiency development and rate of progress compared to a baseline group. Language development was…

One of the aspects of knowing a word is the knowledge of which words it is usually used with. Since knowledge of collocations is essential for appropriate and fluent use of language, learning collocations should have a central place in the study of vocabulary. There are different opinions about the best ways of learning collocations. This study…

This study investigates the different learning opportunities enabled by text-based and video-based synchronous computer-mediated communication (SCMC) from an interactionist perspective. Six Chinese-speaking learners of English and six English-speaking learners of Chinese were paired up as tandem (reciprocal) learning dyads. Each dyad participated…