The current study explored how the participation in multimodal videoconferencing sessions affected one of the affective factors: willingness to communicate (WTC) in second language learning. Participants from the experimental group took part in three 30-minute communication tasks via videoconferencing that included interactions in textual, audio,…

The flipped classroom model (FC), as a new instructional approach, has been implemented by different disciplines over the past few years. However, the use of this model is still in its infancy in the field of foreign language education. The present study explored the efficacy of using the FC model in facilitating the acquisition of grammar among…

This research presents a virtual exchange project between two tertiary institutions in New Zealand and Finland with 26 participants who were intermediate German language students. During the project, the students used a closed Facebook group to post about given topics; the posts combined video, audio, and text that adhered to multimodal…

This article compares second language test-takers' performance on an academic listening test in an audio-only mode versus an audio-video mode. A new method of classifying video-based visuals was developed and piloted, which used L2 expert opinions to place the video on a continuum from being content-deficient (not helpful for answering…