This article discusses how three low-tech instructional strategies, typically used in face-to-face teaching, can be successfully used in synchronous and asynchronous online instruction with students with high-incidence disabilities and their typical-learning peers in inclusive online classes. The three strategies are choral responding, response…

Two key ingredients for developing language skills are output and interaction. The use of computer-mediated communication (often referred to as "CMC") tools and of social networking sites (SNSs) offer a valuable resource to English language teachers and learners who wish to extend learning beyond the classroom walls, especially as…

Speaking in a foreign/second language is a challenge for many learners, even when they have linguistic knowledge. Drawing on González-Lloret and Ortega's (2014) framework for technology-mediated tasks and MacIntyre's (2007) framework for willingness to communicate in a second language, this mixed methods study investigated the impact of…

In this paper, we present a learning game designed according to a strategy focusing on favouring the learners' "playful attitude". The game's modalities pertain to what we might call "guessing games". The chosen avatar of such guessing games both exists as learning and Commercial Off The Shelf (COTS) board games. We explain in…

This study explored Russian as a foreign language (RFL) learners' self-reported strategic uses of "VoiceThread" (VT)--a multimodal asynchronous computer-mediated communication tool--in order to gain insights into learner perceived effectiveness of VT for second language (L2) oral skills development and to determine the factors that…

Classroom instruction provides a limited amount of quality speaking practice for language learners. Asynchronous multimedia-based oral communication is one way to provide learners with quality speaking practice outside of class. Asynchronous multimedia-based oral communication helps learners develop presentational speaking skills and raise their…

The evidence is overwhelming; affective factors, in particular anxiety, do affect students who are learning a second or foreign language. Foreign language anxiety can affect students' achievement and desire to continue their studies. Instructors want their students to succeed and want them to continue. Therefore, finding ways to reduce this…

The purpose of this study is to investigate learners' perceptions of the benefits of tasks using voice tools to reinforce their oral skills. Additionally, this study seeks to determine what aspects of task design affected the students' perceptions. Beginner learners aged 18 to 36 with little or no experience in the use of technological tools for…

The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and…