Public speaking is considered the most anxiety-provoking speaking activity for English as a foreign language (EFL) learner. While traditional lecture-based classrooms hinder EFL learners' constant practice and frequent interaction due to large class sizes and limited time, recent developments in technology, including Artificial Intelligence (AI),…

This study used computerized dynamic assessment (CDA) as a teaching and assessment method to promote Chinese EFL learners' reading comprehension, with a quasi-experimental design in which the control and experimental groups were each given three tests but in different formats. Each test consisted of multiple choice questions (MCQs) selected from…

As a concept established on MOOC, SPOC has been used by many instructors in universities. Although SPOC-based flipped classroom instructional modes have been applied in many disciplines including English learning in China, no empirical study has tried to disentangle the application of the modes in teaching English pronunciation. This study reports…

The cultivation of critical thinking with the assistance of Information Communication Technology (ICT) tools has drawn much attention from researchers and practitioners in the field of Teaching English to Speakers of Other Languages (TESOL). With the purpose of exploring whether the application could help improve students' critical thinking and…

As a corpus-assisted method for language pedagogy, DDL (data-driven learning) may have the potential to enhance language exposure and promote active learner engagement. Concordancing, or KWIC (Key Words in Context), has been the traditional method used in DDL to retrieve numerous language examples, while the method has limitations with…

This study investigated the effects of digital and non-digital gamification on EFL learners' learning collocations, satisfaction, perceptions, and sense of flow. The participants divided into three groups of digitally gamified, non-digitally gamified, and non-gamified classes were 75 Iranian EFL students at B1 level. In each class, students were…

Morphological analysis is a form of problem solving to work out the meanings of unfamiliar words by applying knowledge of morphemes. It has emerged recently as an important predictor of reading comprehension. However, while gamification can potentially be used to teach this skill, few studies have examined its use. To address this, a…

This paper proposes an updated framework for the evaluation of the computer-assisted language learning (CALL) framework, further developed from Chapelle (2001) and González-Lloret and Ortega (2014). Based on a review of prominent previous CALL evaluation frameworks, an exploration of relevant literature in formal evaluation and my own first-hand…

While blended learning has received scholarly attention in EFL contexts, little empirical research has investigated the effects of online input modes on learning achievement and attitudes. This study thus examined the effects of bimodal and multimodal online input on blended speaking instruction in a Chinese university. A quasi-experimental,…

This article reports on the results of an investigation into what matters to learners of language Massive Open Online Courses (LMOOCs). The study conducted content and sentiment analyses of learner reviews of LMOOCs to investigate the key themes/subthemes in learner reviews and learners' emotional tendencies in the themes/subthemes as well as…

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…

The development of corpus-based language pedagogy (CBLP) is a complex and intriguing process that pertains to how corpus technology is directly applied to classroom teaching. Using a case study approach, this study investigated how two experienced university English teachers integrated corpus technology in authentic classroom teaching. Data…

This study investigated pre-service English language teachers' and their instructors' experience with using online interaction tools, their views of the effectiveness of interaction tools in language development, their attitudes to implementing the tools, and the challenges they face in online interaction. The participants were 100 MA students of…

Working memory (WM) may be an essential component of incidental vocabulary learning and retention from captioned videos. However, how WM affects young learners' incidental vocabulary learning under different types of captions remains unclear. The present study employs a between-subject research design. The main purpose is to examine how two types…

Utilizing a structural equation modeling approach, this article aims to examine the dynamics between Informal Digital Learning of English (IDLE) and Intercultural Competence (ICC). Altogether, 1490 Chinese college students from different types of universities in China answered the self-developed and validated IDLE-ICC questionnaire. The results…