Background: The impact of digital gamified language learning on language achievement has been corroborated in the literature; however, its impact on language achievement, especially in the English as a foreign language (EFL) context needs further investigation. In addition, the related literature has not sufficiently confirmed the impact of…

Background: The utilisation of video-dubbing tasks, wherein learners record their voices over video clips to practise pronunciation, fluency, grammatical accuracy, and vocabulary use, is relatively novel in the English language learning context. Exploring the effectiveness of video-dubbing tasks can lead to more innovative and effective speaking…

Background Studies: Captioning and repetition are widely used multimedia instructional devices for non-native students. Generally, studies in this area have tended to focus on second language literacy skills rather than on learning new content knowledge. Additionally, posttests were administered immediately after the treatments, while the delayed…

Background: Although problem based learning has a great potential to promote learning outcomes as well as cognitive abilities, the number of previous studies investigating this potential on critical thinking, reading comprehension abilities and attitudes in English as a Foreign Language (EFL) context is scarce. Also, the number of studies…

Background: As the concept of flipped classrooms continues to gain interest across disciplines, more research is needed to strengthen the instructional design by integrating active learning strategies and emerging technologies. Among various possibilities, little is known about how game-based learning combined with Augmented Reality (AR) can be…

Background: Cultivating staff's professional English has become an imperative and challenging issue in English as a Foreign Language (EFL) countries. English for medical professionals is also the common language around the world for publishing new medical knowledge or reports. Therefore, Medical English for Health Professionals (MEHP) is a crucial…

Context-aware ubiquitous learning (CAUL) technology provides language learners with interactive learning environments and has been found to increase learning effectiveness and self-efficacy due to student interaction, discussion and evaluation of the entire learning process. This study used a mobile-based ubiquitous learning system combined with a…

Considering the prominence attached to written corrective feedback (WCF) within the domain of second/foreign language (L2) acquisition, automated writing evaluation (AWE) tools have steadily gained ground over the last two decades. The current study was an attempt to investigate the extent incorporating an AWE program, known as Criterion®, within…

This paper reports how robot-assisted language learning (RALL) impacts Japanese adults' English speaking skills. With existing research on RALL focusing on children, there is little evidence indicating RALL's effects on adults. We developed a RALL system comprising a robot, a tablet, and designed learning materials for speaking practice. To…

To assess the effects and learner perceptions of context-aware ubiquitous language learning (CAULL), a green-building English-learning application (GBELA) employing sensing technology was created to develop participants' English listening and reading skills using smartphones and QR codes. This study investigated the effects of 40 participants'…

The purpose of this study is to determine the effects of Facebook and WhatsApp on success in English vocabulary instruction and the learners' opinions about the implementation process. In the study, mixed method model, which combines both quantitative and qualitative data, was used. The success of the students in Facebook, WhatsApp, and control…

Although game-based learning has been increasingly promoted in education, there is a need to adapt game content to individual needs for personalized learning. Procedural content generation (PCG) offers a solution for difficulty in developing game contents automatically by algorithmic means as it can generate individually customizable game contents…

This study examines differences in English listening comprehension, cognitive load, and learning behaviour between outdoor ubiquitous learning and indoor computer-assisted learning. An experimental design, employing a pretest-posttest control group is employed. Randomly assigned foreign language university majors joined either the experimental…

Previous studies posited the effectiveness of stimulated recall. However, few studies explored how SR is implemented in a relatively static context, for example, online self-directed learning, or took human factors, for example, cognitive style and gender, into consideration in such a context. To fill this gap, the current study, aims to introduce…

Memorizing English vocabulary is often considered uninteresting, and a lack of motivation exists during learning activities. Moreover, most vocabulary practice systems automatically select words from articles and do not provide integrated model methods for students. Therefore, this study constructed a mobile game-based English vocabulary practice…