The design of tasks to induce learning from audiovisual input is vital for second/foreign language teachers and has attracted a good deal of attention in Computer-Assisted Language Learning (CALL) research. This study presents a new contribution to research in this area by investigating learner engagement in the context of vocabulary learning…

Despite the growing body of technology-assisted vocabulary intervention studies, few have addressed learning outcomes beyond target vocabulary and the interaction between the interventions and English language learners' (ELLs) initially different levels of vocabulary knowledge. The study examined the differential effects of a texting-based…

With the rise of computer-assisted online learning tools such as the "Language Reactor," advanced captioning options such as dual subtitles (i.e. simultaneous display of on-screen texts in the first language and the second/foreign language) have gained much attention. However, little is known about how dual-subtitled viewing may be…

Despite the growing interest in game-based learning (GBL) over the last two decades, the influence of Augmented Reality-based GBL on English vocabulary growth is still not well understood when compared with other forms of media, especially with regard to academic English vocabulary. This quasi-experimental study with 90 Chinese…

This study explores collaborative and individual computer-assisted prosody training (CAPT) through a quasi-experimental design. Eighteen adult Algerian EFL learners were recruited and randomly assigned into a control group receiving no treatment and two experimental groups, a collaborative CAPT group where the participants practiced in pairs, and…

This study examined university undergraduate English language learners' (ELLs) perspectives on an intervention, Word Matters, that aimed to enhance functional academic vocabulary learning critical to their cognitive academic language proficiency development (Cummins, 1989), a challenge faced by many ELLs in English-medium universities. This…

Enhancing self-directed use of technology for language learning is essential for maximizing the potential of technology for language learning. Understanding how to construct learner training to promote this critical competency is of great significance. This study examined the effectiveness of an online training platform aimed at enhancing the…

This study presents first-year findings of a 25-week longitudinal project derived from a two-year longitudinal randomized trial study at the elementary school level in Costa Rica on effective computer-assisted language learning (CALL) approaches in an English as a foreign language (EFL) setting. A pre-test-post-test experimental group design was…