Workforce mobility and diversity are now the reality for many businesses, requiring employers to facilitate their employees' acquisition of foreign languages (FLs). Developing communicative competencies in an FL is necessary to fulfill the demands of an international workplace. Increasingly, companies have done so with the support of commercial…

Neural Machine Translation (NMT) has gained increasing popularity among EFL learners as a CALL tool to improve vocabulary, and many learners have reported its helpfulness for vocabulary learning. However, while there has been some evidence suggesting NMT's facilitative role in improving learners' writing on the lexical level, no study has examined…

Intelligent personal assistants (IPAs) are a valuable tool in language learning because they provide opportunities for authentic interaction. However, their effectiveness, compared with that of human interlocutors, in facilitating second and foreign language interaction has not been explored. Therefore, this study investigated the effect of IPAs…

The literature on students' perceptions towards using Social Media (SM) for language learning reports mixed findings: while some studies indicate learners' positive perceptions of their use for academic purposes (e.g., Bani-Hani et al.), others suggest that learners' perceptions might vary due to their proficiency in the language (e.g., Gamble…

Previous research has documented that students' reading comprehension performance in learning English as a foreign language (EFL) differs greatly between mobile-assisted and paper-based reading. The present study extends previous work by investigating whether reading cognitive load differs between mobile-assisted and paper-based EFL reading…

This research explores intralinguistic communicative mediation in an English for Specific Purposes (ESP) online journal writing to enhance professional development through the co-construction of meaning. It accentuates research gaps specific to learning English in the field of law under the approach of collaborative Computer Assisted Language…

A research study on the L2 Motivational Self-systems (L2MSS) and technology acceptance of Foreign Language Learners (EFL) in relation to Language Massive Open Online Courses (LMOOCs) is warranted. In response, 336 Iranian EFL learners participated in three LMOOC platforms, learned language online in line with their language institutes, and…

Listening is a major challenge for many English-as-a-foreign language (EFL) learners. Decoding training, which helps learners develop the ability to recognize words from speech, is frequently used to assist EFL learners. Although recent empirical studies on decoding training have provided positive evidence on its effectiveness in improving EFL…

This study used a mixed methods research design to investigate use of Web-based lexicographic tools during real-time second language (L2) writing activity in an English as a foreign language university context and the impact of their use on writing quality. Participants included 22 adult Japanese EFL learners, elementary to advanced language…

Previous research on online features embedded in language assessments have been limited to the use of dictionary or spell/grammar check. Few have examined the role of accessibility features in the Kindergarten to Grade 12 (K-12) English learner (EL) context in the U.S. This study examined how K-12 EL educators perceive and instruct online…

Regarding the whispered use of technology in instruction and assessment of language skills, the present study investigates the effect of e-portfolio assessment on EFL learners' speaking proficiency. To this end, 60 intermediate students were randomly selected and homogenized to participate in the study. Samples of the IELTS speaking tests were…

This study aimed to examine the impact of an online writing system (OWS) providing individualized corrective feedback (CF) on learners' self-correction of grammatical errors (GE). It consisted of two phases: the pilot and the formal phases. Four EFL (English as a Foreign Language) Taiwanese university students participated in the study at the…

Studies have explored how second language (L2) learners engage with peer feedback in instructional contexts. However, how learners engage in self-initiated and self-directed feedback practices beyond the classroom in online spaces is largely unknown. Informed by an ecological perspective, an in-depth exploration of the dynamics and underpinning…

This article reports a mixed-methods study about using virtual reality (VR) tools (Google Cardboard and Expeditions) for developing students' oral proficiency in learning Chinese as a second language. Twelve students role-played as tour guides for six locations throughout a semester: four of them with VR tools and two without. Data collection…

Task complexity and communication modes are two task design and implementation factors that have been found to affect second language (L2) learners' oral performance. While increasing task complexity and developing tasks according to the features of face-to-face and computer-mediated communication modes can optimise L2 production, few studies…