Reporting on the relationship between homework, foreign language learning and self-regulated learning, this paper examines how a teacher used homework to promote Japanese language learning in a Year 4 class at an Australian primary school. The study drew on naturally occurring data including classroom observations and student-produced video of…

This study examined the effects of using automatic speech recognition (ASR) technology on Chinese students' willingness to communicate (WTC) in oral English and the development trajectories of their interactional features in a flipped EFL context. One hundred sixty undergraduates from a Chinese university participated in the 14-week…

Mobile-assisted language learning (MALL) research includes examination and development of second language learners' cognitive and metacognitive self-regulated learning skills, but the affective learning component of self-regulation in this context remains largely unexplored. Support for affective learning, which is defined by learners' beliefs,…

This study proposed and implemented a blended self-directed learning program for English-as-a-Foreign-Language (EFL) college students beyond the classroom. Adopting a case study-mixed methods design, the study aimed to investigate (1) learners' engagement in the program, (2) the effects of the program, and (3) learners' perceptions of the…

This study aimed to investigate learners' self-regulated language learning (SRLL) with Information and Communication Technologies (ICT) using a mixed-method research design. The study also aimed to explore gender, high-school type, and department differences in participants' SRLL with ICT. The data was collected from 133 participants in the…

This mixed-method research was conducted to examine the perceptions of self-learners of English as a foreign language (EFL) toward mobile learning (m-learning) apps. It integrated several constructs from the technology acceptance model (TAM) and constructivist learning theory (CLT) to provide a detailed picture of the learners' perceptions. The…

Mobile learning is considered a new phase of e-learning which gives the opportunity to learn more effectively and efficiently. In addition, the use of mobile devices for leaning is more sophisticated and more useful. The m-learning has become available anywhere and anytime for all students and professors. Moreover, the features of these mobile…

Among the barriers facing refugee-background students (RBS) in accessing Higher Education (HE) in the UK is reaching the required academic English standard, and accessing courses to support them with this (Ashlee & Gladwell 2020: 13). In response to these barriers, the Universities of Leicester and Leeds (both in the UK) have developed the…

Background/purpose: Limited studies have explored TikTok's potential in higher education, but scarce research has been conducted about the impact of this tool on developing research and linguistic competencies in Latin-American TEFL students. This research addresses this gap by analyzing the effectiveness of TikTok in supporting these competencies…

Self-Directed Learning (SDL) has been the focus of attention on the part of scholars for at least four decades. However, it is with the advent of technology and the possibilities offered by the Internet that researchers and practitioners have begun to look more closely at what students do autonomously to support their own learning outside of the…

Agency has attracted considerable attention, especially of late. Nevertheless, perceptions of language learners as nonagentive persist. In this article the Douglas Fir Group's call for a transdisciplinary perspective is heeded in a Complex Dynamic Systems Theory's (CDST) conceptualization of agency. It is suggested that CDST maintains the…

While primary studies on technology-mediated informal foreign language (FL) learning are increasingly popular, research synthesis on self-directed FL learning in incidental, out-of-class contexts are scarce. Therefore, this article seeks to address this gap in the literature through a qualitative research synthesis (QRS) on language learning in…

The aim of the paper is gathering evidence of the series of benefits of technology integration in English language teaching and learning, if there are so, what obstacles and challenges emerge and how they are overcome. This study investigates series of experiences, benefits of integrating technology in English Language learning in Indonesia.…

Informal Digital Learning of English (IDLE) refers to individual's learning endeavor occurring in out-of-class environments in a naturalistic way independent from the requirements of a formal education program including assessment. Learners' IDLE experiences in English as a Foreign Language (EFL) contexts are quite important to understand their…

Computer and internet technology encourage learners' autonomy by allowing them to choose the time, place, and circumstances conducive to learning (Ayllon et al., 2019; Baseghi, 2018; Rohatgi et al., 2016). The application of digital technology has meaningful connections with developing students' learning autonomy and promoting their skills…