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…

This explanatory sequential method was used in this study to investigate the non-native English speakers' extent of connectedness and willingness to communicate and their display of agency in the Filipino classroom. The participants of the study were foreign students whose first or second language is not English and who completed surveys on…

In classrooms, teachers play a fundamental role in managing students' participation. As part of their classroom interactional competence to maximize interactional space for students' learning, teachers use multimodal resources to orchestrate turn-taking, allocate the next speaker, and manage repair sequences. However, little is known about how…

The mainstream colonial lenses that have been used to understand multilingualism in the peripheries may not account for the realities of Southern multilingualisms. This article takes up these epistemic challenges in navigating EMI through alternative lenses, aiming to complexify the discussion of EMI among young individuals who are engaged in…

This study aimed to understand the nature of learning English in the digital age from students' personal 'learning lives'. Drawing on hermeneutic phenomenology's principles, this study conducted conversational interviews and obtained reflective reports from students over 5 months. The findings reveal that students' English learning experiences are…

The paper examines the effectiveness of materials designed and distributed among course instructors to teach an intermediate writing course in an online platform during the pandemic. The study is examined in the context of a private university in Bangladesh, where the students enrolled are bi-lingual learners. The paper reviews literature in…

Given that Vietnamese high school students continue to be passive knowledge receivers in their learning of writing although learner autonomy can make these students more active and independent writers, this qualitative study was conducted to explore six EFL teachers' beliefs about the necessity and viability of developing learner autonomy in…

Given the demands of modern working life, university studies should support students' life-long learning and agency. This article explores the types of agency learners from an English for Academic Purposes (EAP) course described in interviews. The interviews were conducted in two groups in 2 consecutive years, in two stages: at the end of the EAP…

Imagined communities of practice create spaces for language learners to participate in local and global interactions as individuals and as members of global communities. However, scant research has examined imagined communities of practice in the context of English as an international language (EIL). The present study adopted a mixed-methods…

This study examined the effects of teaching English using the Flipped Classroom Model (FCM) on EFL (English as a Foreign Language) students' autonomy and motivation. The students' perceptions of flipped language instruction were explored to conduct a detailed analysis of the implementation. A mixed-method research design, an explanatory sequential…

Much SDT research in the language learning domain focuses on the learning of English as a second or foreign language, in many cases by undergraduate students. By contrast, our work focuses on adolescent learners (aged between 11 and 16) of what are termed Modern Foreign Languages--languages other than English--in schools in England. In this…

Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings,…

This study aims to explore the autonomy level and use of language learning strategies in a preparatory school of a state university before and during the COVID-19 pandemic. One hundred fifty-five preparatory school students from a state university participated in the research. For the data collection, Oxford's Language Learning Strategy (LLS) and…

The Common European Framework of Reference for Languages (CEFR) (Council of Europe 2001). Offers a comprehensive framework for learning, teaching, and assessment, promoting transparency and coherence in language education. Central to the CEFR is its action-oriented approach, which views language as situated social action and positions learners as…

Sociocultural theory (SCT) is a powerful basis for exploring and guiding L2 (second/foreign language) learner development. For the most part, however, the focus of classroom SCT-L2 has been on single activities, for example, teacher mediation of learners' writing process or peer scaffolding. In this paper, we expand on these studies, building on…