This study explains the emergence of virtual classrooms as an online language learning (OLL) instruction method. There is clarification of how virtual classroom systems operate, followed by a discussion of the benefits of learning in these environments. Private corporations are capitalizing on OLL and generating an estimated global gross income of…

Clickers are hand-held devices that wirelessly transmit student input to a computer: students answer multiple-choice questions using their clickers and the answer distribution is displayed on a screen. Previous studies suggest that the pedagogical use of these devices may contribute to learning and that they are positively perceived by students in…

Current approaches to assessing digital competence in education may be too broad to support teachers in developing their online learning designs in specific subjects. During the pandemic, studies have identified that the development of teaching practices (and subsequently their learning designs) has taken a leap. However, because digital cultures…

The development of corpus-based language pedagogy (CBLP) is a complex and intriguing process that pertains to how corpus technology is directly applied to classroom teaching. Using a case study approach, this study investigated how two experienced university English teachers integrated corpus technology in authentic classroom teaching. Data…

The present research is an endeavor to examine whether EFL teachers' school climate, TPACK, and attitude interact with teachers' success in technology integration throughout their teaching process in EFL classes. To this end, data were collected from 209 Iranian EFL teachers. The results from conducting a series of Pearson correlations indicated a…

The present work synthesizes the studies in flipped language education based on Social Sciences Citation Index publications up to the year 2018. A sum of 33 studies were finalized as the targeted studies and our research questions were formulated regarding (1) the overall trend and features of the existing studies, (2) their research foci, (3) the…

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…

The present study explores the attitudes of novice teachers towards corpus-aided language learning and teaching in an undergraduate writing course for multilingual students at a large US public university. The participating instructors facilitated approximately 75 minutes of corpus training for their students and implemented 4-6 corpus activities…

Mobile phones are turning into a growingly widespread educational tool across various contexts. However, the scope of research on teachers' role in mobile-oriented instruction is limited, much less examining how professional development influences their associated beliefs and practices. Grounded in sociocultural theory, this study aimed to fill…

Digital tools can guide and support teachers in professional development programmes. The aim of this study was four-fold: (1) to explore changes introduced in classroom methodology by secondary school teachers during their participation in a professional development programme, using the digital tool EVALOE-DSS, based on conversational methodology;…

This study explores the extent to which technology use has become normalised in English classes in secondary schools across Malaysia, and the role of context and community within the normalisation process. The approach taken was qualitative, using online surveys and interviews to investigate English language teachers' experiences with using…

Mobile technologies provide opportunities for L2 learners to engage in complex interactions involving a multitude of cognitive, meta-cognitive, and affective factors. Understanding the process of learners' mobile language learning thus needs holistic approaches that integratively consider learner attributes and their interaction with mobile…

This narrative inquiry explores teacher ownership of curriculum change by examining how a blended learning program was put into action in a Colombian tertiary institution. In particular, the study aimed to examine the experiences of two English language teachers as they grappled with and managed the changes brought about by their involvement in…

Often, second/foreign (L2) language learners receive little opportunity to interact orally in the target language. Interactive, conversation-based spoken dialog systems (SDSs) that use automated speech recognition and natural language processing have the potential to address this need by engaging learners in meaningful, goal-oriented speaking…

Real world places are important for foreign language (FL) learning since they provide rich and authentic language and cultural contexts for learners. However, numerous FL learners are unable to travel to target-language environments for language learning purposes. This article develops the concept of telepresence-place-based FL learning and…