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Correction Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2024-03-08
Published in Computer Assisted Language Learning (Ahead of Print, 2024)
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From traditional writing to digital multimodal composing: promoting high school EFL students’ writing self-regulation and self-efficacy Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2024-02-29 Safaa M. Abdelhalim
This empirical study sought to explore further affordances of digital multimodal composing (DMC) in EFL writing classrooms. It aimed to determine whether collaborative digital multimodal composing ...
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Technology-mediated task-based language teaching: a CALL evaluation framework and its pedagogical implications Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2024-02-26 Nouf J. Aljohani
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)...
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Correction Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2024-02-23
Published in Computer Assisted Language Learning (Ahead of Print, 2024)
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The impact of intelligent personal assistants on Mandarin second language learners: interaction process, acquisition of listening and speaking ability Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2024-02-19 Juan Wu, Yuxin Li, Jianrong Zhou, Shiya Chen
Intelligent personal assistants (IPAs) are becoming increasingly interactive, convenient and intelligent, and their potential for improving second language skills has been proven by many studies. H...
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Supporting content and language integrated learning through computer-based dual concept mapping Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2024-02-16 Dongpin Hu, Minhong Wang, Lingyun Huang, Jimmy de la Torre
Among various approaches to teaching and learning English as a foreign language, content and language integrated learning (CLIL), i.e. learning subject content in a non-native language, has receive...
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Investigating synchronous and asynchronous written corrective feedback in a computer-assisted environment: EFL learners’ linguistic performance and perspectives Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2024-02-14 Xiaolong Cheng, Lawrence Jun Zhang
While the existing literature contains a plethora of studies on written corrective feedback (WCF), little attention has been paid to the timing of such a practice. To fill this gap, this study adop...
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The impact of computerized dynamic assessment on the explicit and implicit knowledge of grammar Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2024-02-09 Hossein Kargar Behbahani, Sedigheh Karimpour
This study investigates the transformative potential of Computerized Dynamic Assessment (CDA) on learners’ explicit and implicit language knowledge of grammar, focusing on past perfect tense. Groun...
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Exploring AI-mediated informal digital learning of English (AI-IDLE): a mixed-method investigation of Chinese EFL learners’ AI adoption and experiences Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2024-02-02 Guangxiang Leon Liu, Ron Darvin, Chaojun Ma
Recent advancements in natural language processing and large language models have ushered language learning into the age of artificial intelligence (AI). Recognizing the affordances of generative A...
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The effects of NMT as a de facto dictionary on vocabulary learning: a comparison of three look-up conditions Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2024-02-02 Siowai Lo
Many language learners have reported using Neural machine translation (NMT) such as Google Translate as a reference tool for writing production or as a dictionary substitute to facilitate reading c...
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Participatory action research: advocacy and activism for promoting social justice in and through CALL Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2024-02-01 Joanna Pitura
Participatory action research (PAR)—the inquiry procedure adopted by researchers who collaborate with communities experiencing injustices to identify workable and evidence-based solutions to existi...
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How did the process of robot-assisted multimodal composition facilitate the students’ audience awareness for English writing Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2024-01-23 Cheng-Yueh Jao, Hui-Chin Yeh, Hsiu-Ting Hung
Previous studies have focused on the effects of employing robot-assisted multimodal composition to facilitate learners’ development of audience awareness; however, how the process promotes such awa...
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Comparing student-centered learning in a video-based app to the grammar-translation method in an EFL class Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2024-01-11 Salma El Morabit, Marni Manegre
A number of learning applications have been developed as a result of technological advancement in the active multidisciplinary field of research linguistics, along with education (Shadiev & Liu, 20...
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The effect of evaluation and feedback in 360-degree video-based VR environments on language learning outcomes Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2024-01-07 Rustam Shadiev, Jiawen Liu, Liuxin Yang
Recently, 360-degree video technology (360VT) received considerable attention in the field of computer-assisted language learning as it creates authentic and immersive virtual reality environments ...
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Mapping the research trends of digital game-based language learning (DGBLL): a scientometrics review Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2024-01-03 Ke Li, Mark Peterson, Qiao Wang, Haitao Wang
The research on digital game-based language learning (DGBLL) keeps growing, but a comprehensive account of its development in the recent two decades is still lacking. Therefore, the study presents ...
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The relationships among metacognitive strategies, acculturation, learning attitude, perceived value, and continuance intention to use YouTube to learn English Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-12-23 Xiaohong Liu, Yinkun Zhu, Haining You, Jon-Chao Hong
Facing cultural globalization and technological transformation, students need to learn how to continuously utilize social media for English learning. Previous studies have focused on exploring the ...
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Promoting accuracy of collocation use in L2 writing: the role of data-driven learning in indirect corrective feedback Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-12-11 Lexi Xiaoduo Li
This study investigates the value of integrating data-driven learning (DDL) into indirect corrective feedback (CF) as a revising tool, with a focus on promoting accuracy in using collocations in th...
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Exploring students’ acceptance of an artificial intelligence speech evaluation program for EFL speaking practice: an application of the Integrated Model of Technology Acceptance Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-12-05 Bin Zou, Qinglang Lyu, Yining Han, Zijing Li, Weilei Zhang
Adapted from the Technology Acceptance Model (TAM), the Integrated Model of Technology Acceptance (IMTA) has been used to examine the perceptions and acceptance of computer-assisted language learni...
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Incidental vocabulary learning from captioned video genres: vocabulary knowledge, comprehension, repetition, and working memory Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-12-01 Mark Feng Teng
The present study aims to examine incidental vocabulary learning from different genres of captioned videos while considering frequency, vocabulary knowledge, comprehension, and working memory. A to...
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Interactional patterns in the online language classroom: a quantitative analysis across proficiency levels and lesson types Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-11-29 Javier Muñoz-Basols, Mara Fuertes Gutiérrez, Tripp Strawbridge, Laura Acosta Ortega
Online second language instruction has boomed in recent years, aided by technological affordances and the forced changes in instructional modality resulting from the COVID-19 pandemic. This transfo...
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Supplementing the Involvement Load Hypothesis with vocabulary-use knowledge improves mobile-assisted language learners’ productive vocabulary Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-11-22 Guoyuhui Huang, Khe Foon Hew
Over the past two decades, the Involvement Load Hypothesis (ILH) has become a popular buzzword in the field of Second Language Acquisition (SLA). Although applications of the ILH can improve studen...
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The influence of game-based learning media on academic English vocabulary learning in the EFL context Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-11-09 Wen Jia, Austin Pack, Yi Guan, Liping Zhang, Bin Zou
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 comp...
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Predicting attitude, use, and future intentions with translation websites through the TAM framework: a multicultural study among Saudi and South Korean language learners Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-11-07 Asma Almusharraf, Daniel Bailey
Machine translation (MT) practice and activity development in education are possible when students with diverse backgrounds contribute to helping define how MT can best be used for language learnin...
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Effects of different input modes on blended EFL speaking instruction: a quasi-experimental study Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-10-26 Pu Pu, Daniel Yu-Sheng Chang
While blended learning has received scholarly attention in EFL contexts, little empirical research has investigated the effects of online input modes on learning achievement and attitudes. This stu...
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The effectiveness of LMOOCs on participants’ attitudinal learning Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-10-27 Marwan H. Sallam, Yan Li, Sunnie Lee Watson, Ruisheng Liu, Rong Luo, Minghua Xu
This study investigated participants’ perceived attitudinal learning in language massive open online courses (LMOOCs). A mixed-method design was used to evaluate the attitudinal learning outcomes o...
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Technology-mediated teaching vocabulary: exploring EFL learners’ depth and breadth of lexical knowledge Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-10-23 Mandana Rohollahzadeh Ebadi
Drawing on Mayer’s Cognitive Theory of Multimedia Learning, the present study aims to examine the effectiveness of technology-mediated teaching vocabulary in the form of multimedia glosses on EFL l...
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Examining the impacts of learner backgrounds, proficiency level, and the use of digital devices on informal digital learning of English: an explanatory mixed-method study Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-10-19 Yue Zhang, Guangxiang Leon Liu
In Computer-assisted language learning (CALL), the relationship between learner background and classroom-based digital language learning has been widely studied; however, little attention has been ...
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Telecollaboration: from linguistic insecurity to linguistic confidence in Spanish as a heritage language Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-10-18 Paola Guerrero-Rodriguez
For heritage speakers (HSs), speaking their heritage language (HL) sometimes comes accompanied by HL anxiety and/or lack of confidence in their HL skills Although, HL anxiety and lack of confidence...
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A/synchronous telecollaborative digital media projects: comparative effects on learners’ macro-and micro-level oral proficiency and intercultural competence Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-10-18 Marwa F. Hafour, Dustin De Felice, Greg Kessler
Being described as two sides of one coin, language and culture are increasingly recommended to be inseparably addressed. Thanks to technological advances, this is now more feasible than before. In ...
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What matters to LMOOC learners: content and sentiment analyses of learner course reviews Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-10-05 Jun Lei, Qian Zhang
This article reports on the results of an investigation into what matters to learners of language Massive Open Online Courses (LMOOCs). The study conducted content and sentiment analyses of learner...
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Synchronous online English language teaching for young learners: insights from public primary school teachers in an EFL context Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-09-25 Phung Dao, Trang Le Diem Bui, Dao Thi Thuy Nguyen, Mai Xuan Nhat Chi Nguyen
This study explored teachers’ perceived benefits, issues and their responses to the issues when conducting synchronous online English language teaching (SOELT) for young learners via the lens of Bo...
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The role of digital literacy in student engagement with automated writing evaluation (AWE) feedback on second language writing Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-09-19 Zhe (Victor) Zhang, Ken Hyland
Research on second language (L2) writing suggests that student engagement with automated writing evaluation (AWE) feedback is influenced by various individual and contextual factors. Little attenti...
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Overcoming academic vocabulary errors through online corpus consultation: the case of Saudi English majors Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-08-26 Raniya Abdullah Alsehibany, Safaa M. Abdelhalim
Abstract In the past two decades, corpora have been proposed as valuable computer-assisted tools for teaching and learning academic writing in English at the university level. This article reports on an empirical study that sought to examine the effectiveness of direct corpus consultation in overcoming vocabulary errors in academic writing. This study is part of a larger research project that also
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Negotiated interactions in cross-cultural video-mediated virtual exchanges Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-08-21 Marta Tecedor
Abstract Motivated by the increasing popularity of service-provider virtual exchanges (SPVEs), in which native speakers (NS) are trained, supervised, and paid by a third-party company to converse about cultural topics with second language (L2) learners, this study examines the potential of L2-NS videoconferencing conversations to foster negotiation of meaning and form-focused interactions. Students
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Modeling students’ perceptions of artificial intelligence assisted language learning Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-08-16 Xin An, Ching Sing Chai, Yushun Li, Ying Zhou, Bingyu Yang
Abstract To address the emerging trend of language learning with Artificial Intelligence (AI), this study explored junior and senior high school students’ behavioral intentions to use AI in second language (L2) learning, and the roles of related technological, social, and motivational factors. An eight-factor survey was constructed using a 5-point Likert scale. A total of 524 valid responses were collected
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Examining factors influencing Chinese ethnic minority English teachers’ technology adoption: an extension of the UTAUT model Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-07-25 Fang Huang, Timothy Teo, Xueyu Zhao
Abstract While teachers’ technology adoption has received increasing attention in the digital age, little effort has been made to examine ethnic minority English teachers’ technology use. This study aims to unpack Chinese ethnic minority English teachers’ technology adoption and examine factors that influence their intentions to use technology by employing an extended the Unified Theory of Acceptance
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Impact of a robot and tangible object (R&T) integrated learning system on elementary EFL learners’ English pronunciation and willingness to communicate Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-07-21 Wen-Min Hsieh, Hui-Chin Yeh, Nian-Shing Chen
Abstract Research on how the use of social robots helps improve English as Foreign Language (EFL) young learners’ pronunciation and willingness to communicate (WTC) is understudied. This study developed a robot and tangible objects (R&T) learning system and examined its impact on elementary EFL learner’s English pronunciation and WTC. The R&T system consists of a robot, a tablet, a cellphone, and sets
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Collaborative reading for writing: an innovative task in academic settings Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-07-21 Meixiu Zhang, Mimi Li
Abstract Reading for writing tasks have been widely implemented in past decades, but research is still scarce on computer-mediated reading for writing. With a growing interest in collaborative writing and collaborative reading, spurred on by the broader awareness of sociocultural theory and the collaborative nature of digital technologies, we proposed an innovative task collaborative reading for writing
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Peer editing using shared online documents: the effects of comments and track changes on student L2 academic writing quality Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-07-11 Jamie Costley, Han Zhang, Matthew Courtney, Galina Shulgina, Matthew Baldwin, Mik Fanguy
Abstract While the use of collaborative peer editing is widespread in some online learning contexts, little is known about how constituent editing behaviours impact student writing quality when using shared online documents as the mediating tool. Therefore, the present study (n = 176) examines the effects of English language learners’ peer editing behaviours (comments and track changes) within the
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Understanding how gamification of English morphological analysis in a blended learning environment influences students’ engagement and reading comprehension Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-07-03 Shen Qiao, Samuel Kai Wah Chu, Susanna Siu-sze Yeung
Abstract Morphological analysis is a form of problem solving to work out the meanings of unfamiliar words by applying knowledge of morphemes. It has emerged recently as an important predictor of reading comprehension. However, while gamification can potentially be used to teach this skill, few studies have examined its use. To address this, a computer-based gamified approach was developed specifically
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Instag(R)ite: integrating visual social media into academic writing instruction Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-06-30 Saadet Korucu-Kış
Abstract Although a number of studies examined the use of social networking sites (SNSs) in academic writing instruction, these studies mainly revolve around social media centered on microblogging features. Despite living in a visually dominated world, the potential of visual social media such as Instagram whereby the textual, the visual and the social can be integrated to support the development of
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Differential effects of interaction-embedded vs interaction-reduced modes of fully online flipped instruction on EFL learners’ speaking Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-06-05 Karim Shabani, Arezou Jabbari
Abstract Second language teaching has recently witnessed a transition from the conventional flipped classes to a fully online flipped instruction. The present study aims to examine the differential effects of two modes of fully online flipped instruction, i.e. interaction-embedded (IE) and interaction-reduced (IR), on EFL learners’ speaking. Aligning with a quasi-experimental design, the current study
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Viewing dual-subtitled videos under different learning conditions: effects on learners’ behavioural, emotional, and cognitive engagement Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-06-04 Siowai Lo
Abstract 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 through dual-subtitled video viewing and examining
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Mobile-assisted language learning with Babbel and Duolingo: comparing L2 learning gains and user experience Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-05-25 Matt Kessler, Shawn Loewen, Talip Gönülal
Abstract Despite the influx of research examining various aspects of mobile-assisted language learning (MALL) applications (apps) over the past two decades, there have been no head-to-head studies that have investigated the comparative effectiveness of different mobile apps. The current study addresses this gap by directly comparing two of the most well-researched and popular MALL apps: Babbel and
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Informal Digital Learning of English and willingness to communicate in a second language: self-efficacy beliefs as a mediator Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-05-25 Artem Zadorozhnyy, Ju Seong Lee
Abstract Informal Digital Learning of English (IDLE) is associated with willingness to communicate in a second language (L2 WTC). Although affective mediators (e.g. enjoyment and anxiety) have been found to influence the relationship between IDLE and L2 WTC, it is unclear whether cognitive factors influence IDLE’s effects on L2 WTC. This study aims to fill this gap by determining whether self-efficacy
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Data-driven learning of collocations by Chinese learners of English: a longitudinal perspective Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-05-25 Tanjun Liu, Dana Gablasova
Abstract Collocations, a crucial component of language competence, remain a challenge for L2 learners across all proficiency levels. While the data-driven learning (DDL) approach has shown great potential for collocation learning from a shorter-term perspective, this study investigates its effectiveness in the long term, examining both linguistic gains and changes in learners’ confidence about which
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The predictors of L2 grit and their complex interactions in online foreign language learning: motivation, self-directed learning, autonomy, curiosity, and language mindsets Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-05-24 Michał B. Paradowski, Magdalena Jelińska
Abstract Learning a foreign language is a long-term process requiring persistence and a willingness to engage in activities that will help develop communicative competence. An important role on the way to achieving linguistic proficiency is played by L2 grit. However, foreign language learners differ in the intensity of this trait. We identify the most important predictors of L2 grit in the online
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Neural machine translation in EFL classrooms: learners’ vocabulary improvement, immediate vocabulary retention and delayed vocabulary retention Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-05-08 Siowai Lo
Abstract 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 whether vocabulary improvement made with the
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The development and validation of an L2 student digital multimodal composing competence scale Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-05-05 Emily Di Zhang, Shulin Yu
Abstract In this digital age, digital multimodal composing (DMC) has permeated the L2 classroom as a technology-enhanced L2 writing task. Despite the learning potential of DMC for L2 students, instruments that measure L2 students’ DMC competence are rare. As such, the present study sought to develop and validate an L2 student DMC competence scale in the mainland Chinese context. Data were collected
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Self-directed language learning with Duolingo in an out-of-class context Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-04-26 Zixi Li, Curtis J. Bonk
Abstract The research study explored online language learners’ self-directed language learning (SDLL) experiences, benefits, motivations, and challenges when employing educational tools like Duolingo in an out of classroom context. To gain insights into SDLL, in-depth and semi-structured interviews with 10 Duolingo users were conducted. Study results indicated that learners manage various human and
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The role of EFL learners’ L2 self-identities, and authenticity gap on their intention to continue LMOOCs: insights from an exploratory partial least approach Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-04-24 Amir Reza Rahimi
Abstract 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 answered questions about their L2 selves’ identities
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English for tourism and AR-assisted context-aware ubiquitous learning: a preliminary design-based research study Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-04-19 Keng-Chih Hsu, Neil E. Barrett, Gi-Zen Liu
Abstract With the rise of augmented reality (AR) and context-aware ubiquitous learning (CAUL), pedagogical designers in computer assisted language learning are increasingly developing authentic English for Specific Purposes (ESP) learning environments. However, there has been little research regarding the development of evidence-based principles for English for tourism purposes (ETP) through AR-based
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A digital tool designed to support secondary education teachers’ professional development and to develop students’ oral language competence Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-04-17 Marta Gràcia, Jesús M. Alvarado, Fàtima Vega, Maria Josep Jarque, Pamela Castillo, Ana Luisa Adam-Alcocer
Abstract 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; (2) to analyse the impact of introducing conversational
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Changing practices of instruction-giving in video-mediated interaction for an extensive reading book club Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-04-12 Eunseok Ro
Abstract This study shows how a facilitator gives directive-instructions to create interactional spaces for second language (L2) learning in an online setting by investigating interactions in a video-mediated extensive reading (ER) book club. Taking a multimodal conversation analysis approach, the study observes the facilitator’s changing practices of instruction-giving over time, focusing on two points
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Towards a flipped SEF-ARCS decoding model to improve foreign language listening proficiency Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-04-03 Chengyuan Jia, Khe Foon Hew, Mingting Li
Abstract 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 listening proficiency, our knowledge about the
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Effectiveness of Virtual Reality on Chinese as a second language vocabulary learning: perceptions from international students Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-03-24 Chen Chen, Yifeng Yuan
Abstract This study explores the effectiveness of Virtual Reality (VR) in Chinese as a second language (CSL) vocabulary learning from the international students’ perspective. A new theoretical framework of VR-based vocabulary learning was designed and verified to serve the investigation. A total of 30 international students learning CSL in a Chinese university participated in the study. Data were collected
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Toward a model of informal digital learning of English and intercultural competence: a large-scale structural equation modeling approach Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-03-21 Guangxiang Liu, Chaojun Ma, Jie Bao, Zhixin Liu
Abstract Utilizing a structural equation modeling approach, this article aims to examine the dynamics between Informal Digital Learning of English (IDLE) and Intercultural Competence (ICC). Altogether, 1490 Chinese college students from different types of universities in China answered the self-developed and validated IDLE-ICC questionnaire. The results indicated that Knowledge of Self, Knowledge of
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An investigation of Chinese EFL learners’ acceptance of mobile dictionaries in English language learning Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-03-20 Danyang Zhang, Sara Hennessy, Pascual Pérez-Paredes
Abstract The enormous importance of second language learning, paired with the rapid development of mobile-assisted language learning, has led to the increasing use of mobile dictionaries by English as a Foreign Language (EFL) learners at Chinese universities. Although many studies have explored the role of dictionaries in English language learning, few have investigated mobile dictionaries (MDs) from
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Impacts of computer-assisted collaborative writing, collaborative prewriting, and individual writing on EFL learners’ performance and motivation Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-02-14 Marjan Ebadijalal, Shahab Moradkhani
Abstract The present mixed-methods study aimed at investigating the effects of three writing conditions, including collaborative writing (CW), collaborative prewriting (CPW), and individual writing (IW), on the performance and motivation of 66 Iranian EFL learners in a computer-mediated communication (CMC) context. Data were obtained through a background questionnaire, writing motivation scale, participants’
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Conceptualizing digital multimodal composing competence in L2 classroom: a qualitative inquiry Comput. Assist. Lang. Learn. (IF 5.964) Pub Date : 2023-02-14 Emily Di Zhang, Shulin Yu
Abstract While research on digital multimodal composing (DMC) has been skewed towards the instructional design and affordances of DMC for L2 learners, there is a wider need to develop conceptual models of L2 DMC competence, with which L2 learners can successfully design DMC works and respond to the multimodal reading and writing demands of the digital era. To date, the studies on DMC competence have