Computer Assisted Language Learning

E-learning: development of a model to assess the acceptance and readiness of technology among language learners

Teachers’ perception about the contribution of collaborative creation of digital storytelling to the communicative and digital competence in primary education schoolchildren

An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation

Students’ reactions to using smartphones and social media for vocabulary feedback

Examining EFL learners’ individual antecedents on the adoption of automated writing evaluation in China

A systematic review of the uses and spread of corpora and data-driven learning in CALL research during 2011–2015

Raising native cultural awareness through WeChat: a case study with Chinese EFL students

Blended learning for Chinese university EFL learners: learning environment and learner perceptions

Effects of using mobile-based virtual reality on Chinese L2 students’ oral proficiency

Promotion of learner autonomy within the framework of a flipped EFL instructional model: perception and perspectives

Fostering accuracy in L2 writing: impact of different types of corrective feedback in an experimental blended learning EFL course

Exploring the frontiers of eye tracking research in language studies: a novel co-citation scientometric review

Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources

Diagnosing L2 learners’ development through online computerized dynamic assessment

Linking text readability and learner proficiency using linguistic complexity feature vector distance

The efficiency of prompts when supporting learner use of cognitive and metacognitive strategies

Vlogs in L2 listening: EFL learners’ and teachers’ perceptions

The applications and effects of learning English through augmented reality: a case study of Pokémon Go

Delving into learner autonomy in an EFL MOOC in China: a case study

Pre-service language teachers’ online written corrective feedback preferences and timing of feedback in computer-supported L2 grammar instruction

A comparative study of lexical word search in an audioconferencing and a videoconferencing condition

The emergence and influence of group leaders in web-based collaborative writing: self-reported accounts of EFL learners

Effects of regulation on interaction pattern in web-based collaborative writing activity

The effects of symmetric and asymmetric social networks on second language communication

Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners’ attitude toward collaborative learning

Practicing multiliteracies to enhance EFL learners’ meaning making process and language development: a multimodal Problem-based approach

Exploring EFL learners` developmental errors in academic writing through face-to-Face and Computer-Mediated dynamic assessment

Evaluating English language learners’ conversations: Man vs. Machine

Toward a neuroscience-informed evaluation of language technology

Wiki-mediated collaboration and its association with L2 writing development: an exploratory study

L2 vocabulary learning from educational media: extending dual-coding theory to dual-language learners

Learning French through music: the development of the Bande à Part app

Improving children’s textual cohesion and writing attitude in a game-based writing environment

Exploring the differences between low-stakes proctored and unproctored language testing using an Internet-based application

Teacher training and teachers’ attitudes towards educational technology in the deployment of online English language courses in Jordan

The effect of tutor-specific and other motivational factors on student retention on Icelandic Online

Collaborative kinesthetic EFL learning with collaborative total physical response

The comparative effects of metalinguistic clue and metalinguistic explanation in computer-mediated form-focused practice: Does prior knowledge matter?

CALL Beliefs in Context: a Study of US High School Foreign Language Learners

The effects of intrinsic cognitive load and gameplay interest on flow experience reflecting performance progress in a Chinese remote association game

Telepresence-place-based foreign language learning and its design principles

The effect of four of Richard Mayer’s design principles on vocabulary retention in an Afrikaans computer programme

Complementing in-class language learning with voluntary out-of-class MALL. Does training in self-regulation and scaffolding make a difference?

Exploring the effect of video feedback from unknown peers on e-learners’ English-Chinese translation performance

Using collocation clusters to detect and correct English L2 learners’ collocation errors

Using technology, reflection, and noticing to promote intercultural learning during short-term study abroad

The CALL of Zulu : reflections on the development of a computer-assisted language learning package