Cobb (2007) argues that free reading cannot provide L2 readers with sufficient opportunities for acquiring vocabulary in order to reach an adequate level of reading comprehension of English texts. In this paper, the authors argue that (1) Cobb severely underestimates the amount of reading even a very modest reading habit would afford L2 readers,…

In the author's piece "Computing the Demands of Vocabulary Acquisition from Reading" ("Language Learning & Technology," October, 2007), he argued that building an adequate functional L2 lexicon for reading from reading alone cannot be done by the majority of learners in the normal time frame of instructed L2 learning. An example of such a time…

This paper reports on a qualitative study that investigated the changes in students' writing process associated with corpus use over an extended period of time. The primary purpose of this study was to examine how corpus technology affects students' development of competence as second language (L2) writers. The research was mainly based on case…

This paper reports on a pilot and a subsequent study that focused on the assessment of student writing in asynchronous text-stimulated forum discussions. The study, which was conducted in advanced English for Academic Purposes (EAP) courses, aimed at determining suitable assessment criteria for written academic discussions. In addition, the study…

This study investigated the potential impact of e-learning on raising overseas students' cultural awareness and explored the possibility of creating an interactive learning environment for them to improve their English academic writing. The study was based on a comparison of Chinese and English rhetoric in academic writing, including a comparison…

Automated writing evaluation (AWE) software is designed to provide instant computer-generated scores for a submitted essay along with diagnostic feedback. Most studies on AWE have been conducted on psychometric evaluations of its validity; however, studies on how effectively AWE is used in writing classes as a pedagogical tool are limited. This…

This article presents the features, and a brief comparison, of some of the most well-known high-stakes exams. They are classified in the following fashion: tests that only include multiple-choice questions, tests that include writing and multiple-choice questions, and tests that include speaking questions. The tests reviewed are: BULATS, IELTS,…

Listening is arguably the most important skill required for obtaining comprehensible input in one's first and any subsequent languages. Given the importance of listening, the natural assumption is that listening skills are actively taught to both first (L1) and second (L2) language learners. However, this is not necessarily so in L1 instruction…

Ever since the PLATO system of the 1960's, CALL (computer assisted language learning) has had a major focus on providing self-paced, auto-correcting exercises for language learners to practice their skills and improve their knowledge of discrete areas of language learning. The computer has been recognized from the beginning as a patient and…

Reading in a second language (L2) is important for a variety of reasons. Reading authentic materials, in particular, allows L2 learners to engage with native speaker content, and ultimately the target culture. One body of authentic materials is that of literary texts, including those of more traditional prose fiction, poetry, and drama, but also…

Online reading is evolving beyond the perusal of static documents with Web pages inviting readers to become commentators, collaborators, and critics. The much-ballyhooed Web 2.0 is essentially a transition from online consumer to consumer/producer/participant. An online document may well include embedded multimedia or contain other forms of…

As multimedia language learning materials become prevalent in foreign and second language classrooms, their design is an important avenue of research in Computer-Assisted Language Learning (CALL). Some argue that the design of the pedagogical materials should be informed by theory such as the interactionist SLA theory, which suggests that input…

The accessibility of video technology has made it possible to utilize both the auditory and visual channels to present listening texts in the second language (L2) classroom and on L2 listening tests. However, there has been little research investigating the extent to which L2 listeners actually watch the video monitor when presented with a…

This paper examines the effects that digital stories may have on the understanding of spoken English by a group of 6-year-old Spanish learners. To accomplish this aim, a quasi-experimental research study was launched in six state schools in Madrid. A pre-post test design was used to investigate whether internet-based technology could improve…

Language teachers know that even the best technology cannot provide the high degree of interaction required to acquire meaningful proficiency in a foreign language. Even the most polished packages available today cannot evaluate learner input and provide subtle shades of context-based feedback, except in the narrowest of circumstances. In this…