This study examines the literacy practices of two multilingual writers in social networking communities. The findings show that the multilingual writers explored and reappropriated symbolic resources afforded by the social networking site as they aligned themselves with particular collective and personal identities at local and global levels.…

Oftentimes, college students who learn English as a Foreign Language (EFL) provide their peers with incorrect and misleading feedback during text revision. To improve the effectiveness of peer feedback, this study examined the degree to which online feedback training impacted EFL college students' text revisions. A sample of 50 college…

This study focused on how students perceive the use of mobile devices to create a personalized learning experience outside the classroom. Fifty-three students in three graduate TESOL classes participated in this study. All participants completed five class projects designed to help them explore mobile learning experiences with their own mobile…

This paper describes an ongoing language-learning project, three years into its development. We examine both the feasibility and the limitations of developing English reading and grammar skills through the interface of mobile phones. Throughout the project, reading and grammar materials were regularly sent to students' mobile phones. Students…

Previous research (e.g., Belz & Thorne, 2006; Ware & O'Dowd, 2008) has discovered that language learning can be afforded through intercultural telecollaboration. From a sociocultural theoretical perspective, the current study investigated the language development outcomes and process in a 10-week Sino-American telecollaborative…

While mobile technology, such as the touch-based smart-phone, has become part of our daily lives, research into and classroom practices surrounding mobile-assisted language learning (MALL) have generally not kept up with the pace of technological development. This situation may be caused in part by the fact that a considerable proportion of…

Critical to maximizing the potential of technology for learning is enhancing language learners' self-directed use of technology for learning purposes. This study aimed to enhance our understanding of the determinants of self-directed technology use through the construction of a structural equation modelling (SEM) framework of factors and…

In this study, I investigate the use and integration of iPads in an advanced German conversation class. In particular, I am interested in analyzing how students learn with this new technology and how it affects the development of their oral proficiency level. Overall, my results suggest that iPads are well suited to practice listening and speaking…

In this paper, we report on the development and implementation of a web-based mobile application, "Grammar Clinic," for an ESL writing class. Drawing on insights from the interactionist approach to Second Language Acquisition (SLA), the Noticing Hypothesis, and mobile-assisted language learning (MALL), "Grammar Clinic" was…

This paper explores the feasibility of an automated, online form of L2 strategy instruction (SI) as an alternative to conventional, classroom-based forms that rely primarily on teachers. Feasibility was evaluated by studying the effectiveness, both actual and perceived, of a five-week, online SI course designed to teach web-based dictionary skills…

This paper reports on an action research study using iPads during the teaching of Chinese idioms to heritage learners. A class of 12 second-year Chinese learners were engaged in a self-generated learning process focused on learning abstract and concrete idioms using iPads. Students' short-term and long-term learning was measured; feedback…

As various means of computer mediated communication (CMC) have been incorporated within language classrooms over the past two decades, it has become important to critically understand whether, to which extent, and under what contextual factors, a particular type of CMC is more effective than other modes of communication. This study examined the…

This paper reports the results of an action research-based study that adapted a mobile-supported cooperative reading system into regular English as a foreign language (EFL) classes at one Taiwanese elementary school. The current study was comprised of two stages: adaptation and evaluation. During the adaptation stage, a mobile-supported…

Culture has long been seen as a fundamental component of language learning. While its importance is universally recognized, there is no consensus on what the term encompasses, how culture should be integrated into language instruction, or on what role technology can and should play in that process. In this column, we will be looking at the latter…

LCTL educators are beginning to participate in the Open Education movement by developing and sharing their own pedagogical materials referred to as open educational resources (OERs). This new generation of collaborative LCTL materials will invariably challenge longstanding hegemonies in the fields of foreign language education and educational…