Journal & Article

SSCI Journal

I/F
# Journal I/F

Computer Assisted Language Learning

Online individualized corrective feedback on EFL learners' grammatical error correction. Insight into learners' experience in LMOOCs. Enhancing EFL students' academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study. Re-designing a regulatory scale for dynamic assessment in the synchronous text chat environment in collaboration with teachers. Pre-service teachers' professional vision and agency emerging in orchestrating language learning in a hybrid space. Dependability and utility of using e-portfolios in assessing EFL learners' speaking proficiency. Peer interaction and attention to form in web-based synchronous and asynchronous L2 collaborative writing. Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements. Electronic writing portfolio in a collaborative writing environment: its impact on EFL students' writing performance. Pre-service EFL teachers' motivational beliefs about instructional use of technology: development and validation of a scale. L2 grit and language mindsets as predictors of EFL learners' attitudes toward effectiveness and value of CALL. Exploring repeated captioning viewing as a way to promote vocabulary learning: time lag between repetitions and learner factors. A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: retrospect and prospect. 'Take me to a virtual trip if you want me to write better!': the impact of Google Expeditions on EFL learners' writing motivation and performance. Learning vocabulary through dual-subtitled viewing: the impact of different ILH-based interventions. How does emoji feedback affect the learning effectiveness of EFL learners? Neuroscientific insights for CALL research. Eliciting student participation in video-mediated EFL classroom interactions: focus on teacher response-pursuit practices. Revisiting informal digital learning of English (IDLE): a structural equation modeling approach in a university EFL context. Investigating pre-service EFL teachers' attitudes and challenges of online teaching. An exploratory study of English-language learners' text chat interaction in synchronous computer-mediated communication: functions and change over time. Using computer-assisted language teaching technologies to develop multiple-levels of medical vocabulary knowledge for second language medical students. Revisiting the Cognition Hypothesis: the impact of task complexity on L2 learner engagement in task performance in computer-mediated and face-to-face communication. Distinctions between mobile-assisted and paper-based EFL reading comprehension performance: reading cognitive load as a mediator. Comparing the effects of digital and non-digital gamification on EFL learners' collocation knowledge, perceptions, and sense of flow. Recursive editing with Google Translate: the impact on writing and error correction. The impact of learning support facilitated by a robot and IoT-based tangible objects on children's game-based language learning. Out-of-school language learning through digital gaming: a case study from an activity theory perspective Visualizing a disembodied agent: young EFL learners’ perceptions of voice-controlled conversational agents as language partners Effectiveness and inclusiveness of locally adapted human-delivered synchronous written corrective feedback for English referential articles A study of vocabulary learning using annotated 360° pictures Integrating ARCS motivational model and flipped teaching in L2 classrooms: a case of EFL expository writing Data-driven learning with younger learners: exploring corpus-assisted development of the passive voice for science writing with female secondary school students The effect of feedback on metacognitive strategy use in EFL writing The impact of intelligent personal assistants onadolescent EFL learners’ speaking proficiency Evaluating a mobile instant messaging tool for efficient large-class speaking instruction Effects of intelligent personal assistants on EFL learners’ oral proficiency outside the classroom Application of ‘Ġabra’ online dictionary for international adults learning Maltese ‘Look, I can speak correctly’: learning vocabulary and pronunciation through websites equipped with automatic speech recognition technology Using AR filters in L2 pronunciation training: practice, perfection, and willingness to share Gamified mobile learning: effects on English learning in technical college students Comparing concordances of language patterns and words by ESL intermediate learners: a preliminary experiment with two mobile concordancers Using video dubbing to foster college students' English-speaking ability. Exploration of university students' lived experiences of using smartphones for English language learning. Fostering vocabulary learning: mind mapping app enhances performances of EFL learners. Student engagement and authentic language use on WeChat for learning Chinese as a foreign language. Self-regulated second language learning: a review of types and benefits of strategies, modes of teacher support, and pedagogical implications. Make Words Click! Learning English Vocabulary with clickers: users' perceptions. Effects of technology-enhanced language learning on reducing EFL learners' public speaking anxiety. Learners' perceived AI presences in AI-supported language learning: a study of AI as a humanized agent from community of inquiry. Review of research on computer-assisted language learning with a focus on intercultural education.