International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)

2011 - 2022

Current editor(s): Bin Zou

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Volume 12, issue 3, 2022

Foreign Language Communication in Virtual Exchanges: Reflections and Implications for Applied Linguistics pp. 1-14

Ana Cristina Biondo Salomão

Project-Based Learning to Develop Intercultural Communicative Competence in Virtual Exchange Contexts pp. 1-17

Ana Vivian Fernández Peraza and Yumiko Furumura

The Power of Virtual Exchange as an Overarching Tool to Unify Language, Culture, and Communication pp. 1-21

Gerdientje Oggel, Cristina Pascual Aibar and Mirjana Fildjokic

Volume 12, issue 2, 2022

Implementing Technology-Mediated Task-Based Language Teaching in an EFL Writing Course pp. 1-15

Yi-Chien Wang

Exploring Student Engagement With Computer-Mediated Peer Feedback on L2 Writing pp. 1-19

Maggie Ma

Video Captioning Effects on EFL Listening Comprehension and Vocabulary Learning: Help or Hurdle? pp. 1-16

Huizhen Wu, Ping Yu, Shenshen Yang and Xuanyuan Chen

“We Are Responsive on Zoom, but…”: L2 Learner Perceptions of and Attitudes Towards Speaking Tasks in Physical and Virtual Settings pp. 1-17

Xuyan Qiu and Gavin Bui

Volume 12, issue 1, 2022

Academic Entrepreneurship in CALL: A Significant Subject in the Era of Knowledge Economy pp. 1-16

Filipo Gao Lubua and Greg Kessler

A Case Study of Technology-Assisted Flipped Learning in Enhancing Learner Translation Capabilities and Its Mitigated Challenges pp. 1-19

Nhat Quang Nguyen, Kean Wah Lee, Csaba Zoltan Szabo and Dung Ngoc Phuong Nguyen

Effects of Diagnostic Tests on Self-Directed Language Learning Development pp. 1-15

Helen W. M. Yeh

Digital Literacy and Academic Staff in an English Medium Instruction University: A Case Study pp. 1-20

Sameera Ahmed and Thomas Roche

University Student Use and Perception of Listening Comprehension Strategies: The Case of Online EMI Lectures pp. 1-21

Dina Abdel Salam El-Dakhs, Ahmed Masrai and Noorchaya Yahya

Learning Design Preferences in LMOOCs: An International Comparative Study pp. 1-17

Cristina A. Huertas-Abril and Barbara Muszyńska

The Effects of the Flipped Classroom on Primary School Students' Writing Performance in English pp. 1-22

Khairunnisa Sharom and Kew Si Na

Effectiveness of Using Digital Feedback on EFL Student Writing Skills pp. 1-18

Zeina Hojeij and Pinar Ozdemir Ayber

Flipped Learning and Linguistic Self-Confidence pp. 1-14

Adrian Leis

Digital Gaming in the Language Classroom: Student Language Performance, Engagement, and Perception pp. 1-25

Ke Li, Mark Peterson and Jiahui Wan

Volume 11, issue 4, 2021

FL Instructor Beliefs About Machine Translation: Ecological Insights to Guide Research and Practice pp. 1-18

Emily Hellmich and Kimberly Vinall

Seamless Integration Between Online and Face-to-Face: The Design and Perception of a Flipped-Blended Language Course pp. 19-39

Shenglan Zhang and Nadia Jaramillo Cherrez

Game On With Kahoot!: Effects on Vocabulary Learning and Motivation pp. 40-53

Eric D. Reynolds, Richard W. Fuchs and Peter Johnson

The Effects of Different Caption Modes on Chinese English Learners' Content and Vocabulary Comprehension pp. 54-68

Hongling Lai, Dianjian Wang and Xiancai Ou

Developing an Online Test to Measure Writing and Speaking Skills Automatically pp. 69-78

Gordon Bateson

Exploring EFL Learners' Willingness to Communicate in Multimodal Videoconferences pp. 79-99

Shao-Ting Alan Hung and Heng-Tsung Danny Huang

Teacher Engagement With Technology-Enhanced Text Adaptation for Reading Assessment: A Case Study pp. 100-112

Kai Guo, *Jing Chen, Jun Lei and Tan Jin

Volume 11, issue 3, 2021

Review of Recent Research on L2 Digital Multimodal Composing pp. 1-16

Mimi Li and Miriam Akoto

Using Formative Assessment in a Blended EFL Listening Course: Student Perceptions of Effectiveness and Challenges pp. 17-38

Thi Thanh Thao Tran and Qing Ma

Concept Mapping and Summary Writing as Complementary Strategies for Developing EFL Content Comprehension pp. 39-55

Debopriyo Roy

The Role of Mobile Technologies in Impacting Learner Autonomy in an EFL Context: A Systematic Review pp. 56-73

Ali Abbas Falah Alzubi

Using Automatic Speech Recognition to Facilitate English Pronunciation Assessment and Learning in an EFL Context: Pronunciation Error Diagnosis and Pedagogical Implications pp. 74-91

Wenqi Xiao and Moonyoung Park

Using Google Translate as a Tool to Improve L2 Writing: A Case Study of Primary-Level Writing in Hong Kong pp. 92-98

Paul Stapleton

Volume 11, issue 2, 2021

Students' Attitudes and Preferences Towards Google Docs as a Collaborative Writing Platform pp. 1-15

Kok Yueh Lee and David Geraint Hassell

Mobile Phones' Video Recording Tool: A Solution to Freshmen's English-Speaking Anxiety pp. 16-32

Le Van Huynh Ha and Huy Ngoc Nguyen

The Use of Communication Strategies in Mobile Asynchronous Chat pp. 33-50

Xun Yu Chai and Ganakumaran Subramaniam

Analyzing Stimuli Presentations and Exit-Interview Protocols to Improve Wearable Eye-Tracking Data Collection Guidelines for Reading Research pp. 51-65

Hazita Azman, Warid Mihat and Or Kan Soh

L2 English Learners' Performance in Persuasion Role-Plays: A Learner-Corpus-Based Study pp. 66-83

Shin'ichiro Ishikawa

Learning to Evaluate Through That-Clauses: Insights From a Longitudinal Corpus Study of Bruneian Students' Writing pp. 84-97

Deliang Man, Kok Yueh Lee, Meng Huat Chau and Esther Smidt

Volume 11, issue 1, 2021

Facebook for Engagement: Telecollaboration Between Finland and New Zealand in German Language Learning pp. 1-20

Kirsi Korkealehto and Vera Leier

‘I Am Proud of Myself': Student Satisfaction and Achievement on an Academic English Writing MOOC pp. 21-37

Clare Wright and Clare Furneaux

An Inquiry-Based Framework for Teaching English in Synchronous Environments: Perceptions From Teachers and Learners pp. 38-58

Jorge Eduardo Pineda, Luis Hernando Tamayo Cano and Marco Antonio Peralta

Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy pp. 59-71

Xiaofei Lu, J. Elliott Casal and Yingying Liu

A Review of Virtual Reality and English for Academic Purposes: Understanding Where to Start pp. 72-80

Austin Pack and Alex Barrett

Exploring Learners' Attitudes Towards Technology-Enhanced Flipped Language Instruction pp. 81-98

Lina Lee

Volume 10, issue 4, 2020

Twitter as a Language Learning Tool: The Learners' Perspective pp. 1-13

Fernando Rosell-Aguilar

Vocabulary Acquisition From a Virtual Street-View Context pp. 14-32

Ya-Chun Shih

Debates in English Language Education: A Multimodal, Collaborative Ecosystem pp. 33-50

Soraya García-Sánchez

Chatbot Experiences of Informal Language Learners: A Sentiment Analysis pp. 51-65

Antonie Alm and Larian M. Nkomo

Improving Reading Comprehension in Spanish Using iSTART-E: A Pilot Study pp. 66-82

Kathryn S. McCarthy, Christian Marcelo Soto, Antonio P. Gutierrez de Blume, Diego Palma, Jordan Ignacio González and Danielle S. McNamara

A Framework for Enhancing Mobile Learner-Determined Language Learning in Authentic Situational Contexts pp. 83-97

Agnieszka Palalas and Norine Wark

Volume 10, issue 3, 2020

The Use of Videoconferencing and Unprescribed Conversation for Listening Comprehension in L2 Spanish pp. 1-15

Laurie Massery and Claudio Fuentes

International Student Voices and the VLE: How Can Photovoice and Student Focus Groups Contribute to the Design of VLE Spaces pp. 16-27

Claire Hiscock

All We Need is a Boost! Using Multimodal Tools and the Translanguaging Strategy: Strengthening Speaking in the EFL Classroom pp. 28-47

María Catalina Caro Torres, Yuri Natali Sarmiento Salamanca, Jennyfer Paola Camargo Cely and Jose Leonardo Bautista Aguilar

Bridging Activities: Social Media for Connecting Language Learners' in-School and Out-of-School Literacy Practices pp. 48-66

Ellen Yeh and Svetlana Mitric

Language Centers in the Age of Ubiquitous Technology and Eclectic Methodology pp. 67-78

Paul Sebastian

Establishing a “Standard Model” for CALL Instructional Design pp. 79-88

Michael W. Marek and Wen-chi Vivian Wu

A Review of the Moodle Gamification Plugin “Level Up”: Using a Moodle Plugin to Gamify Learning of Academic Vocabulary pp. 89-95

Mark Sinnott and Ling Angela Xia

Volume 10, issue 2, 2020

Investigating the Adequacy of EFL Learners' L2 Digital Literacy Skills, Consistency of Self-Assessed Competence, and Actual Performance pp. 1-22

Khalid Al Seghayer

Parallel Corpora in EFL Writing Classrooms: Are They Effective? pp. 23-39

Noorchaya Yahya, Hind Alotaibi and Dina Abdel Salam El-Dakhs

Perceiving Technology-Based Professional Development Practices for Teachers: Accounts From English as a Foreign Language (EFL) Teachers in China pp. 40-58

Xiaoquan Pan and Zhengdong Gan

The Role of Classroom-Situated Game-Based Language Learning in Promoting Students' Communicative Competence pp. 59-82

Qiao Wang

A Comparative Study of Open-Access Websites for Autonomous Learning of English pp. 83-95

María Elena Gómez-Parra and Roberto Espejo-Mohedano

Volume 10, issue 1, 2020

Promoting Intercultural Learning through Synchronous Video Exchange: A Talk Abroad Case Study pp. 1-14

Ann Warner-Ault

Exploring Learner Perception, Experience and Motivation of Using a Mobile App in L2 Vocabulary Acquisition pp. 15-26

Lucas Kohnke

University EAP Students' Perceptions of Using a Prototype Virtual Reality Learning Environment to Learn Writing Structure pp. 27-46

Austin Pack, Alex Barrett, Hai-Ning Liang and Diego Vilela Monteiro

Fostering Cultural Understanding with Virtual Reality: A Look at Students' Stereotypes and Beliefs pp. 47-59

Margherita Berti, Stefano Maranzana and Jacob Monzingo

Fuzzy Logic Applied for Pronunciation Assessment pp. 60-72

Halima Bahi and Khaled Necibi