This case study explores how a Chinese-American novice teacher acted as mediator in a telecollaboration with student teacher (ST) peers in the USA who designed tasks for his English as a foreign language (EFL) learners in China. The novice teacher was instrumental in mediating the student teachers’ task design process by providing feedback regarding technological and institutional constraints, and the nuances of his target student population. He appropriated and adapted the tasks to make them relevant for his EFL learners. Against the backdrop of the three dimensions of professional capital – human, social, and decisional – the research questions explored how the novice teacher used the different types of knowledge of context (pedagogical, institutional, technical) in relation to task design, and his perception of his role as mediator. Within a sociocultural framework for telecollaboration studies, this exploratory case study shares characteristics of ethnography, action research, and narrative inquiry. Data triangulation included text-based computer-mediated communication (CMC) data (Google Groups, emails), a narrative written by the novice teacher, and a semi-structured, reflective Skype interview with him. The findings indicate that he demonstrated high commitment, thorough preparation, continuous reflection, and development while navigating between his different roles of mediator, assessor, implementer, and field observer.

Language learners today exhibit a strong preference for free online resources. One problem with such resources is that their quality can vary dramatically. Building on related work on monolingual resources for English, we propose an evaluation framework for online bilingual dictionaries, designed to assess lexicographic quality in four major areas: coverage of lexical items, their treatment in the entries, access to lexical information, and presentation of lexicographic data. The proposed framework is applied to a set of six popular bilingual English-Polish dictionaries freely available online, established through an online survey of Polish learners of English.

The HoDoo English game was developed to take advantage of the benefits attributed to on-line games while teaching English to native Korean speakers. We expected to see that the improvements in the subjects’ English language abilities after playing the HoDoo English game would be associated with increased brain functional connectivity in the areas of the brain involved in the language production (Broca’s area) and the understanding (Wernicke’s area) networks. Twelve children, aged nine and ten, were asked to play the on-line English education game for 50 minutes per day, five days per week for twelve weeks. At baseline, and again at the end of twelve weeks of game play, each child’s English language ability was assessed and a functional magnetic resonance imaging (fMRI) scan was conducted. The on-line English education game play effectively improved English language skills, especially in terms of non-verbal pragmatic skills. Following twelve weeks of on-line English education game play, the children showed positive connectivity between Broca’s area and the left frontal cortex as well as between Wernicke’s area and the left parahippocampal gyrus and the right medial frontal gyrus. Changes in pragmatic scores were positively correlated with average peak brain activity in the left parahippocampal gyrus. To the best of our knowledge, this is the first study to report an improvement in English ability and changes in brain activity within language areas after on-line language education game play.

Studies suggest that the incorporation of online annotations in reading instruction can improve students’ reading comprehension. However, little research has addressed how students use online annotations in their reading processes and how such use may lead to their improvement. This study thus adopted Reciprocal Teaching (RT) as an instructional framework to support students’ reading comprehension progress and processes, facilitated by the use of online annotations. A total of 54 English language learners at a university were recruited to read with online annotations based on the RT procedure, namely predicting, clarifying, questioning, and summarizing. The data collected included the students’ scores on pre- and post-tests and their participation records in a collaborative learning environment. The results reveal that the students enhanced their reading comprehension after the intervention. Their reading processes were also analyzed, and the major differences between the groups making more and less progress were identified. Those who made more progress not only frequently reviewed their previously generated predictions, clarifications, questions, and summaries but also actively provided feedback to their peers in a reciprocal manner. Pedagogical implications and recommendations are discussed.

Computer-assisted language learning, or CALL, is an interdisciplinary area of research, positioned between science and social science, computing and education, linguistics and applied linguistics. This paper argues that by appropriating methods originating in some areas of CALL-related research, for example human-computer interaction (HCI) or psycholinguistics, the agenda of “attention-focus” research can be shifted from a cognitive perspective to a learner-centred approach; understanding online language learning and teaching spaces as mediated by technology; second/foreign language learning; and online teaching culture.

Taking a method that has traditionally been used within a positivist paradigm, the authors exemplify the potential of eyetracking to advance online language learning research – extending it in ways compatible with a sociocultural paradigm. This is evidenced by two pioneering studies in which an innovative combination of methods allows participants, whose gaze focus was recorded during synchronous computer-mediated communication (SCMC), to reflect back on their involvement. Eyetracking is combined with stimulated recall interviews that trigger deep reflection on learner and teacher strategies by directing participants’ recollections on their attention focus.

The rich, multifaceted results shown by this original and innovative use of eyetracking methods in a sociocultural framework suggest a way forward in researching online learning by integrating insider and outside views coherently and systematically.

Previous research has documented that collaborative dialogue promotes L2 learning in both face-to-face (F2F) and synchronous computer-mediated communication (SCMC) modalities. However, relatively little research has explored modality effects on collaborative dialogue. Thus, motivated by sociocultual theory, this study examines how F2F compares with SCMC regarding the generation of collaborative dialogue specifically in terms of its frequency and nature. Thirty-two Chinese English as a foreign language (EFL) students participated in this study and completed two types of collaborative tasks (i.e. dictogloss and jigsaw) in dyads in both modalities. The analyses of learners’ exchanges focused on language-related episodes (LREs), the instantiation of collaborative dialogue. The identified LREs were categorized based on their focus, outcome and type. A follow-up questionnaire was conducted to elicit students’ perspectives. The results revealed that LREs were more frequent in SCMC than in F2F. Furthermore, the analyses of the nature of LREs indicated some cross-modality differences: whereas SCMC LREs had the features of orthographical, correct and self-correction outcomes, F2F LREs were characterized by incorrect and request for assistance outcomes. Pedagogical implications and suggestions for the future research were also discussed.

Learner agency, the capability of individual human beings to make choices and act on these choices in a way that makes a difference in their lives (Martin, 2004), is instrumental in second language learning because attainment is only arrived at by learner choice (Pavlenko & Lantolf, 2000). If attainment is understood as learner engagement in synchronous, collaborative, spoken interaction which is thought to lead to gains in second language acquisition (SLA), then design considerations that harness learners’ agency towards that end is important. This study explores the relationship between learner agency and two different task types, namely an information-gap task and an opinion-sharing task in two peer-to-peer synchronous computer-mediated communication (SCMC) spoken interaction events. Students’ choices and how students act on these choices during tasks are analysed using a discourse analysis approach. Audio recordings of four dyads as cases were examined using three analytical dimensions: language functions of verbal interaction, cognitive processing and social processing. The results show that most learners used their agency to reconfigure the tasks from spontaneous to planned interaction, with some choices and actions relating to technology impacting detrimentally on interaction time in the target language. The different tasks were found to filter and channel different types of agency that learners could exercise, namely representational, organisational, and strategic agency as speech acts, and directional agency as a physical act. These types consisted of different natures and purposes and are presented as a framework. The information-gap task supported strategic agency and an opinion-sharing task supported personalisation and identity construction or representational agency.

This paper introduces a novel captioning method, partial and synchronized captioning (PSC), as a tool for developing second language (L2) listening skills. Unlike conventional full captioning, which provides the full text and allows comprehension of the material merely by reading, PSC promotes listening to the speech by presenting a selected subset of words, where each word is synched to its corresponding speech signal. In this method, word-level synchronization is realized by an automatic speech recognition (ASR) system, dedicated to the desired corpora. This feature allows the learners to become familiar with the correspondences between words and their utterances. Partialization is done by automatically selecting words or phrases likely to hinder listening comprehension. In this work we presume that the incidence of infrequent or specific words and fast delivery of speech are major barriers to listening comprehension. The word selection criteria are thus based on three factors: speech rate, word frequency and specificity. The thresholds for these features are adjusted to the proficiency level of the learners. The selected words are presented to aid listening comprehension while the remaining words are masked in order to keep learners listening to the audio. PSC was evaluated against no-captioning and full-captioning conditions using TED videos. The results indicate that PSC leads to the same level of comprehension as the full-captioning method while presenting less than 30% of the transcript. Furthermore, compared with the other methods, PSC can serve as an effective medium for decreasing dependence on captions and preparing learners to listen without any assistance.

This article explores the effects of collaborative reverse subtitling as an activity for the promotion of writing skills in English as a second language. An initial analysis is undertaken of the pros and cons of the role of translation in second language learning historically and the role of information and communication technology in this process, with special attention being paid to recent initiatives on the didactic use of audiovisual translation in the form of subtitling, and the evidence of their efficacy obtained so far. Subsequently, a completed research project is described, which was aimed at promoting second language learning among distance learning university students through collaborative reverse subtitling. Specifically, the project aimed to explore both the potential of a guided subtitling activity for the development of written production skills, and also the dynamics of undertaking such an activity collaboratively, in order to gain insights on the social, cognitive, metacognitive and transfer mechanisms that can be activated in collective study. Finally, we reflect on the need to accumulate evidence on multimodal translating scenarios combining individual and collective work for the development of communicative language competences, through further research and classroom use, in order to consolidate and refine these findings.

Learning how to comprehend while listening to a second language is often considered by learners to be a difficult process that can lead to anxiety when trying to communicate (Graham, 2006; Graham & Macaro, 2008). Computer-mediated communication (CMC) can be used to assist in increasing access to native speakers and opportunities to listen. This study investigates the effectiveness of the use of Second Life and Skype as part of facilitation techniques and the affordances of these online tools for developing listening comprehension. Participants in the study were learning either English or Croatian and were located in Sydney and Brisbane in Australia, Split in Croatia, and Mostar in Bosnia and Hercegovina. A mixed-methods approach was utilised incorporating pre-tests and post-tests (quantitative data) to gain information on the effectiveness of the techniques for developing listening comprehension and in-depth interviews (qualitative data) to gain the participants’ views on the perceived effectiveness of the techniques and the affordances of Second Life or Skype. The results of the study indicate that both techniques resulted in positive gains in the development of listening comprehension. Based on the analysis of the interview data, a more in-depth perspective on the affordances of each online tool was developed, which informed the creation of a new facilitation technique utilising both tools. The study demonstrates how online tools can be used to facilitate interaction between learners and illustrates the need for the selection of online tools for language learning to be based on pedagogy. It is recommended that the selection of tools should be carefully considered in alignment with task aims and the affordances of online tools.

This study sought to determine the difference in text-based negotiated interaction between non-native speakers of English (NNS-NNS) and between non-native and natives (NNS-NS) in terms of the frequency of negotiated instances, successfully resolved instances, and interactional strategy use when the dyads collaborated on Facebook. It involved 10 native English speakers and 30 learners of English as a foreign language (EFL). NNS-NNS dyads consisted of five H-H pairs and five L-L pairs (H and L representing high- and low-proficiency learners). Similarly, NNS-NS dyads comprised five H-N pairs and five L-N pairs (N being native speakers). All dyads were required to use text chats to complete the given reading tasks synchronously in chatrooms on Facebook. The results suggested that negotiated instances, successfully resolved instances, and interactional strategy use occurred more frequently in H-H pairs than in L-N, L-L, or H-N pairs. In terms of strategy use, H-H, H-N, and L-N dyads were likely to engage in negotiated interaction by employing strategies such as clarifying unclear expressions or checking their comprehension, while L-L used interactional mechanisms infrequently and tended to use strategies such as continuers and asking for assistance. The research concludes with the pedagogical implications of the results.

This study explored Russian as a foreign language (RFL) learners’ self-reported strategic uses of VoiceThread (VT)—a multimodal asynchronous computer-mediated communication tool—in order to gain insights into learner perceived effectiveness of VT for second language (L2) oral skills development and to determine the factors that contributed to those perceptions. The participants were eight undergraduate students who attended six weekly tutoring sessions that combined face-to-face (F2F) RFL instruction with VT activities. VT allowed them to access text-based, graphic, video, and aural linguistic input; record and store audio/video-recorded output; listen and comment on peers’ recordings; and receive individualized teacher feedback on oral performance. Data from activity logs and researcher field notes were triangulated with participants’ responses to two surveys and a semi-structured oral interview. Findings indicated that participants believed that VT supported their oral proficiency development through the provision of additional time and resources for independent planning, rehearsal, and controlled production of L2 forms. Most participants also agreed that VT’s playback and record features were the most beneficial for developing language skills, enhancing the reflection process, and facilitating self-assessment and creativity in the L2. Yet, despite VT’s multimodal affordances and the availability of communicative tasks via VT, participants did not perceive VT as a social environment that could promote peer-to-peer interaction or replace F2F communication. A thematic data analysis suggested that participants’ preferences for language learning tasks influenced their strategic uses of VT’s features, which ultimately affected their perceptions of VT’s value for promoting meaningful language learning interactions. Pedagogical considerations are discussed.

Previous studies have shown that emotional intelligence (henceforth, EI) has a significant impact on important life outcomes (e.g., mental and physical health, academic achievement, work performance, and social relationships). This study aimed to see whether there is any relationship between EI and English as a foreign language (EFL) learners’ oral fluency and investigated the possibility of enhancing EI through computer-mediated emotional activities. The participants were 63 students on the Interchange 2 course in a language center in Iran. Participants in the experimental group received EI training using movies with highly emotional content, with the express purpose of inducing them to talk about their emotions and raising their emotional intelligence. Movies shown to the control group did not place any emphasis on emotional content. The results showed a significant increase in EI scores in the experimental group, but no significant change was observed in the control group’s EI scores. Moreover, emotional intelligence correlated positively with the students’ levels of oral fluency.

An essential component for assessing the accuracy and fluency of language learners is understanding how mode of communication and task type affect performance in second-language (L2) acquisition. This study investigates how text-based synchronous computer-mediated communication (SCMC) and face-to-face (F2F) oral interaction can influence the performance of language learners in producing grammatical forms accurately when learners of English as a second language complete different tasks in their L2. Findings show a systematic variability in learner interlanguage that depends on mode of communication and task type. L2 learners used articles more correctly and produced advanced-stage questions more frequently in text-based SCMC than in F2F. These findings suggest that task types and the mode of communication in which a task is completed need careful selection based on pedagogical purposes in order to maximize L2 learning and better evaluate L2 performance.

Corrective feedback (CF), a response to linguistic errors made by second language (L2) learners, has received extensive scholarly attention in second language acquisition. While much of the previous research in the field has focused on whether CF facilitates or impedes L2 development, few studies have examined the efficacy of gradually modifying the explicitness or specificity of CF as a function of a learner’s response to the feedback. Yet, the type and extent of CF needed by a learner, as suggested by Vygotsky (1978), sheds light on whether a learner is developing his or her abilities in a particular area and the ways in which they do it. This paper reports on a study that explores the design, effectiveness and learners’ perception toward a graduated (Aljaafreh & Lantolf, 1994) approach to CF, i.e., feedback that progresses from very general and implicit to very specific and explicit, in an intelligent computer-assisted language learning (ICALL) environment. The results show that the graduated approach to CF is effective in helping learners to self-identify and self-correct a number of grammatical issues, although an onsite tutor provides necessary remedies when the ICALL system occasionally fails to do its part. Implications for CF research, particularly on the notion of individualized feedback, are also discussed.

The aim of the paper is to investigate the role of dictionary form (paper versus electronic) in language reception, production and retention. The body of existing research does not give a clear answer as to which dictionary medium benefits users more. Divergent findings from many studies into the topic might stem from differences in research methodology (including the various tasks, participants and dictionaries used by different authors). Even a series of studies conducted by one researcher (Dziemianko, 2010, 2011, 2012b) leads to contradictory conclusions, possibly because of the use of paper and electronic versions of existing dictionaries, and the resulting problem with isolating dictionary form as a factor. To be able to argue with confidence that the results obtained follow from different dictionary formats, rather than presentation issues, research methodology should be improved. To successfully generalize about the significance of the medium for decoding, encoding and learning, the current study replicates previous research, but the presentation of lexicographic data on paper and on screen is now balanced, and the paper/electronic opposition is operationalized more appropriately. A real online dictionary and its paper-based counterpart composed of printouts of screen displays were used in the experiment in which the meaning of English nouns and phrases was explained, and collocations were completed with missing prepositions. A delayed post-test checked the retention of the meanings and collocations. The results indicate that dictionary medium does not play a statistically significant role in reception and production, but it considerably affects retention.

Virtual worlds have been described as low anxiety environments (Dickey, 2005), where students may feel “shielded” behind their avatars (Rosell-Aguilar, 2005: 432). The aim of this article is to analyse the evolution of the Foreign Language Anxiety (FLA) levels experienced by a group of participants who used the virtual world Second Life for oral interaction (VW Group). The data gathered was compared to that of a group of students who completed similar oral interaction activities in the traditional classroom (CR Group). The quantitative and qualitative data analysed indicates that the FLA levels of the VW Group decreased as weeks went by and that they were lower than those experienced by the CR Group. The anonymity afforded by the VW had a positive effect on some of the students, who reported increased self-confidence and decreased nervousness. However, the students’ comments suggest that this anonymity may wear off once they feel they know their interlocutor. Anonymity may not be the only reason to explain the decrease in FLA.