Although automatic speech recognition (ASR) technology has become widely used in English as a foreign language (EFL) education, most research and implementations focus on pronunciation alone. However, this study utilized ASR to create an interactive video-watching and speaking activity to teach indirect speech acts to EFL learners, focusing on the video perspective; that is, whether the watcher is situated as a third-person observer of a situation or as a first-person participant within the video. While the former potentially provides more context clues, the latter may be more engaging, resulting in a more immersive experience. This difference is particularly important when learning indirect speech acts, which often involve uncomfortable situations and face-threatening acts. We created two online activities in which EFL learners watched a video and then responded via ASR, one from a first-person and one from a third-person perspective. Pre- and posttests were used to measure improvement, engagement statistics (clicks and percentage correct) were taken from the online activities, and simple post-treatment surveys were taken. The results indicate that learners improved overall, and that practicing with first-person videos provided a more engaging activity that had a more discernible impact on pre- to posttest improvement, which was corroborated by survey responses.
Research in online language learning has stressed the importance of providing students with greater opportunities for L2 interaction. Commercial online conversation platforms that connect L2 learners with native speakers (NSs) (e.g., Boomalang, TalkAbroad) have become an increasingly popular resource to supplement classroom instruction, yet little is known about the nature of the interaction on these platforms. The present study examines the interaction in conversations between native-speaker language partners and 34 advanced L2 Spanish learners on the Boomalang commercial platform. Conversations were analyzed for total speaking time, number of turns, average turn length, number of words per turn, negotiation of meaning, and corrective feedback (recasts and explicit correction). Results reveal the conversations to be balanced, with students speaking roughly one-half of the time (4.83 minutes speaking per 10 minutes), and often in sustained discourse (average of 10.8 seconds per turn). However, results also reveal little negotiation of meaning and corrective feedback, often posited to promote language learning and frequently observed in both classroom communication and peer-to-peer virtual exchanges. These findings point to the need for further research on the nature of online conversations between paid NSs and L2 learners, which cannot be assumed to replicate interactional patterns observed in other settings.
Machine translation (MT) holds significant potential in enhancing open-ended exploration in language learning, with Google Translate (GT) being one of the most widely used tools. The interface of GT supports trial and error in both inputs and outputs, as well as recursive comparisons that highlight cross-linguistic differences. While previous studies have demonstrated the benefits of GT in language learning, limited research has explored how learners actively use it in their learning processes. This study examines how English as a Foreign Language (EFL) learners of different proficiency levels interact with GT to complete error correction and translation tasks. Sixteen EFL university students participated in the study and received training in recursive GT-assisted exploration. Data were collected from their pre- and post-training tasks, including screen recordings and stimulated recall sessions. The participants’ errors were categorized and analyzed, and common patterns in their online processes were identified. The findings revealed significant reductions in grammar and usage errors, with the lower-proficiency group showing greater improvement. Following training, participants engaged in a wider range of activities, including exploring extended meaning units, in contrast to their pre-training behavior, which primarily involved local vocabulary lookup and direct correction or translation without GT. Distinct patterns also emerged across proficiency levels: Lower-proficiency learners engaged more extensively in iterative comparison and verification, whereas higher-proficiency learners used GT more selectively for refinement rather than sustained exploration. These results underscore the potential of GT to support recursive exploration and self-regulated learning, particularly for lower-proficiency learners, although such engagement may also involve increased uncertainty and challenges in resolving ambiguities.
Although multiliteracies have become increasingly critical skills for language learners, research on preparing pre-service language educators for multimodal pedagogy is still very limited and has primarily focused on English language teachers (Li & Jiang, 2024). Focusing on a population largely underrepresented in the literature that includes pre/in-service teachers of the most widely taught world languages (e.g., Spanish, French, German, Mandarin Chinese), this study investigated the effects of integrating a pedagogical innovation entailing three empirically grounded multimodal projects into a language teacher education course, including collaborative reading, multimodal instructional material design, and multimodal composing. Drawing upon multiple data sources (i.e., reflection, surveys, and interviews) from eleven pre-service/in-service world language teachers, the study found that these multimodal projects enriched pre-service/in-service teachers’ learning experience, expanded their repertoire of digital tools and task ideas, and effectively prepared them to accommodate diverse needs in different teaching modalities. Although pre-service/in-service teachers reported a technological choice overload in devising multimodal instructional materials, they also demonstrated openness to multimodal pedagogy in responding to the evolving landscape of language education. Pedagogical and research implications were discussed in terms of refining the ways of integrating multimodal pedagogy into language teacher education.
The acquisition of multiword expressions (MWEs), particularly idioms, plays a crucial role in achieving native-like fluency and communicative competence in English. However, effective pedagogical approaches for teaching idioms remain insufficiently supported by empirical evidence, particularly technology-enhanced methods such as flipped learning in second language (L2) contexts. This quasi-experimental study investigates the impact of flipped learning compared with traditional non-flipped instruction on the idiom acquisition of low and upper intermediate L2 learners. A total of 195 Iranian English as a Foreign Language (EFL) learners were selected and assigned to experimental and control groups within each proficiency level. The experimental groups received flipped instruction over five sessions involving pre-class exposure to instructional materials via the Skyroom platform, while the control groups received traditional teacher-centered instruction during class time. Analysis of data collected from form-recall and meaning-recall tests revealed statistically significant differences between the flipped and non-flipped groups at both proficiency levels, with the experimental groups outperforming the control groups. The findings suggest that flipped learning enhances idiom retention and comprehension, regardless of learners’ proficiency level.
In this conceptual paper, I provide an overview of the areas in which the Technological Pedagogical and Content Knowledge (TPACK) framework might be used in computer-assisted language learning (CALL) teacher education and research for the use of AI-powered tools. Informed by previous research adopting the framework along with research examining AI for CALL, this article aims to promote awareness of the TPACK framework as an especially useful option for CALL teacher education and research, as well as its potential to improve the field's understanding of teacher training for the effective use of AI tools. I present five areas in which the framework should be employed by future researchers, each with a background and explanation of how the TPACK framework could be leveraged.
English as a Foreign Language (EFL) learners are becoming increasingly interested in online platforms designed as learning tools to enhance their language skills, including listening skills. These tools are revolutionizing language development by making it more flexible and approachable for students. The English Listening - 6mins app, which meets the TESOL technology standard, offers an innovative solution, providing a focused and time-effective way to facilitate extensive listening and enhance listening comprehension. This tech review provides a detailed overview of the app's key features, its alignment with pedagogical purposes, and its accessibility for English as a Foreign Language (EFL) teachers and learners. Featuring transcripts and key vocabulary sections, this tool provides concise, engaging audio segments that are ideal for language learners. EFL learners may benefit from this tool by improving their listening comprehension and understanding of spoken English in real-life situations through bottom-up and top-down processing. It also encourages full engagement, enabling students to expand their vocabulary and enhance their knowledge of various English dialects and speech patterns.
This study investigated the effects of technology-mediated task-based language teaching (TMTBLT) on the pronunciation of English vowels by Persian-speaking EFL learners. Drawing on evidence that vowel contrasts are a persistent difficulty for Persian learners, the study aimed to examine whether TMTBLT-integrating digital practice tools and interactive feedback-improves vowel accuracy compared with traditional, teacher-led pronunciation instruction. Two intact junior classes were randomly assigned to experimental (TMTBLT) and control (traditional instruction) conditions. Data were collected with pre-tests and post-tests targeting 24 words containing key English vowel sounds, supplemented by learner interviews and reflective logs. Audio productions were rated by trained native-speaker raters; quantitative data were analyzed using analysis of covariance to control for baseline differences, and qualitative responses were subjected to thematic analysis. Results showed clear improvements in vowel accuracy for learners who received TMTBLT and revealed greater engagement, positive attitudes toward interactive feedback, and increased opportunities for communicative practice. The findings indicate that TMTBLT is a promising approach for enhancing vowel pronunciation in EFL contexts and have implications for pronunciation pedagogy and curriculum design.
To wrap up, Lingco is consistent with their claim that it is a personalized and adaptive language classroom where users can create learning activities they envision using a variety of pedagogical features offered by this resourceful tool. The use of ALM and CLT enables users to adjust their lesson as needed. This is a good fit for instructors who seek the four English skill activities and vocabulary practice, but the lack of context within the vocabulary set will most likely be a challenge for learners. Regarding accessibility, Lingco is user-friendly and can be optimally used on laptops or computers but is not available as a mobile application.
Improving the writing abilities of language learners remains a significant challenge. Although research indicates that automated writing evaluation (AWE) tools can improve learners' grammar accuracy and that learners find AWE feedback helpful, the specific impact of different types of feedback offered by these tools on this improvement remains unclear. This study investigated the effects of two AWE tools on learners' grammar accuracy: Grammarly, which offers both metacognitive feedback and direct correction, and Ginger, which offers direct correction. Learners' perceptions of using these tools were also explored. Three groups were recruited and randomly assigned as a control group and two experimental groups. All groups received teacher feedback on the writing content, while the experimental groups additionally received feedback from the two AWE tools, respectively. Four writing tasks were conducted, with the first serving as a pre-test and the third and fourth serving as a post-test and a delayed post-test, respectively. Following completion of all writing tasks, the experimental groups filled out a user survey to gather their thoughts on AWE. The analysis of learners' written texts has shown that the AWE improved learners' grammar accuracy in writing as they allowed learners to identify grammar-related errors and possibly learn from their mistakes. Additionally, both types of corrective feedback were effective in reducing grammar-related errors, particularly those related to rule-governed errors. Many learners suggested that the feedback provided by AWE was beneficial for their writing tasks, so they were willing to use them to revise their texts. Pedagogical implications were discussed.
This study investigates the integration of a social annotation tool, Perusall, in online Teaching English to Speakers of Other Languages (TESOL) courses to enhance student engagement through collaborative learning. Grounded in the Community of Practice (CoP) theory, the research addresses a gap in the literature by examining how Perusall facilitates collaborative reading and knowledge construction among graduate students in TESOL. Using a descriptive case study approach, we collected data from five students' Perusall assignments, an online survey, and Zoom interviews. A coding scheme based on the Community of Practice theory was developed, addressing individual meaning-making, collaborative annotation, community building, and identity development. Findings revealed varied levels of student engagement with social annotations, as well as perceived benefits and challenges. This study highlights the role of social annotations in fostering collaborative learning, enhancing assignment quality, and accommodating diverse learning styles. It contributes to the growing field of online language teacher education, offering insights for designing more interactive and community-oriented learning environments.
This study explores the willingness to communicate (WTC) of an autonomous learner of English in the digital wilds who is both a gamer and fanfiction writer. It applies MacIntyre et al.'s (1998) framework to a case study of a French fan, Juliette, of the digital game The Sims 4 who joined an English language Facebook community for the purpose of sharing her video-based fanfiction based on The Sims 4 to receive feedback and interact in English. Qualitative content analysis was carried out using a participant informational survey, an initial interview, a task assignment, and a retrospective interview. Findings uncovered several aspects of the WTC framework that were particularly relevant for Juliette's WTC (second language [L2] confidence and WTC) and others that, due to the specific nature of Juliette's fan practices and characteristics of the digital wilds, were not (intergroup climate, intergroup attitudes, intergroup motivation, and desire to communicate with a specific person).
Previous research has demonstrated successful technology-assisted perception training involving segmental durational contrasts in Japanese for second-language learners. The current study investigated whether a short-term online training program could improve L1 English learners' perception of the contrastive duration of Arabic consonants (singletons vs. geminates). A total of 38 participants were assigned to one of three groups as follows: (a) auditory-visual (AV) training with waveforms as visual input; (b) auditory-only (A-only) training; and (c) control. The target singleton-geminate consonants were /t/, /k/, and /s/ followed by /a/ and /o/. All participants completed a multiple-choice pretest and post-test. Between these tests, the AV and A-only groups completed four online perception training sessions. After the post-test, they completed a test of generalization (TG) to novel stimuli. Before training, participants had greater difficulty identifying Arabic singletons versus geminates. After training, AV and A-only groups improved significantly in their identification accuracy of singletons. Identification of geminates also improved, although not to a significant degree. Improved perception of both singletons and geminates was maintained in the TG. The results provide valuable pedagogical insights for both instructors and learners of Arabic on short-term, self-paced, online perception training, which participants found convenient and helpful.
