- Beyond borders and screens in China: L2 motivation, digital literacy, and virtual intercultural experience in GenAI-mediated informal digital learning of English
-
...social media) independent of formal contexts” (Lee, 2019,
p. 768), has gained great momentum. Several studies have shed light on the complex nature of IDLE with
linguistic, motivational, affective,...
by Minlin Zou, Meiqi Li, Xueyun He
in Volume 30 Number 1, 2026
- ESL teacher training in 3D virtual worlds
-
...context (Egbert, 2006; McNeil, 2013; Wang, Cheng, & Levy, 2010). From the perspective
of social constructivist pedagogy, learning is an activity situated in a social practice, which is
characterized...
by Iryna Kozlova, Dmitri Priven
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Review of Disruptive technologies and the language classroom: A complex systems theory approach
-
...social implications of technological disruption in the context of computer-assisted language learning.
Chapter 1 introduces the main points of technological disruption and language learning and prese...
by Leonardo A. Guédez
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
- Smartphones and language learning
-
...context or environment. It also means that the
user has most likely personalized the device, loading desired apps, customizing settings, and setting up
social networks. In the process, the device be...
by Robert Godwin-Jones
in Volume 21 Number 2, June 2017
- Review of Technology and the psychology of second language learners and users
-
...contexts. The vast majority of the studies are situated in formal
instructional settings, including elementary, high school, and university contexts, but a couple of studies
investigate general lang...
by Alyssa Wolfe
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
- Review of E-moderating—the key to teaching and learning online
-
...social and pedagogical ground rules for learning with CMC. During Step 2, "online
socialization," the e-moderator sets the tone for online interactions and may intervene in discussions on an
individ...
by N. A. J. Moore
in Volume 06 Number 3, September 2002 Special Issue Technology and Teacher Education
- Online informal language learning: Insights from a Korean learning community
-
...socially-contextualized, and multi-modal
language learning (e.g., learning through online gaming, Ryu, 2013; vocabulary learning in an extensive
reading computer program, Juffs & Friedline, 2014; de...
by Daniel R. Isbell
in Volume 22 Number 3, October 2018
- The practices and challenges of telecollaboration in higher education in Europe
-
...social layer of interaction (Liddicoat 2011 in Kern 2014).
Social networking tools such as Twitter (Lomicka & Lord, 2012), Facebook (Chen, 2013) and others
popular in different languages such as Vko...
by Francesca Helm
in Volume 19 Number 2, June 2015
- Review of Informal digital learning of English: Research to practice
-
...contexts (e.g., self-directed digital learning linked to formal language programs) and extramural contexts
(e.g., self-directed learning independent from formal language programs). He concludes the c...
by Lucas Kohnke
in Volume 26 Number 1, 2022
- What does AI bring to second language writing? A systematic review (2014-2024)
-
...contexts. Table 4 shows that 96 articles (86%) were conducted in EFL contexts,
followed by 14% in ESL contexts. This rapid increase in research interest in EFL contexts indicates that
EFL writers ar...
by Haiying Feng, Kexin Li, Lawrence Jun Zhang
in Volume 29 Number 1, 2025
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