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Twenty-five years of computer-assisted language learning: A topic modeling analysis
...hese topics and technologies evolved?,” and “what is the future of CALL?” are key to understanding where the CALL field has been and where it is going. To help answer these questions, the present rev...

by Xieling Chen, Di Zou, Haoran R. Xie, Fan Su
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL

The impact of virtual reality (VR) pedagogy on L2 English learners’ oral communication and pragmatic competence
...he app by being informed whether they had been understood, and also by learning whether they had achieved a desired outcome (e.g., getting something they wanted). Notably, the tasks used in this stu...

by Melike Akay, Matt Kessler
in Volume 28 Number 1, 2024

Web-Based Language Testing
...he screen. Also, items are downloaded into the web browser's cache on the test taker's computer, which means that they are temporarily stored on the test taker's hard drive, where they can be accessed...

by Carsten Roever
in Volume 05 Number 2, May 2001 Special Issue Computer-Assisted Language Testing

Promoting pre-service teachers’ reflections through a cross-cultural keypal project
...he teacher training components; the situation of English teachers in the two countries; the qualities of a good teacher; and effective teaching. The full list of the topics in the form that the stud...

by Aleksandra Wach
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL

The intersection of multimodality and critical perspective: Multimodality as subversion
...he text’s representation. On the other hand, the students were able to articulate the ideological subtexts they identified through the orchestration of various modes rather than relying on the lingu...

by Shin-ying Huang
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning

Multimodal glosses revisited: Interplay of individual differences and repeated exposures
...he center of the screen. The position of the pop-up window was designed to avoid obscuring the sentence containing the glossed pseudo-word, thus facilitating the comprehension of the glossed word me...

by Ying Wu, Xiaoxue Liu, Yuanyuan Zhao, Xinyan Chen, Jianwu Gao
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL

A meta-synthesis of empirical research on the effectiveness of computer-mediated communication (CMC) in SLA
...hether there are significant gaps in the effect sizes calculated when including or excluding these studies. The data shown in Table 5 include the mean effect size (Hedge’s g), standard error, and the...

by Huifen Lin
in Volume 19 Number 2, June 2015

Moving from off-the-shelf chatbots to a user-designed bespoke L2 chatbot
...he purpose of the study prior to participation, and were asked to withdraw from the study if they wished. The participants who completed the target task received extra credit for the course they att...

by Dongkwang Shin, Jang Ho Lee
in Volume 28 Number 1, 2024

Games in language learning: Opportunities and challenges
...he nature and use of the game itself but also the presence or absence of game-related activities, whether they be generated by an instructor or take place at the initiative of the gamer. Gamers typi...

by Robert Godwin-Jones
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning

Educational escape rooms for French grammar: A technology-in-practice approach
...heir learning at the end of the game. They were asked to identify which linguistic feature posed the greatest challenge, what strategies they used to solve the puzzles, and how the EER helped them e...

by Hengzhi Hu, Kehan Du, Haida Umiera Hashim, Harwati Hashim
in Volume 29 Number 1, 2025