Computer Assisted Language Learning 

About: Computer Assisted Language Learning is an academic journal published by Routledge. The journal publishes majorly in the area(s): Language acquisition & Teaching method. It has an ISSN identifier of 0958-8221. Over the lifetime, 1152 publications have been published receiving 39946 citations.

Technologies for foreign language learning: a review of technology types and their effectiveness

Abstract: This review summarizes evidence for the effectiveness of technology use in foreign language (FL) learning and teaching, with a focus on empirical studies that compare the use of newer technologies with more traditional methods or materials. The review of over 350 studies (including classroom-based technologies, individual study tools, network-based social computing, and mobile and portable devices) revealed that, in spite of an abundance of publications available on the topic of technology use in FL learning and teaching, evidence of efficacy is limited. However, strong support for the claim that technology made a measurable impact in FL learning came from studies on computer-assisted pronunciation training, in particular, automatic speech recognition (ASR). These studies demonstrated that ASR can facilitate the improvement of pronunciation and can provide feedback effectively. Additional studies provided strong support for the use of chat in FL learning. These studies showed that, with chat, both the amo...

Flipping the Classroom for English Language Learners to Foster Active Learning

Abstract: This paper describes a structured attempt to integrate flip teaching into language classrooms using a WebQuest active learning strategy. The purpose of this study is to examine the possible impacts of flipping the classroom on English language learners’ academic performance, learning attitudes, and participation levels. Adopting a quasi-experimental design, three different formats for flip teaching were developed in this study. The results indicate that the structured and semi-structured flip lessons were more effective instructional designs than the non-flip lessons. With a varying extent, both the structured and semi-structured flip lessons helped the students attain better learning outcomes, develop better attitudes toward their learning experiences, and devote more effort in the learning process. Given the positive results, this paper concludes with a call for more research into this promising pedagogy to contribute to its knowledge base across disciplines.

Using the Flipped Classroom to Enhance EFL Learning.

Abstract: Instruction in English is a priority around the globe, but instructional methodologies have not always kept pace with the changing needs of students. To explore the benefits of the flipped classroom model for learners of English as a Foreign Language, the researchers used flipped learning and Wen's Output-driven/Input-enabled model to design a holistic oral training course that included extensive online written and verbal communication for the learning of a wide range of English idioms. The participants were 48 sophomore English majors in two required English oral training classes. A within-subjects research design exposed all participants to learning English idioms by flipped learning, using the LINE smartphone app, and by conventional instruction. A mixed research method was employed, using multiple sources of data collection, including pre- and post-tests on idioms, two questionnaires (“Perception of Flipped Learning Experience” and “Technology Acceptance Model”), the teachers' in-class observations, a...

New skills for new classrooms: Training tutors to teach languages online

Abstract: While online teaching in post-compulsory education is the focus of much research today, the training of online tutors has largely been neglected. Most papers do not go beyond dealing with the technical skills that are needed to teach in an online environment. This article outlines a framework for tutor training, starting with a brief overview of benefits and challenges for online language tutors. On the basis of several years' experience with teaching languages using a synchronous online environment and training tutors for online language courses, we suggest a pyramid of skills necessary for successful online teaching. These include the more general skills of dealing with the technology and using its advantages, the social skills of community building, language teaching skills, and the skills to teach creatively and develop a personal teaching style in an online medium. The article then suggests how these skills can be implemented in a training programme, which includes both pre-course training and ongoin...

Adventures in the blogosphere: from blog readers to blog writers

Abstract: This paper reports on a year-long project in which students participated as both readers and writers of blogs. Specifically, this study examines the steps students progress through while reading and writing blogs, students' reactions to blogging, and how self-expression is characterised in the blogosphere. Data from student blogs, reports, and focus group interviews suggest that this project fostered both ownership and creativity; allowed students to experiment with language; facilitated expression in a relaxed environment; and provided students with a window into the target culture that their textbooks did not provide. Finally, we also report on questionnaires that were designed to assess students' reactions to the project. Examples from student projects are discussed.