THE DIVERSE AND EVER-CHANGING list of technologies encompassed by computer-assisted language learning (CALL) presents evaluators with a challenging moving target. At a time when CALL can include everything from school-based telecollaborative projects to Massive Online ...

Since the 1970s, one strand of second language (L2) pedagogy has been concerned with imparting behaviors and techniques to learners that they can use independently to improve their learning and use of the target language. ...

The phrase learner dictionary is typically used to describe monolingual lexical reference tools designed for learners of a second or foreign language (L2). Such dictionaries have been created to support the learning of a number ...

To the extent automated written corrective feedback (AWCF) tools such as Grammarly are based onsophisticated error-correction technologies, such as machine-learning techniques, they have the potentialto find and correct more common L2 error types than simpler ...

Recent case-study research on L2 student engagement with automated writing evaluation (AWE) feedback shows it is not simply a matter of understanding and implementing suggested changes but can instead be strongly influenced by individual and ...

Accurate metacognitive monitoring of one’s own knowledge or performance is a precondition for self-regulated learning; monitoring informs metacognitive control, which in turn affects task outcomes. Studies of monitoring accuracy and its connection to knowledge and ...

The research literature on L2 writing processes contains a multitude of insights that could inform writing instruction, but writing teachers are constrained in their capacity to make use of these insights insofar as they lack ...

An increasing number of studies on the use of tools for automated writing evaluation (AWE) in writing classrooms suggest growing interest in their potential for formative assessment. As with all assessments, these applications should be ...

This paper discusses the potential of technology-mediated forms of L2 strategy instruction (SI) to not only facilitate SI but to enhance evaluation of SI interventions and L2 strategy research more generally. It uses results from ...

This paper describes the design and development of a CALL resource that teaches aspects of word combinability (i.e., grammatical collocation, transitivity, and complementation) to tertiary-level ESL learners by integrating conceptual understanding with related text-analysis and ...

This paper explores the feasibility of an automated, online form of L2 strategy instruction (SI) as an alternative to conventional, classroom-based forms that rely primarily on teachers. Feasibility was evaluated by studying the effectiveness, both ...

In this paper I discuss the proposal of Dörnyei and colleagues (Dörnyei, 2005; Tseng, Dörnyei, & Schmitt, 2006) to replace the construct of learning strategy with that of self-regulation and thus shift the research focus ...

It is interesting to consider that task-based learning and teaching (TBLT) and computer-assisted language learning (CALL) both originated in the 1980s, were long considered marginal to mainstream language education (though this has thankfully changed), and ...

A large body of research supports the efficacy of learning strategies employed in the acquisition of second language vocabulary. However, research also indicates that many such strategies are underused or misused by learners and, further, ...

With their realistic animation, complex scenarios and impressive interactivity, computer simulation games might be able to provide context-rich, cognitively engaging virtual environments for language learning. However, simulation games designed for L2 learners are in short ...