This study investigated three look-up conditions for language learners to learn unknown target words and comprehend a reading passage when their attention is transferred away to an on-line dictionary. The research questions focused on how each look-up condition impacted the recall and recognition of word forms, word meanings, and passage comprehension. The participants were 84 first-year Japanese medical university students. The recall and recognition of word forms and word meanings, and passage comprehension data were analysed using the Rasch model. Probabilities of p<.05 were considered measurably different for the sample population used in this study, and probabilities of p<.003 were considered statistically significant and generalizable to a larger population. Overall, the results suggest three findings with regard to the on-line dictionary study. First, if only the results that were statistically significant are considered, there might be two conditions to learn words and comprehend reading passages: the spell condition seems to be best for learning the forms and meanings of words, and the control condition for promoting passage comprehension. Second, if the results that were both statistically significant and measurably different are considered, the spell, click, and control conditions might promote the learning of word forms, word meanings, and passage comprehension, respectively. Third, however, the click condition might promote both the learning of word meanings and passage comprehension because its effects were measurably higher to the spell condition on these measures. The results are consistent with the type of processing-resource allocation model for learning the forms and meanings of words and cognitive load theory for comprehending reading passages.

This article investigates research approaches used in traditional classroom-based interaction studies for identifying a suitable research method for studies in three-dimensional virtual learning environments (3DVLEs). As opportunities for language learning and teaching in virtual worlds emerge, so too do new research questions. An understanding of research design benefits and limitations is timely for those exploring how interaction occurs between users, and users and the virtual space, and how these interactions make sense within a broader theoretical framework. As a first step, the article describes the types of interaction that are significant to classroom-based research studies, such as learner–learner. This is followed by a historical overview of research approaches and methods used in interaction studies, from early quantitative, to descriptive and qualitative, to mixed-method approaches. Following this overview, the author critically surveys research approaches, methods, analytical tools, and data collection techniques used in physical and virtual second language classroom interaction studies. The article concludes by highlighting the implications and research considerations for the design of new research studies in 3DVLEs.

Since its introduction by Glass in the 1970s, meta-analysis has become a widely accepted and the most preferred approach to conducting research synthesis. Overcoming the weaknesses commonly associated with traditional narrative review and vote counting, meta-analysis is a statistical method of systematically aggregating and analyzing empirical studies by following well-established procedures. The findings of a meta-analysis, when appropriately conducted, are able to inform important policy decisions and provide practical pedagogical suggestions. With the growing number of publications employing meta-analysis across a wide variety of disciplines, it has received criticism due to its inconsistent findings derived from multiple meta-analyses in the same research domain. These inconsistencies have arisen partly due to the alternatives available to meta-analysts in each major meta-analytic procedure. Researchers have therefore recommended transparent reporting on the decision-making for every essential judgment call so that the results across multiple meta-analyses become replicable, consistent, and interpretable. This research explored the degree to which meta-analyses in the computer-assisted language learning (CALL) discipline transparently reported their decisions in every critical step. To achieve this aim, we retrieved 15 eligible meta-analyses in CALL published between 2003 and 2015. Features of these meta-analyses were extracted based on a codebook modified from Cooper (2003) and Aytug, Rothstein, Zhou and Kern (2012). A transparency score of reporting was then calculated to examine the degree to which these meta-analyses are compliant with the norms of reporting as recommended in the literature. We then discuss the strengths and weaknesses of the methodologies and provide suggestions for conducting quality meta-analyses in this domain.

In today’s globalized world, learning languages and developing intercultural skills are of paramount importance due to dynamic and complex global interdependencies. However, not every language student around the world has a chance to engage in face-to-face intercultural communication with people from different backgrounds. Telecollaboration offers a worthwhile opportunity by creating digital environments for language learners to communicate with people from diverse backgrounds. This qualitative meta-synthesis therefore aimed to investigate the research papers that were published between 2010 and 2015 in respect to language and intercultural learning within telecollaborative environments. Besides reporting emerging research trends among the studies, this synthesis study scrutinized recent emerging issues and observable patterns under five main themes: (1) the participants’ overall views on their telecollaborative experiences, (2) language learning through telecollaboration, (3) intercultural learning through telecollaboration, (4) the challenges experienced within the telecollaborative projects, and (5) the needs for further effective telecollaboration. Finally, this study synthesizes key emerging issues in telecollaborative projects and offers further research and practice directions in line with the current observable patterns.

The study of multimodality in communication has attracted the attention of researchers studying online multimodal environments such as virtual worlds. Specifically, 3D virtual worlds have especially attracted the interest of educators and academics due to the multiplicity of verbal channels, which are often comprised of text and voice channels, as well as their 3D graphical interface, allowing for the study of non-verbal modes. This study offers a multilayered transcription method called the Multi-Modal MUVE Method or 3M Method (Palomeque, 2016; Pujolà & Palomeque, 2010) to account for the different modes present in the 3D virtual world of Second Life. This method works at two levels: the macro and the micro level. The macro level is a bird’s-eye view representation of the whole session as it fits into one page. This enables the researcher to grasp the essence of the class and to identify interesting sequences for analysis. The micro level consists of three transcripts to account for the different communication modes as well as the interface activity that occurs in the virtual world of Second Life. This paper will review the challenges when dealing with multimodal analysis in virtual worlds and how the multimodal data were analyzed and interpreted by using a multilayered multimodal method of analysis (3M transcription). Examples will be provided in the study to show how different modes of communication were used by participants in the virtual world of Second Life to create meaning or to avoid communication breakdowns.

This study investigates the effects of multimedia glosses on text recall and incidental vocabulary learning in a mobile-assisted L2 listening task. A total of 88 participants with a low level of proficiency in English were randomly assigned to one of four conditions that involved single channel (textual-only, pictorial-only) and dual-channel (textual-plus-pictorial) glosses as well as a control condition where no glosses were provided. The participants listened to a story through their mobile phones and were engaged in an immediate free recall task and unannounced vocabulary tests after listening. The findings indicated that access to glosses facilitated recognition and production of vocabulary with the type of gloss having no effect. On the other hand, glosses had no effect on text recall.

Aviation English proficiency is a core competency in the global air traffic controller profession. There is, however, growing concern about the current ineffective paper-based assessment methods and the severe lack of interactive online testing for such a critical profession, one that should be ideally assessed in an authentic task and situation (Alderson, 2010; Douglas, 2013). The tests, which lack validity and authenticity, cannot capture how knowledge of aviation English communication and strategic competence are used through valid means and, therefore, inevitably fail to predict how test takers actually perform in the target language use situations (Douglas, 2000). In the present study, the researcher examines the potential use of verbal report data produced by test takers interacting in a virtual testing environment. The research seeks to answer two specific questions: (a) What types of strategies are used in the virtual aviation English task performance? and (b) How can the assessed strategies be interpreted in relation to test takers’ performance? The analysis of the test takers’ verbal reports from stimulated recalls indicates that various cognitive, metacognitive, and communication strategies were used while performing the Virtual Interactive Tasks for Aviation English Assessment, and that there is a positive relationship between the total number of cognitive and metacognitive strategies adopted and the test scores. The findings suggest that the use of an immersive interface and simulated tasks in a virtual world could provide language learners with more authentic opportunities to perform the target tasks and promote strategic, as well as linguistic, competence.

The essence of mobile learning is learners’ agentic use of mobile devices to create learning experiences across time and space. Thus, understanding learners’ perceptions and preferred use of mobile devices for learning are critical to realizing the educational potentials of mobile learning. This study explored language learners’ self-directed use of mobile devices beyond the classroom through a survey and interview study with foreign language learners at a university in Hong Kong. A total of 256 learners were surveyed and 18 were interviewed to understand the nature of mobile language learning experiences that these learners engaged in autonomously beyond the classroom. Exploratory factor analysis yielded three dimensions of self-directed out-of-class mobile learning experience. Among the three dimensions, learners were found to use mobile devices more for facilitating the personalization of learning than for enhancing the authenticity and social connection in learning. This study further revealed that selective use was an outcome of the interaction between learner-defined affordances of the devices, their culturally informed and habitual use of the devices, their perceptions of the nature of the learning tasks, and the tempo-spatial circumstances of task implementation. The findings suggest that these factors need to be considered when designing mobile learning activities and educational interventions that promote mobile learning beyond the classroom.

This paper reports on the cognitive and affective benefits of data-driven learning (DDL), in which Korean EFL learners at the secondary level notice and unlearn their “overgenerated be” by comparing native English-speaker and learner corpora with guided induction. To select the target language item and compile learner-corpus-based materials, writing samples of 285 learners were collected. The participants were randomly divided into traditional grammar learning and DDL groups. After providing instruction for each group, one immediate and one delayed writing sessions were implemented. Revealing a lower ratio of overgenerated be after the instruction than the control group, the DDL group showed statistically significant retention as well as immediate effects in terms of the raw counts of the target item. Based on this improvement in grammar learning and retention, DDL is considered helpful for these learners as it facilitated their efforts to discover and apply rules. In addition, their positive attitudes toward DDL including both native speaker and learner data provide useful pedagogical implications. Learning from the negative evidence produced in their own classroom helped learners, especially at lower levels, to raise their grammar consciousness and boost their motivation to learn.

This study investigates an instantiation of a 3D virtual world–based Japanese learning curriculum within the context of a Japanese as a foreign language (JFL) classroom. Through a mixed-method case study approach, participants’ natural acquisition of Japanese in a 3D virtual environment was examined. In the present study, four sources of data from 11 university-level JFL students (n=11) were collected and analyzed to evaluate the learning outcomes from a new instructional approach called computer-assisted learning of communication (CALC). Based on both interpretative and statistical analyses of data, the major finding of the present study was that the participants, when immersed in the 3D virtual world of Tokyo, acquired contextualized communicative competence. More specifically, quantitative analyses revealed statistically significant improvement in the participants’ acquisition of incidentally encountered vocabulary, in particular, kanji pronunciation and vocabulary interpretation. Qualitative analyses revealed participants’ acquisition of various communicative competencies specific to the context, including persuasive talk, awareness of audience, and collaborative communication.

Despite the accumulated body of research on teaching English as an international language (EIL), few have offered a detailed overview of how to implement an EIL classroom, and still fewer empirical studies have been conducted. Twenty-one university students at a Japanese university participated in the study in the spring semester of 2015. The videoconference-embedded classroom (VEC) as an instructional intervention was implemented for 14 weeks: (1) pre-videoconference task (i.e. reading and presenting/discussing EIL issues) (11 weeks), (2) during-videoconference task (i.e. interacting online with EIL experts from three circle countries) (2 weeks), and (3) post-videoconference task (i.e. writing/presenting the final term paper on EIL issues) (1 week). Using a mixed research method consisting of a questionnaire, post-course class evaluations in spring 2014 (without VEC) and spring 2015 (with VEC), and in-class observations, VEC was found to have important pedagogical benefits as it created an interactive learning environment and deepened the understanding of the EIL content. Additionally, 81% of the participants had positive perceptions of EIL. Pedagogically, practitioners can implement EIL ideas using VEC pedagogy at the instructional level. Theoretically, it can also add new empirical findings to the field, which may help bridge a discrepancy between theory and practice.

The possibility of exploiting technology for more robust and meaningful learning and teaching has invoked messianic responses from the language education community. Yet to be explored are teachers’ pedagogical choices based on the perceived technological affordances as well as interactions between teacher and student agency mediated by these affordances in the ecology of a classroom. This qualitative case study adopts an ecological approach, aiming to address rather than factor out the broader social context in a physical classroom. With data collected from 30 hours of classroom observation and 10 post-observation interviews with the participant teacher, the study makes an attempt to show how the ecological model of language learning can provide a theoretical lens through which to explore teachers’ practices of CALL that aim to encourage learner agency. The analysis centers on three focused extracts that illustrate interaction between and among the affordance of technology, the teacher participant’s pedagogical considerations, and her goal of encouraging learner agency. The result of the study emphasizes the teacher’s role from an ecological perspective and classroom learner agency mediated by technology, which provides useful insight that can contribute to language teaching practice with technology in the classroom.

Compared to traditional pen-and-paper presentation of information, computer-assisted argument mapping seems to be more efficient in developing lower order thinking skills such as memory and comprehension. The present study investigated the impact of argument map construction and reading via computer versus pen and paper on English as a foreign language (EFL) majors’ comprehension, recall, and retention of argumentative texts. To this end, 120 Iranian EFL undergraduates were divided into low and high proficiency levels after taking a language proficiency test. Next, they were randomly assigned to two experimental groups; each group received 12 sessions of argument mapping instruction, one via computer and the other via pen and paper. At the end of the term, participants randomly received two argument map sizes (small vs. large) and were given 15 minutes to read the maps. Then tests of recall and comprehension relevant to the maps were administered, followed by a test of retention within a two-week interval. The results revealed that after controlling for spatial and verbal covariates, the type of treatment had a significant effect on recall, retention, and comprehension, with the software group outperforming the pen-and-paper group; however, proficiency level and argument size did not show any significant effect.

In recent years, a considerably high number of research studies have looked into the use of virtual worlds (VWs) for language learning. A number of authors have hypothesised about the effects of anonymity when foreign language interactions are conducted via VWs. This study addresses the effect that the anonymity experienced in VW interaction may have on participants that present different affective profiles. The participants are 18 students (five male, 13 female) aged between 19 and 20 years old and registered in a Spanish undergraduate degree at the University of Roehampton (London). They were involved in four tandem oral interaction activities in the VW Second Life with a group of native Spanish students from the Universidad de Cádiz (Spain). A mixed-methods research design with quantitative and qualitative data was applied. Data were collected about the participants’ foreign language anxiety (FLA) levels, self-efficacy beliefs, and psychological profile (introvert/extrovert). Participants were also asked to answer three open-ended questions about how they felt during the interaction in the VW. The results obtained reveal a strong relationship between self-efficacy beliefs and the anonymity effect experienced by students, although no correlation was found between the participants’ FLA levels or personality profiles and their experience of the anonymity afforded by the VW.

Professional development (PD) is critical for instructors who are adopting new roles and competencies in online teaching environments. This mixed-method study examines an online faculty development programme in Turkey, reflecting upon participants’ expectations, readiness and satisfaction. The findings indicate a significant relationship between individual readiness and satisfaction, and reveal that readiness positively predicts satisfaction. Participants’ reflections demonstrate that, to enhance their traditional roles, they need competencies for online learning environments and active practice in real-life applications. PD is important for introducing the new pedagogies required and for integration of technology, while the adoption of new roles is key to developing competent online instructors who have a positive attitude to online learning.

In this digital era, online intercultural exchange has gained increased popularity in language and culture education. However, concerns arise over its productiveness and efficacy in engaging participants cognitively. In addition, there is a paucity of research on out-of-classroom synchronous online exchange projects, let alone those involving Chinese English learners and English-speaking Chinese learners. Guided by the social constructivist theory, this study examined the productiveness of a small-scale intercultural online exchange project from its quality dimension measured by the participants’ use of questions. The purpose was to gain a better understanding of the dynamics and educational value of online synchronous text communication in language and culture learning. Participants were six English learners from China and six English-speaking Chinese learners from the U.S. Unlike many previous intercultural exchanges, this project was entirely independent from the curricula on both sides. Within a certain time frame, participants chose when and where exactly the synchronous text chat took place. Data analyses focused on the self-generated questions found in chat logs. Although participants seemed to self-generate more lower-order than higher-order thinking questions, the latter were frequently used in the process of online discussion to engage learners from both sides in critical thinking and self-reflection. Differences in the use of questions were found across dyads, languages, and groups of participants. Implications for future research and project design were discussed.