Editorial
Editorial
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- Published online by Cambridge University Press:
- 29 July 2021, pp. 193-194
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Researching massive open online courses for language teaching and learning
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- 23 April 2021, pp. 107-110
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Editorial
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- 07 December 2020, pp. 1-3
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Regular papers
Narrow reading, vocabulary load and collocations in context: Exploring lexical repetition in concordances from a pedagogical perspective
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- 15 June 2020, pp. 4-17
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Research Article
Clicking, but connecting? L2 learning engagement on an ab initio Irish language LMOOC
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- 23 April 2021, pp. 111-127
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Multimodal (inter)action analysis of task instructions in language teaching via videoconferencing: A case study
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- 26 April 2021, pp. 195-213
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Regular papers
Effects of using machine translation to mediate the revision process of Korean university students’ academic writing
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- 11 September 2020, pp. 18-33
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The impact of computer-aided concept mapping on EFL learners’ lexical diversity: A process writing experiment
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- 15 April 2021, pp. 214-228
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The effect of content-related and external factors on student retention in LMOOCs
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- 04 March 2021, pp. 128-142
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What are language learners looking for in a collocation consultation system? Identifying collocation look-up patterns with user query data
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- 27 April 2021, pp. 229-247
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Motivation, self-efficacy beliefs, and speaking anxiety in language MOOCs
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- 23 April 2021, pp. 143-160
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Regular papers
Corpus literacy instruction in language teacher education: Investigating Arab EFL student teachers’ immediate beliefs and long-term practices
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- 12 June 2020, pp. 34-48
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Designing speaking interaction in LMOOCs: An eTandem approach
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- 10 March 2021, pp. 161-176
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Accuracy development in L2 writing: Exploring the potential of computer-assisted unfocused indirect corrective feedback in an online EFL course
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- 28 April 2021, pp. 248-264
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Regular papers
Effect of SCMC on foreign language anxiety and learning experience: A comparison of voice, video, and VR-based oral interaction
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- 29 June 2020, pp. 49-70
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What makes a good-quality language MOOC? An empirical study of criteria to evaluate the quality of online language courses from learners’ perspectives
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- 31 March 2021, pp. 177-192
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Voluntary use of automated writing evaluation by content course students
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- 31 March 2021, pp. 265-277
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Regular papers
Effects of mobile-supported task-based language teaching on EFL students’ linguistic achievement and conversational interaction
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- 21 September 2020, pp. 71-87
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Research Article
Narrative review and meta-analysis of MALL research on L2 skills
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- 24 November 2020, pp. 278-295
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Regular papers
Mobile-technology-induced learning strategies: Chinese university EFL students learning English in an emerging context
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- 11 June 2020, pp. 88-105
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