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The aim of this study is to explore students' expectations and perceived effectiveness of computer-assisted review tools, and the differences in reliability and validity between human evaluation and automatic evaluation, to find a way to improve students' English writing ability.

Based on the expectancy disconfirmation theory (EDT) and Intelligent Computer-Assisted Language Learning (ICALL) theory, an experiment is conducted through the observation method, semistructured interview method and questionnaire survey method. In the experiment, respondents were asked to write and submit four essays on three online automated essay evaluation (AEE) systems in total, one essay every two weeks. Also, two teacher raters were invited to score the first and last papers of each student. The respondents' feedbacks were investigated to confirm the effectiveness of the AEE system; the evaluation results of the AEE systems and teachers were compared; descriptive statistics was used to analyze the experimental data.

The experiment revealed that the respondents held high expectations for the computer-assisted evaluation tools, and the effectiveness of computer scoring feedback on students was higher than that of teacher scoring feedback. Moreover, at the end of the writing project, the students' independent learning ability and English writing ability were significantly improved. Besides, there was a positive correlation between students' initial expectations of computer-assisted learning tools and the final evaluation of learning results.

The innovation lies in the use of observation methods, questionnaire survey methods, data analysis, and other methods for the experiment, and the combination of deep learning theory, EDT and descriptive statistics, which has particular reference value for future works.

With the widespread use of technology, computer-assisted language learning (CALL) has recently gained a vital momentum as it improves communication competence in an authentic, real-life learning environment. Therefore, the current chapter presents a discussion of the humanization of English language teaching (ELT) by using CALL tools in a higher education institution. Sixteen Turkish students who were studying in the preparatory class in a Turkish state university were included in the study. The research was designed focusing on a qualitative research method. Joint interviewing was conducted at the beginning and end of the academic year, 2018–2019. The interview questions were asked about their perceptions of learning via CALL in the classroom. The findings from the first and second interviews were compared and analyzed according to what they thought and how they were affected. The empirical data presented in this chapter explicated students’ views on the humanization of ELT through CALL in Turkish tertiary English preparatory classes. Ultimately, this chapter sets the grounds for students, teachers, higher education institutions and designers to consider the possible effects of CALL to enhance the humanization of ELT.

The purpose of this study is to chart the development in computer-assisted language learning (CALL), by building a map of existing research work in the field. Based on a corpus of 163 manuscripts, published between January 2009 and September 2010 in four major journals devoted to CALL, it sets out to describe the range of topics covered under the umbrella of CALL and provide a holistic view of the field.

The approach adopted in this research includes: development of the 2009-2010 CALL corpus; literature overview and initial coding scheme development; refinement of the initial coding scheme with the help of a focus group and construction of the CALL map version 1.0; refinement of the CALL map version 1.0 following a systematic approach of content analysis and development of the CALL map version 2.0; evaluation of the proposed structure and inclusiveness of all categories in the CALL map version 2.0 using card sorting technique; and finally development of the CALL map version 3.0.

The research trends in the categories of the CALL map are discussed, as well as possible future directions in the field.

This paper provides a holistic view of the field of CALL guiding both junior CALL researchers to place themselves in the field, and policy and decision makers who attempt to evaluate the current and future scholar activity in the field. Finally, it caters for more experienced researchers to focus on certain underinvestigated domains.

The objective of this study is to investigate the key determinants affecting the acceptance and utilization of Blackboard as a Computer-Assisted Language Learning (CALL) platform among Saudi university students pursuing English as a foreign language (EFL) courses.

Understanding how to engage EFL students in their learning requires identifying the factors that influence their acceptance and use of CALL tools, particularly on Blackboard's LMS platform. This study proposes and validates a research framework that predicts students' behavioral intentions and usage of CALL by utilizing the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) by Venkatesh et al. (2012). This research model provides insight into the various drivers that impact CALL acceptance via Blackboard LMS. The study's findings demonstrate UTAUT2's superior ability to address the fear of technology adoption and provide valuable insights into the factors that influence technology intention and usage.

The study's findings indicate that performance expectancy, social influence, effort expectancy and price value significantly affect the attitudes of EFL students toward using CALL. The habit factor was the most robust predictor of behavioral intention and technology use, indicating that CALL usage can become automatic for students and improve their engagement in EFL learning. The study highlights the importance of providing better technical and organizational support to EFL students who want to use CALL more effectively. The theoretical and practical implications of the study's findings are thoroughly discussed.

Understanding how to engage EFL students in their learning requires identifying the factors that influence their acceptance and use of CALL tools, particularly on Blackboard's LMS platform. This study proposes and validates a research framework that predicts students' behavioral intentions and usage of CALL by utilizing the UTAUT2 by Venkatesh et al. (2012). This research model provides insight into the various drivers that impact CALL acceptance via Blackboard LMS. The study's findings demonstrate UTAUT2's superior ability to address the fear of technology adoption and provide valuable insights into the factors that influence technology intention and usage.

The purpose of this study is to examine the impact of computer-assisted language learning on cultural adaptation and language learning in non-traditional classroom settings.

The data of this study came from extended periods of observation, multiple rounds of semi-structured interviews and home visits. Using narrative inquiry, it analyzes an immigrant's journey of language learning and cultural adaptation within a virtual knowledge community.

The findings of this study reveal the profound impact of virtual knowledge communities on enhancing second language learning and facilitating cultural adaptation.

This study offers original insights by demonstrating the transformative power of virtual knowledge communities for the purpose of second language acquisition and cultural adaptation.

Following education’s recent and abrupt reliance on technology-mediated pedagogies, the novel coronavirus pandemic has, in many instances, highlighted the unpreparedness of learning institutions worldwide to implement effective online instruction. While practical quality considerations include content delivery, teacher training, equipment provision, and networked infrastructure, the situated and enculturated means by which online language education occurs represents a learner-focused factor that language educators may inadvertently neglect as they struggle to accommodate an emerging digital frontier. With this issue in mind, this paper aims to contribute to quality assurance in digital foreign language instruction by providing a sociocultural interpretation of CALL as learners and instructors alike continue to struggle within the boundaries of the COVID-19 pandemic.

In focussing on learner equity, identity and interaction, the current conceptual paper draws attention to potential affective factors driving computer-assisted language learning (CALL) participation structures, providing sociological consideration of the potential impacts of digital language education and, in doing so, confront the deterministic notion that online language learning represents a general equaliser of hierarchical participation structures.

Although CALL’s dynamic nature does provide users with openings to revise linguistic, semiotic and social practices, a growing body of research contests the broad depiction of digital language learning as automatically strengthening learner equity and interaction. Euphoric visions of technology inexorably engendering positive outcomes thereby risk obscuring those sociocultural pressures that impact user identity and, thus, how diverse social actors interact within unfamiliar learning communities.

This conceptual study is among a select few that focusses on CALL quality assurance during COVID-induced online education.

The purpose of this paper is to report on SpeakApps, a major collaborative computer-assisted language learning project, developed based on an open source techno-pedagogical solution to facilitate online oral language production and interaction.

A mixed method approach was incorporated as part of the development process which included a comprehensive literature and practice review, user requirement survey of 815 learner, 61 pilot studies with 7,180 students, construction of qualitative teaching scenarios and a Delphi analysis.

Language learners have limited experience of using synchronous communication tools within language learning contexts. Improving usability features within the Open Educational Resources supported the notion of sustainability and that the provision of the mechanism to indicate quality were vital to support the integrity of open content.

The paper provides an overview of the operationalisation of an action-oriented approach to language learning which manifested as a design for learning development process. It illustrates the breadth of issues raised from technical to pedagogical when teacher and learner agency are central for development and sustainability.

Computer‐assisted language learning (CALL) comes in many different flavors. The purpose of this paper is to focus on developing an integrated e‐learning environment that allows improving language skills in specific contexts. Integrated e‐learning environment means that it is a web‐based solution that performs language learning tasks using common working environments such as, for instance, web browsers or e‐mail clients. It should be accessible on different platforms, even on mobile devices. Natural language processing (NLP) forms the technological basis for developing such a learning framework. The use of NLP technologies, or in broader view artificial intelligence technologies, in CALL has also been dubbed intelligent CALL. The paper gives an overview of the state of the art in this area.

On the one hand, the paper explains creation processes for NLP resources and gives an overview of language corpora. On the other hand, it describes existing NLP standards. Based on the authors' requirements, the paper gives special attention to the evaluation and comparison of toolkits that can suitably support the planned implementation. In consideration of the evaluation results, the authors give a closer look at the system architecture of the CALL platform. An outlook at the end points out necessary developments in e‐learning to keep in mind.

Based on evaluation result, the authors have designed the framework architecture for the intelligent integrated CALL (iiCALL) system. A first prototype shows a web browser plug‐in communicating with the framework started in an Apache Tomcat server environment.

The paper presents an extended version of a paper that has been selected as one of the invited papers for journal special issue consideration at iiWAS2010. It focuses on the evaluation of several NLP toolkits which might be of importance for those who plan to integrate NLP technologies in their projects.

The field of teaching English as a second or foreign language has become increasingly important at colleges and universities. Academic libraries must provide TESL students and professionals with an adequate selection of journals in the field. This annotated bibliography and summary chart of TESL‐related journals will aid collection development librarians in evaluating and building their collection, provide TESL students with an overview of available professional journals, and help TESL faculty and professionals identify journals in which to publish articles.

Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL and its implementation to develop such skills. The purpose of this study is to describe teachers use of digital tools for multilingual learners through a relevant theoretical perspective.

This design-based research study examines 30 in-service teachers in South Carolina, a destination state for Latinx immigrants, focusing data over three semesters of PD: interviews and instructional logs. The researchers address the question: How are teachers using digital tools to advance NML for multilingual learners (MLs)?

The authors analyzed current elementary teachers’ use of digital tools for language learning and NML purposes. Three themes are discussed: NMLs and digital literacy boundaries, digital tools for MLs and literacy teaching for MLs and NML skills.

Teacher PD often needs more specificity regarding the intersection of MLs and digital literacy. The authors contribute to the literature on needed elementary teaching practices for MLs, the integration of NML and how these practices may be addressed through PD.