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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.

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 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.

This study aims to delve into the interplay between didactic audiovisual translation (DAT) and computer-assisted language learning (CALL), exploring their combined impact on the development of intercultural competence (IC) among learners of English as a foreign language (EFL).

Using a quasi-experimental approach with a quantitative research design, the study analyses the outcomes of a questionnaire answered by 147 students across 15 language centres in Spanish Universities. These participants actively engaged in completing the lesson plans of the Traducción audiovisual como recurso didáctico en el aprendizaje de lenguas extranjeras project, a Spanish-Government funded research initiative aimed at assessing the effects of DAT on language learning.

The current study confirms the reliability of the instrument developed to measure students’ perceived improvement. Beyond validating the research tool, the findings of the current study confirm the significant improvement in intercultural learning achieved through DAT, effectively enhancing students’ motivation to engage in language learning.

The current research solely examines students enrolled in higher education language centres. This paper closes with a CALL for additional research, including participants from other educational stages, such as primary or secondary education. In the broader context of CALL research, this study serves as a valuable contribution by exploring the potential of DAT in fostering IC in EFL settings.

This research confirms the potential of DAT and CALL to promote students’ learning process, as the combination of these approaches not only yields linguistic benefits but also intercultural learning.

This paper examines the pedagogical features of massive open online courses (MOOCs) for language learning–known as language MOOCs. The mainstream pedagogy of MOOCs typically involves the provision of short videos and reading materials for self-study; discussion forums, mostly for peer-to-peer interaction on course content; and machine-graded quizzes for self-assessment. For language learning, which has been conventionally understood as skill development, the pedagogical features of relevant MOOCs have yet to be comprehensively surveyed.

This study surveyed a total of 123 language MOOCs from the major MOOC platforms. The pedagogical features shown in these courses were identified and categorised according to the types of course materials and learning activities as well as the participation of learners and instructors.

English was the most common language taught in the courses. Over 80% of the courses took not more than six hours to complete. Most of these courses followed the typical approach of xMOOC delivery, with video watching, reading and auto-graded assessment being the most common learning activities. Less than half of the courses included discussion as part of learning, and instructors were involved in less than 30% of the discussion.

The findings show that, despite the technological advances in course delivery, current language MOOCs do not differ substantially from conventional distance language learning. Yet, the utilisation of computer-assisted language learning technology and the massive student base of MOOCs for creating a virtual social community are opportunities for developing learners' language proficiency on this learning environment.