Several studies have found that virtual exchange (VE) has a positive impact on intercultural effectiveness (IE) development. However, few VE studies have measured and unpacked perceived learning gains from VE in this area using data from multiple VEs and mixed-methods approaches. In this study, we explored the impact of VE on perceived IE…

The current study is an approximate replication of Gray and DiLoreto's (2016) study, which proposed a model predicting that course structure, learner interaction and instructor presence would influence students' perceived learning and satisfaction in online learning, with student engagement acting as a mediator between two of the predictors and…

Participation in online courses has become essential for training language professionals in under-resourced contexts with skills in computer-assisted language learning (CALL) (Godwin-Jones, 2014). Most online CALL courses use asynchronous computer-mediated communication (ACMC) to facilitate meaningful learning for participants. Although…

This study replicates the research conducted by Pérez-Paredes, Ordoñana Guillamón and Aguado Jiménez (2018) on language teachers' perceptions on the use of OER language processing technologies in mobile-assisted language learning. It expands the initial research study by adding Polish, Portuguese, and Turkish educational contexts, surveying 239…

This meta-analysis examines the effectiveness of technology-assisted second language (L2) vocabulary learning as well as identifies factors that may play a role in their effectiveness. We found 34 studies with 2,511 participants yielding 49 separate effect sizes. Following the procedure developed by Hunter and Schmidt (2004), we corrected for…

Mentored online intercultural interaction offers foreign language learners the opportunity to develop different competences, including intercultural, linguistic, and digital competence (O'Dowd, 2021). Such virtual exchange (VE) projects typically involve computer-mediated communication via, for example, Zoom. However, the use of high-immersion…

Owing to the anytime-anywhere-anyhow nature of mobile learning, together with the ubiquity of affordably priced mobile phones, learning has become a mobigital practice, as termed by Sad and Göktas (2014). Consequently, language teaching/learning is gradually shifting from computer-assisted language learning to mobile-assisted language learning…

Recognizing the importance of multinational telecollaboration and form-focused instruction in computer-assisted language learning teacher education, this article investigates teaching English grammar through a seven-week-long telecollaborative project with 41 pre-service language teachers from the United States (US), Poland, and China. The…