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Since the advent of new technology for learning, innovative language instructors have been constantly seeking new pedagogy to match the potential of technology-enhanced instruction. While previous studies have supported the adoption of technologies to facilitate language teaching and learning, research into enhancing English as a foreign language (EFL) learners' oral proficiency by creating an online learning community in a flipped classroom remains insufficient. Therefore, the current study examined the impact of an online learning community in a flipped classroom, specifically via mobile platforms, on EFL learners' oral proficiency and student perceptions. Fifty English-majored sophomores enrolled in two oral training classes at a four-year comprehensive university in central Taiwan participated in this study. A mixed method was employed to analyze multiple sources of data, including pre- and post-tests on oral reading and comprehension questions, a ＂Community of Inquiry＂ (CoI) questionnaire, and semi-structured focus-group interviews. The results from multiple sources indicated that the online learning community not only facilitated meaningful and positive collaboration but also significantly improved the participants' oral proficiency, thus leading to more active engagement in highly interactive learning activities, such as storytelling, dialogue collaboration, class discussion, and group presentations.

This qualitative study aims to explore how the production of language learning materials using spherical video-based virtual reality (SVVR) affords pre-service teachers multiliteracy development while also attempting to discover their perceptions toward adopting this emerging technology for future language teaching. Data from multiple sources was collected from pre-service English teachers enrolled in a TESOL graduate program in Taiwan, including video-recordings of the participants' presentations on their final SVVR projects and their self-generated VR teaching materials/artifacts, with two one-to-one semi-structured interviews further analyzed based on thematic analysis. The major findings demonstrate that through conducting the SVVR project, participants learned: (1) to compose multimodal lessons; (2) to concretize intangible contexts for learning; and (3) to use space as a mode for teaching and learning. The authors presented insights into affordance of SVVR material production for their multiliteracy development of engaging pre-service English teachers, as well as their perceptions with regard to this SVVR hands-on experience. Moreover, the authors offer recommendations for putting such experience into practice.

Teachers of English as a Foreign Language (EFL) in Taiwan often use an outdated lecture-memorization methodology resulting in low motivation, confidence, and ability on the part of students. Innovative educators are exploring use of technology, such as videoconferences with native speakers, to enrich the classroom; however few guidelines have been developed for effective videoconference instructional design. This study used a survey methodology, Exploratory Factor Analysis, and Structural Equation Modeling to examine which elements of learning via videoconferencing most beneficially affect motivation, confidence, and ability. The study found that long-term changes in ability are best predicted by enjoyment of the learning experience. The data also suggested that even a small amount of authentic interaction in English made students more comfortable in applying their skills, more confident in what they learned, and more inspired to make global, cross-cultural connections. Therefore, EFL instructors should strive to use student-centered active learning and to offer their students interactions with native speakers, including interactions via distance technology.

Employment of idioms is essential to reach higher English expressive levels, especially for English as Foreign Language (EFL) learners. However, English idioms are challenging for both instructors and learners because the complex content of idioms depends on understanding their cultural context. Most mobile language applications are for vocabulary acquisition. Therefore, the purpose of this study was to develop an animation/video-based application, “My English Idiom Learning Assistant” (MEILA), to explore the different idiom learning behaviors, as well as the relationships of their learning behaviors to MEILA. To explore the relationship between the learning outcomes and the learning behaviors, the researcher used logs from the MEILA database. The participants consisted of 59 freshmen from two English conversation classes in one private university in central Taiwan. Students experienced the learning activities over 3 weeks. The researcher adopted idiomatic understanding pre- and posttests for the study as well as in-depth interviews. The results revealed that MEILA significantly enhanced idiomatic learning outcomes. The sequential analysis used provides language instructors an example of monitoring learning behaviors to improve teaching materials and methods. The findings may stimulate more mobile-assist language learning (MALL) researchers, English instructors, and app designers to create innovative mobile environments for English idiomatic learning.

This study surveys work that has been done in the field of Mobile Assisted Language Learning. The researchers surveyed 70 corresponding authors of past MALL studies with formatted and open-ended questions, treating them as expert ＂participant-observers＂ of their own studies. The findings present details from the respondents about the MALL environments of the studies, the extent to which the MALL technology used in the studies has subsequently been incorporated into the curriculum, factors that positively or negatively affected such MALL integration, and insights of the respondents about the benefits of MALL. Although respondents cited a wide range of potential benefits from MALL use, most indicated that there was no actual curriculum integration resulting from their study, or that MALL was only integrated at the level of a single class meeting. This dismal level of integration suggests that researchers are using MALL for short-term tests and that researchers are exposing students to MALL to achieve academic publications, but with little intent to use it over the long term. The authors propose a framework of conditions, many or all of which must be met, in order to allow broad curriculum integration of MALL in the future.

Developing communicative ability of English as a Foreign Language (EFL) learners is essential when it comes to authentic learning. Nevertheless, conventional textbook usage and English instruction often fail to be learner-engaging. With the help of high-immersion Virtual Reality (VR), language learning can be transformed into a more self-directed learning experience, using a simulated authentic environment to enhance engagement. Therefore. a three-dimensional learning system. Virtual Reality Life English (VRLE), was developed to provide learners with an authentic setting to facilitate communicative ability development. Seventy-two low-achieving junior high school students were recruited as participants. Multiple data sources were collected for both quantitative and qualitative data analysis of VRLE, including a pre-test/post-test addressing communicative performance, an Igroup Presence Questionnaire (IPQ) for the students' perception of perceived presence, and a semi-structured interview. The primary affordances were the beneficial application of VRLE to English communicative ability and an enhanced sense of presence in an EFL context. Furthermore, the students were positive about the learning experience. The study proves the potential of incorporating high-immersion VR technology in an EFL context. Nevertheless, the challenge of its accessibility needs careful consideration in future research to place VR in an advantageous position for language learning.

This study demonstrated an e-learning system, MyEVA, based on a mixed-modality vocabulary strategy in assisting learners of English as a second language (L2 learners) to improve their vocabulary. To explore the learning effectiveness of MyEVA, the study compared four vocabulary-learning techniques, MyEVA in preference mode, MyEVA in basic mode, an Internet dictionary, and a traditional paper-based dictionary. The findings indicate that the mixed-modality with preference-mode setting stimulated the greatest vocabulary acquisition and the best retention for L2 students. The more proficient students in the study selected a preferred strategy that they employed consistently. Less proficient students did not select a preferred strategy and improved less than their more proficient fellow students. Researchers also provided recommendations for language teachers, curriculum designers, and in particular, the developers of English e-learning systems.

The authors conducted a worldwide survey to explore the experiences of higher education faculty who converted classes to distance learning during the COVID-19 pandemic. Most respondents experienced much higher workloads and stress than in face-to-face classes. Previous experience with Online Distance Learning (ODL) predicted positive faculty response. Less than half used a school-provided LMS, instead using a wide range of other technologies. Respondents said they learned the need for adaptability and good planning, emphasizing doing what it takes to serve their students. There was high variability in most answers, indicating that the experiences of individual teachers ranged widely between positive and negative. The researchers provide recommendations based on the findings, including the need for better ODL instructional design training as part of long-term professional development for faculty and remembering the importance of all student higher education experiences, many of which are beyond the scope of the actual classes.

This comparative study aimed to investigate the effects of an Augmented-Reality Game-Based Learning application, “StemUp,” on the English learning performance and motivation of distinct rural and urban groups of young EFL (English as a Foreign Language) learners. Multiple sources of data collection were employed, including pre- and post-tests, Keller’s (1987) ARCS pre- and post-survey, and semi-structured interviews of the fifty participants. Quantitative findings confirmed that the study’s AR game-based intervention resulted in a significant improvement in English performance and motivation for both groups, with the students from the rural area improving more in both English performance and motivation compared to those from the urban area. Motivation and enjoyment, gamification, and learning effectiveness were three important qualitative interview themes. Overall, this mixed-methods study found that the learning design employing “StemUp,” with its unique 3D AR features/affordances, not only improved participant language gains in vocabulary, speaking, and listening, but also enabled participants to be more engaged and motivated in their English learning. The conclusion is that StemUP is a promising tool for assisting EFL learners in both rural and urban areas in their English language development as well as motivation improvement by facilitating an immersive language learning environment for EFL young learners.

This mixed-methods research explored the affordances of a writing instruction featuring constructivist learning, reading-writing connection, flipped learning, and online intercultural exchanges with regard to English-as-a-foreign-language (EFL) learners’ writing performance and intercultural sensitivity. Forty-eight Taiwanese English-major undergraduate students were each paired with an American undergraduate partner, had intercultural online exchanges, completed two essays (a descriptive essay and an argumentative essay), and had revisions based on their peers’ feedback. Multiple sources of data over a semester included the pre- and post-tests on the two essay writing tasks, responses to an intercultural sensitivity scale, and focus-group interviews. The instruction design enhanced the EFL learners’ writing outcomes, strengthened their cross-cultural observations, and increased their intercultural sensitivity. This study highlights the practice with a focus on developing writing skills and intercultural sensitivity using online intercultural exchanges.