| Improving argumentative writing: Effects of a blended learning approach and gamification |
13 |
| Collaborative writing and text quality in Google Docs |
9 |
| Vocabulary learning from watching YouTube videos and reading blog posts |
8 |
| Exploring the perceived benefits of the process of multimodal video making in developing multiliteracies |
7 |
| Commercial-off-the-shelf games in the digital wild and L2 learner vocabulary |
7 |
| How captions help people learn languages: A working-memory, eye-tracking study |
7 |
| Quantity and diversity of informal digital learning of English |
6 |
| Vocabulary learning and retention through multimedia glossing |
6 |
| Does a 3D immersive experience enhance Mandarin writing by CSL students? |
6 |
| A system for adaptive high-variability segmental perceptual training: Implementation, effectiveness, transfer |
6 |
| Mastery-based language learning outside class: Learning support in flipped classrooms |
6 |
| Interactive digital textbooks and engagement: A learning strategies framework |
5 |
| Thanks, shokran, gracias: Translingual practices in a Facebook group |
5 |
| Using wiki-mediated collaboration to foster L2 writing performance |
5 |
| Bronies learning English in the digital wild |
5 |
| Technique efficacy when using a student response system in the reading classroom |
4 |
| Fan translation of games, anime, and fanfiction |
4 |
| Pre-service EFL teachers' online participation, interaction, and social presence |
4 |
| Flipping the classroom in teaching Chinese as a foreign language |
3 |
| Positioning (mis) aligned: The (un) making of intercultural asynchronous computer-mediated communication |
3 |
| Telecollaboration for content and language learning: A Genre-based approach |
3 |
| Language learning in the wild: A young user perspective |
3 |
| The formative role of teaching presence in blended Virtual Exchange |
2 |
| Can clicker use support learning in a dual-focused second language German course? |
2 |
| Activate space rats! Fluency development in a mobile game-assisted environment |
2 |
| Developing Intercultural Competence through Study Abroad, Telecollaboration, and On-campus Language Study |
2 |
| The affordances of process-tracing technologies for supporting L2 writing instruction |
2 |
| The effect of two forms of computer-automated metalinguistic corrective feedback |
2 |
| The impact of video and written feedback on student preferences of English speaking practice |
2 |
| I do which the question: Students' innovative use of technology resources in the language classroom |
2 |
| Discourse moves and intercultural communicative competence in telecollaborative chats |
2 |
| Does the test work? Evaluating a web-based language placement test |
1 |
| Task-induced development of hinting behaviors in online task-oriented L2 interaction |
1 |
| Turnitin and peer review in ESL academic writing classrooms |
1 |
| Exploring the affordances of telepresence robots in foreign language learning |
1 |
| Focus on form in task-based L2 oral computer-mediated communication |
1 |
| Exploring relationships between automated and human evaluations of L2 texts |
1 |
| Exploring multimedia, mobile learning, and place-based learning in linguacultural education |
1 |
| Experiential learning of telecollaborative competences in pre-service teacher education |
1 |
| Engagement and Attitude in Telecollaboration: Topic and cultural background effects |
1 |
| Effect of using texting on vocabulary instruction for English learners |
0 |
| Toward a comprehensive model of negotiated interaction in computer-mediated communication |
0 |
| Critical incidents and cultures-of-use in a Hong Kong-Germany telecollaboration |
0 |
| Pre-task planning in L2 text-chat: Examining learners' process and performance |
0 |
| Child-to-child interaction and corrective feedback during eTandem ESL-FSL chat exchanges |
0 |
| Online informal language learning: Insights from a Korean learning community |
0 |
| Qualitative research in less commonly taught and endangered language CALL |
0 |
| Language learners' perceptions of having two interactional contexts in eTandem |
0 |
