As Computer-Assisted Language Learning (CALL) has taken an important role in foreign language teaching and learning, not only is concrete data about the usefulness of technologymediated environments for these purposes necessary, but also how the learning process is improved in such environments when learner training for CALL. The objective of this paper is to present an investigation which soug...

he LanguageNation platform aims to make online language learning more effective and efficient by leveraging the resources of Human Language Technology and Second Language Acquisition research. Part of this goal involves tailoring training to learner profiles at the individual level, which may be accomplished more easily in an online environment than in traditional classroom instruction. Further...

In this paper we look at learner-formulated questions in technology-supported learning applications. Traditionally, technology-supported learning applications request input from the learner. The learner’s response is used to assess the knowledge of the learner, to define a navigation path through the material or to construct a learner model. With our work we want to add another form of interact...

The task of native language (L1) identification suffers from a relative paucity of useful training corpora, and standard within-corpus evaluation is often problematic due to topic bias. In this paper, we introduce a method for L1 identification in second language (L2) texts that relies only on much more plentiful L1 data, rather than the L2 texts that are traditionally used for training. In par...

The rate of technological progression seems to have encouraged teachers and researchers to reassess their pedagogic beliefs in an attempt to maintain their control over the learning process and the influx of authentic materials. With regard to the field of language teaching, technology seems to be demanding a re-examination of pedagogies in order to find ways of making use of current technology...

People are constrained by their culture and social life when telling stories. A second language learner then cannot be expected to tell stories in the target language without cross-cultural effects that influence the way of narration. The present study examined the role of the first language (L1) and second language (L2) in the organization of narratives by focusing on Persian speakers’ and EFL...

Since the mid 90s, an increasing number of researchers have adopted a sociocultural theory (SCT) of mind to investigate the social and cognitive functions of language during learnerlearner interaction (Lantolf & Thorne, 2007). Researchers from an SCT perspective have identified that first languages (L1s) serve important cognitive functions (Alegría de la Colina & García Mayo, 2009; Storch & Ald...

The present study aimed at furthering the understanding of the potential effects of e-learner characteristics on e-learner satisfaction in an EFL context. Specifically, it examined the collective impact of computer anxiety, computer-mediated communication (CMC) apprehension, metacognitive self-regulation strategy use, mastery goal orientation, and performance goal orientation on EFL e-learner s...

∗Naturalistic learner productions are an important empirical resource for SLA research. Some pioneering works have produced valuable second language (L2) resources supporting SLA research.1 One common limitation of these resources is the absence of individual longitudinal data for numerous speakers with different backgrounds across the proficiency spectrum, which is vital for understanding the ...