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International Journal of Computer-Assisted Language Learning and Teaching

July 2012 Volume 2, Number 3

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Table of Contents

Number of articles: 5

  1. A Double-Channel Model for Developing Learner Autonomy in an EFL Context

    Dongshuo Wang, University of Manchester, United Kingdom; Jinghui Wang, Harbin Institute of Technology, China; Kenneth Spencer, Hull University, United Kingdom

    Using Computer-Assisted Language Learning (CALL) to develop learner autonomy is a challenging task in the context of teaching English as a foreign language (EFL). A new, double channel model for... More

    pp. 1-16

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  2. Fostering EFL College Students’ Register Awareness: Writing Online Forum Posts and Traditional Essays

    Ching-Fen Chang, National Chiao Tung University, Taiwan

    This study explores 19 Taiwanese students’ writing in weekly online forum posts and traditional essays. Results drawn from discourse analysis of students’ writing in both types of writing tasks... More

    pp. 17-34

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  3. The Role of Social Networking Sites for Language Learning in UK Higher Education: The Views of Learners and Practitioners

    Billy Brick, Coventry University, United Kingdom

    This paper seeks to assess the potential for Social Networking Sites (SNSs) to play a role in language learning in the UK Higher Education (HE) sector. These sites are characterised by certain... More

    pp. 35-53

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  4. Promotion of EFL Student Motivation, Confidence, and Satisfaction Via a Learning Spiral, Peer-Scaffolding, and CMC

    Wen-Chi Wu, Providence University, Taiwan; Michael Marek, Wayne State College, United States; Ling Yen, National Central University, Taiwan

    This study presents an EFL (English as a Foreign Language) instructional model in which peer interaction improves motivation, confidence, satisfaction, and actual performance of students.... More

    pp. 54-75

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  5. Teaching Phonics to Chinese L1 EFL Pupils: Pathway to the Future

    Yu-Lin Cheng, National Dong Hwa University, Taiwan

    Despite that converging evidence has led to the mandate of phonics instruction in primary education in the UK, U.S. and EFL (English as a Foreign Language) China and Taiwan, teachers across the... More

    pp. 76-94

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