Vol. 23, No. 1 - CALL-EJ (ISSN 1442-438X)

Vol. 23, No. 1, 2022

Digital Language Teacher Professional Development from a CALL Perspective: Perceived Knowledge and Activeness in ECCR: Ismail Anas, Politeknik Negeri Ujung Pandang, Makassar, Indonesia and Doctoral Student at Universitas Negeri Makassar, Indonesia; Muhammad Basri, Universitas Negeri Makassar, Makassar, Indonesia; Andi Musdariah, Politeknik Negeri Ujung Pandang, Makassar, Indonesia; pp. 1-21 (pdf)

Comparing Two Worlds: Spanish Learners’ Face-to-face and Immersive Social VR Speaking Experiences: Elizabeth Enkin, University of Nebraska-Lincoln, USA; pp. 22-42 (pdf)

How to Creatively Flip to Online Learning Environments: A Showcase of Design and Tools for an Award-winning, Online Language Teaching Project: Sijia Guo, Macquarie University, Australia; pp. 43-62 (pdf)

Blogging in Action: Teaching English within the Project-Based Learning Approach: Salvador Montaner-Villalba, Universitat Polit?cnica de Val?ncia, Spain; pp. 63-77 (pdf)

A Close Look at the Use of Technology by Thai Teachers in Secondary EFL Classrooms: Atipat Boonmoh, School of Liberal Arts, King Mongkut’s University of Technology Thonburi, Thailand; Thidaporn Jumpakate, Institute of Social Technology, Suranaree University of Technology, Thailand; Sodsai Karpklon, Secondary Educational Service Area Office, Area 33 (Surin), Thailand; pp. 78-107 (pdf)

EFL University Students’ Use of Online Resources to Facilitate Self-Regulation for Writing: Atik Umamah, Universitas Negeri Malang and Universitas Islam Malang, Indonesia; Bambang Yudi Cahyono, Universitas Negeri Malang, Indonesia; pp. 108-124 (pdf)

A Systematic Review of Current Research on Affordances and Challenges of Technology-Assisted Grammar Learning: Akbar Bahari, Urmia University, Iran; Javad Gholami, Urmia University, Iran; pp. 125-149 (pdf)

The Effects of Language Proficiency and Online Translator Training on Second Language Writing Complexity, Accuracy, Fluency, and Lexical Complexity: Syed Muhammad Mujtaba, IQRA University (North Campus), Karachi, Pakistan; Rakesh Parkash, IQRA University (North Campus), Karachi, Pakistan; Barry Lee Reynolds, Faculty of Education, University of Macau, China and Centre for Cognitive and Brain Sciences, University of Macau, Macau SAR, China.; pp. 150-167 (pdf)

ESP Teachers’Sociocultural Challenges in Online Formative Assessment: Voices of Teachers, Learners, and Coordinators: Dwita Laksmita Rachmawati, Universitas Negeri Surabaya, Indonesia; Oikurema Purwati, Universitas Negeri Surabaya, Indonesia; Syafi'ul Anam, Universitas Negeri Surabaya, Indonesia; pp. 168-186 (pdf)

Syntactic Complexity in EFL Writing: Within-Genre Topic and Writing Quality: Myung Jeong Ha, English Language and Regional Studies, Sangmyung University, South Korea; pp. 187-205 (pdf)

Developing Teachers’ Reflective Practices through a Virtual Exchange Program: Golia Mohammadi, Persian Gulf University, Bushehr, Iran; Dara Tafazoli, School of Education, The University of Newcastle, Australia; pp. 215-232(pdf)

Challenges in Technology Integration for Online Teaching and Learning for English Sessional Academics: Priscilla Shak, Center for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah, Malaysia; Wendy Hiew, Center for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah, Malaysia; Bernadette Tobi, Center for the Promotion of Knowledge and Language Learning, Universiti Malaysia Sabah, Malaysia; pp. 233-258(pdf)

Reading on Smartphones: Students' Habits and Implications for Reading Skills: Chen May Oh, Universiti Kebangsaan Malaysia, Malaysia; Pramela Krish, Universiti Kebangsaan Malaysia, Malaysia; Afendi Hamat, Universiti Kebangsaan Malaysia, Malaysia; pp. 259-277(pdf)

In-service EFL Teachers’ Sociocultural-based TPACK Beliefs and Practices: Voice of Teachers and Students: Dian Novita, Universitas Negeri Surabaya, Indonesia; Oikurema Purwati, Universitas Negeri Surabaya, Indonesia; Syafi’ul Anam, Universitas Negeri Surabaya, Indonesia; pp. 278-293(pdf)

The Effect of an Authentic Learning Experience on Low-Performing EFL Pre-Service Teachers’ Intentions to Use E-Learning for Teaching: Faisal Mustafa, Universitas Syiah Kuala, Banda Aceh, Indonesia; Bonjovi Hassan Hajan, Jose Rizal University, Mandaluyong City, Philippines; pp. 294-311(pdf)

Impacts of a Corpus Linguistics Course on in-Service EFL Teachers’ Corpus Literacy: Ismail Xodabande, Kharazmi University, Tehran, Iran.; Mostafa Nazari, Kharazmi University, Tehran, Iran.; pp. 318-346(pdf)

The Effect of Edmodo Social Learning Network on Iraqi EFL Learners Vocabulary Learning: Kamran Janfeshan, Department of English Language Teaching, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran; pp. 347-373 (pdf)

Students’ Emotional and Behavioral Engagement: Cloud-based Collaborative Writing and Learning Analytics: Marwa F. Hafour, Tanta University, Egypt; Mohammed Alwaleedi, King Abdulaziz University, Saudi Arabia; pp. 374-400(pdf)

English Diphthong Characteristics Produced by Thai EFL Learners: Individual Practice Using PRAAT: Narinthorn S. Behr, Srinakharinwirot University, Bangkok, Thailand; pp. 401-424 (pdf)

Gamification in the English Language Class: Analysis of Pre-service Teachers’ Perceptions: Ignacio Fernandez-Portero, Universidad de Extremadura, Caceres, Spain; Cristina Castillo-Rodriguez, Universidad de Malaga, Malaga, Spain; pp. 425-444 (pdf)

Computer-Mediated Immediate and Delayed L1 and L2 Glosses and Vocabulary Learning and Reading Comprehension of an ESP Text: Fatemeh Faghfouri, English Language Department, University of Zanjan, Iran; Seyed Hesamuddin Aliasin, English Language Department, University of Zanjan, Iran; Elham Mohammadi, English Language Department, University of Zanjan, Iran; pp. 445-465 (pdf)

Usage and Acceptance of Mobile Devices for English Language Learning by Vietnamese Teenagers: Thach Ngoc Pham, Hanoi University, Vietnam; Phuong Hoai Lai, Hanoi University, Vietnam; pp. 466-491 (pdf)

Practical Writing: Hamzah S. Rajeh, Washington State University, Pullman, USA; pp. 206-214 (pdf)

Video Enhanced Observation for Language Teaching: Reflection and Professional Development: Tri Minh Nguyen, PTG TESOL; Ho Chi Minh University of Education, Vietnam; pp. 212-317 (pdf)