Vol. 23, No. 3 - CALL-EJ (ISSN 1442-438X)

Vol. 23, No. 3, (August Issue) 2022

Impact of ePortfolio Assessment as an Instructional Strategy on Students’ Academic Speaking Skills: An Experimental Study: Madhuri Mathur, BITS Pilani Hyderabad Campus, Bhavan’s Vivekananda College of Science, Humanities and Commerce, Hyderabad, India; Santosh Mahapatra, BITS Pilani Hyderabad Campus, India; pp. 1-23 (pdf)

A Psycho-Socio-Cultural Approach towards Technology-Assisted Language Teaching: Nonlinear Dynamic L2 Motivation Theory: Shiva Soltani, Islamic Azad University, International Kish Branch, Iran; Ahmad Mohseni, Islamic Azad University, South Tehran Branch, Iran; pp. 24-40 (pdf)

Integrating Natural Language Processing and Multimedia Databases in CALL Software: Development and Evaluation of an ICALL Application for EFL listening Comprehension: Danh Cong Vu, Suranaree University of Technology, Thailand; Andrew-Peter Lian, Suranaree University of Technology, Thailand; Peerasak Siriyothin, Suranaree University of Technology, Thailand; pp. 41-69 (pdf)

The Winding Path towards Implementing Digital Game-based Learning (DGBL) in an Educational Context: the Voices of Pre-service Teachers: Reza Dashtestani, University of Tehran, Iran; pp. 70-93 (pdf)

The ICT Use of Informal Digital Learning in Enhancing EFL University Students’ English Performance: Merliyani Putri Anggraini, Doctorate Program in ELT Faculty of Letters, Universitas Negeri Malang, Indonesia; Mirjam Anugerahwati 8mirjam, Department of English, Faculty of Letters, Universitas Negeri Malang, Indonesia; Ratih Novita Sari, Doctorate Program in ELT Faculty of Letters, Universitas Negeri Malang Universitas Muhammadiyah, Indonesia; Delsa Miranty, Doctorate Program in ELT Faculty of Letters, Universitas Negeri Malang Universitas Sultan Ageng Tirtayasa, Indonesia; Kurniasih, Doctorate Program in ELT Faculty of Letters, Universitas Negeri Malang Universitas Islam Malang, Indonesia; Iswahyuni, Doctorate Program in ELT Faculty of Letters, Universitas Negeri Malang, Indonesia; pp. 94-115 (pdf)

Improving Iranian High School Students’ Writing Skills through Online Dialogic Interactions: A Microgenetic Analysis: Zeinab Azizi, Department of Teaching English and Linguistics, Ayatollah Burojerdi University, Burojerd, Iran; Afsheen Rezai, Department of Teaching English and Linguistics, Ayatollah Burojerdi University, Burojerd, Iran; pp. 76-92 (pdf)

Online Translators in Language Online Assessments: Ana Nino Alonso, The University of Manchester, UK; pp. 115-135 (pdf)

On Digital Game-Based Reading Strategy Training: Implications for L2 Reading Ability Development: Hamed Babaie, Department of English Language, College of Humanities Rasht Branch, Islamic Azad University, Rasht, Iran; pp. 136-155 (pdf)

The Role of ASR Training in EFL Pronunciation Improvement: An In-depth Look at the Impact of Treatment Length and Guided Practice on Specific Pronunciation Points: Ryan Spring, Tohoku University, Japan; Ryuji Tabuchi, Mint Phonetics Education Institution, Japan; pp. 163-185(pdf)

Students’ Perceptions and Real-Life Use of Mobile Technologies in EFL Learning: Diem Thi Ngoc Hoang, School of Foreign Languages, Thai Nguyen University, Vietnam; Nicola F. Johnson, School of Education, Edith Cowan University, Australia; Maggie McAlinden, School of Education, Edith Cowan University, Australia; pp. 186-206(pdf)

A Review of Duolingo’s In-House Research Reports: Charlie Taylor, National Taitung Senior High School, Taitung, Taiwan; pp. 156-162 (pdf)