Citations (44)
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Weiwei Wang & Lianjiang Jiang. (2023) Writing on WeChat moments: impact on writing performance and learner autonomy. Computer Assisted Language Learning 36:7, pages 1236-1264.
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Ping-Ju Chen. (2023) Looking for the right blend: a blended EFL university writing course. Computer Assisted Language Learning 36:7, pages 1147-1176.
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Hanieh Shafiee Rad, Ehsan Namaziandost & Mohammad Hasan Razmi. (2023) Integrating STAD and flipped learning in expository writing skills: Impacts on students’ achievement and perceptions. Journal of Research on Technology in Education 55:4, pages 710-726.
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Ha Thi Phuong Pham. (2022) Computer-mediated and face-to-face peer feedback: student feedback and revision in EFL writing. Computer Assisted Language Learning 35:9, pages 2112-2147.
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Nazanin Adhami & Mahboubeh Taghizadeh. (2022) Integrating inquiry-based learning and computer supported collaborative learning into flipped classroom: effects on academic writing performance and perceptions of students of railway engineering. Computer Assisted Language Learning 0:0, pages 1-37.
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Shuxin Tan, Young Woo Cho & Wensi Xu. (2022) Exploring the effects of automated written corrective feedback, computer-mediated peer feedback and their combination mode on EFL learner’s writing performance. Interactive Learning Environments 0:0, pages 1-11.
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Akbar Bahari & Leila Gholami. (2022) Challenges and affordances of reading and writing development in technology-assisted language learning. Interactive Learning Environments 0:0, pages 1-25.
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Chengyuan Jia & Khe Foon Timothy Hew. (2022) Supporting lower-level processes in EFL listening: the effect on learners’ listening proficiency of a dictation program supported by a mobile instant messaging app. Computer Assisted Language Learning 35:1-2, pages 141-168.
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Zhi-Hong Chen & Wen-Yi Liu. (2021) A six-stage story structure approach for elementary students’ story production: quality, interest, and attitude. Computer Assisted Language Learning 34:1-2, pages 184-207.
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Jessie S. Barrot. (2021) Effects of Facebook-based e-portfolio on ESL learners’ writing performance. Language, Culture and Curriculum 34:1, pages 95-111.
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Ghada Awada, Jack Burston & Rosie Ghannage. (2020) Effect of student team achievement division through WebQuest on EFL students’ argumentative writing skills and their instructors’ perceptions. Computer Assisted Language Learning 33:3, pages 275-300.
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Jing Z. Paul & Eric Friginal. (2019) The effects of symmetric and asymmetric social networks on second language communication. Computer Assisted Language Learning 32:5-6, pages 587-618.
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Zhihong Xu, Manjari Banerjee, Gilbert Ramirez, Gang Zhu & Kausalai (Kay) Wijekumar. (2019) The effectiveness of educational technology applications on adult English language learners’ writing quality: a meta-analysis. Computer Assisted Language Learning 32:1-2, pages 132-162.
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Ward Peeters. (2018) Applying the networking power of Web 2.0 to the foreign language classroom: a taxonomy of the online peer interaction process. Computer Assisted Language Learning 31:8, pages 905-931.
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Articles from other publishers (30)
Vu Phi Ho Pham & Thi Kim Phung Luong. (2023) The Incorporation of Facebook-Based Peer Comments Into Writing Revisions: A Framework for Social-Network Peer Commentaries. SAGE Open 13:4.
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Seunghee Jin. (2023) Speaking proficiency and affective effects in EFL: Vlogging as a social media‐integrated activity. British Journal of Educational Technology.
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Kuok Wa Chao Chao, Maria-Lourdes Lira-Gonzales & Joanie David. (2023) Technologies in English as a Second/Foreign Language Writing Classes. Folios:58.
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Yan Li. (2023) The effect of online collaborative writing instruction on enhancing writing performance, writing motivation, and writing self-efficacy of Chinese EFL learners. Frontiers in Psychology 14.
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Baomei Song & Dong Xiong. (2023) A comparative study of the effects of social media and language learning apps on learners’ vocabulary performance. Asia Pacific Education Review.
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Narjis Sherafati & Farzad Mahmoudi Largani. (2022) The potentiality of computer-based feedback in fostering EFL learners’ writing performance, self-regulation ability, and self-efficacy beliefs. Journal of Computers in Education 10:1, pages 27-55.
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Jianchun Dai, Li Wang & Yongcheng He. (2023) Exploring the effect of wiki-based writing instruction on writing skills and writing self-efficacy of Chinese English-as-a-foreign language learners. Frontiers in Psychology 13.
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Aasia Nusrat, Sardaraz Khan, Farah Kashif & Rakhshanda Fawad. (2022) Effect of teachers’ asynchronous e-feedback and synchronous oral feedback on English language learners’ writing accuracy. Frontiers in Education 7.
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Abd. Syakur, Sugirin, Margana, M. Faruq Ubaidillah & Shouket Ahmad Tilwani. (2022) The Development of an “Absyak” Application for ESP Learning: Insights from Indonesia. Education Research International 2022, pages 1-8.
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Ming-Fang Lin, Yuan-shan Chen & Yu-Ting Lai. (2022) Promoting the Sustainable Development of Rural EFL Learners’ Email Literacy through a Facebook Project. Sustainability 14:10, pages 6209.
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Jing Huang. (2021) Relationships between EFL learners' background, motivational, instructional, ICT‐related characteristics, and writing performance: Evidence from 13 educational systems. Psychology in the Schools 59:3, pages 495-514.
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Sibel ERGÜN ELVERİCİ. (2021) ERGENLERİN MOBİL TEKNOLOJİLERE YÖNELİK TUTUMLARI: iNGİLİZCE DERSLERİNDE WHATSAPP ÖRNEĞİTEENAGERS' ATTITUDES TO MOBILE TECHNOLOGIES: A WHATSAPP EXAMPLE IN ENGLISH CLASSES. İnönü Üniversitesi Eğitim Fakültesi Dergisi 22:1, pages 144-160.
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Sedat Akayoğlu. (2019) Teaching CALL to Pre-service Teachers of English in a Flipped Classroom. Technology, Knowledge and Learning 26:1, pages 155-171.
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Axel Harting. (2020) L2 Engagements on Facebook: A Survey on the Network's Usefulness for Voluntary German and Japanese Learning. The EuroCALL Review 28:2, pages 2.
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Emine Şendurur. 2020. Enhancements and Limitations to ICT-Based Informal Language Learning. Enhancements and Limitations to ICT-Based Informal Language Learning
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Linda Tay & Yin Ling Cheung. (2019) Second and Foreign Language Writing and Computer-Mediated Communication: A Qualitative Meta-Synthesis of Recent Research. Issues in Language Studies 8:2.
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Blanka Klimova & Marcel Pikhart. (2019) Cognitive and Applied Linguistics Aspects of Using Social Media: The Impact of the Use of Facebook on Developing Writing Skills in Learning English as a Foreign Language. European Journal of Investigation in Health, Psychology and Education 10:1, pages 110-118.
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Alyssia M. Miller, William Justin Morgan & Bryan Koronkiewicz. (2018) Like or Tweet: Analysis of the Use of Facebook and Twitter in the Language Classroom. TechTrends 63:5, pages 550-558.
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Boning Lyu & Chun Lai. (2019) Language Learners Perceptions and Behaviors on An Instructional-Oriented Social Networking Site Out-of-Classroom: A Case of Lang-8. Language Learners Perceptions and Behaviors on An Instructional-Oriented Social Networking Site Out-of-Classroom: A Case of Lang-8.
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Jessie S. Barrot. (2018) Facebook as a learning environment for language teaching and learning: A critical analysis of the literature from 2010 to 2017. Journal of Computer Assisted Learning 34:6, pages 863-875.
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Levent Çetinkaya & Selim Soner Sütçü. (2018) The effects of Facebook and WhatsApp on success in English vocabulary instruction. Journal of Computer Assisted Learning 34:5, pages 504-514.
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Gilbert Dizon & Benjamin Thanyawatpokin. (2018) Web 2.0 tools in the EFL classroom: Comparing the effects of Facebook and blogs on L2 writing and interaction. The EuroCALL Review 26:1, pages 29.
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Osman Solmaz. (2018) A Critical Review of Research on Social Networking Sites in Language Teaching and Learning. Contemporary Educational Technology 9:3, pages 315-330.
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