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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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Amir Reza Rahimi. (2023) The role of EFL learners’ L2 self-identities, and authenticity gap on their intention to continue LMOOCs: insights from an exploratory partial least approach. Computer Assisted Language Learning 0:0, pages 1-32.
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Huy Phung, Nhi Tran & Diem Hoang. (2023) Empowering students with authentic tasks to learn English beyond the classroom: a club-based model. Innovation in Language Learning and Teaching 17:2, pages 191-201.
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Hiromi Nishioka. (2023) My Korean language teachers are YouTubers: learning Korean via self-instruction. Computer Assisted Language Learning 36:3, pages 346-374.
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Akbar Bahari. (2023) CANDA: computer-assisted nonlinear dynamic approach for the L2 teaching in blended and distance learning. Interactive Learning Environments 31:2, pages 752-778.
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Hongying Peng, Sake Jager & Wander Lowie. (2022) A person-centred approach to L2 learners’ informal mobile language learning. Computer Assisted Language Learning 35:9, pages 2148-2169.
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Yue Zhang & Guangxiang Liu. (2022) Revisiting informal digital learning of English (IDLE): a structural equation modeling approach in a university EFL context. Computer Assisted Language Learning 0:0, pages 1-33.
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Reiko Yoshida. (2022) Learners’ emotions in foreign language text chats with native speakers. Computer Assisted Language Learning 35:7, pages 1507-1532.
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Seçil Tümen Akyıldız & Vildan Çelik. (2022) Using WhatsApp to support EFL reading comprehension skills with Turkish early secondary learners. The Language Learning Journal 50:5, pages 650-666.
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Peiru Tong, Zhaohui Yin & Linda Tsung. (2022) Student engagement and authentic language use on WeChat for learning Chinese as a foreign language. Computer Assisted Language Learning 0:0, pages 1-32.
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Boning Lyu & Chun Lai. (2022) Analysing learner engagement with native speaker feedback on an educational social networking site: an ecological perspective. Computer Assisted Language Learning 0:0, pages 1-35.
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Danyang Zhang & Pascual Pérez-Paredes. (2021) Chinese postgraduate EFL learners’ self-directed use of mobile English learning resources. Computer Assisted Language Learning 34:8, pages 1128-1153.
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Vinh Nguyen & Elke Stracke. (2021) Learning experiences in and outside class by successful Vietnamese tertiary students studying English as a foreign language. Innovation in Language Learning and Teaching 15:4, pages 321-333.
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Hao-Jan Howard Chen & Hsiao-Ling Hsu. (2020) The impact of a serious game on vocabulary and content learning. Computer Assisted Language Learning 33:7, pages 811-832.
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Mohammad Reza Ghorbani & Seyyed Ehsan Golparvar. (2020) Modeling the relationship between socioeconomic status, self-initiated, technology-enhanced language learning, and language outcome. Computer Assisted Language Learning 33:5-6, pages 607-627.
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Carolyn Blume. (2020) Games people (don’t) play: An analysis of pre-service EFL teachers’ behaviors and beliefs regarding digital game-based language learning. Computer Assisted Language Learning 33:1-2, pages 109-132.
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Martin Lamb & Fauziah Eka Arisandy. (2020) The impact of online use of English on motivation to learn. Computer Assisted Language Learning 33:1-2, pages 85-108.
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César Domínguez, Javier López-Cuadrado, Anaje Armendariz, Arturo Jaime, Jónathan Heras & Tomás A. Pérez. (2019) Exploring the differences between low-stakes proctored and unproctored language testing using an Internet-based application. Computer Assisted Language Learning 32:5-6, pages 483-509.
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Gustavo García Botero, Frederik Questier & Chang Zhu. (2019) Self-directed language learning in a mobile-assisted, out-of-class context: do students walk the talk?. Computer Assisted Language Learning 32:1-2, pages 71-97.
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