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Tien-Liang Liu & Yu-Fen Yang. (2023) Developing college students’ learning strategies to improve oral presentation through negotiation of meaning in telecollaboration. Journal of Research on Technology in Education 55:6, pages 1036-1060.
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Saadet Korucu-Kış. (2023) Instag(R)ite: integrating visual social media into academic writing instruction. Computer Assisted Language Learning 0:0, pages 1-32.
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Ellen Yeh & Nicholas Swinehart. (2022) Social media literacy in L2 environments: navigating anonymous user-generated content. Computer Assisted Language Learning 35:8, pages 1731-1753.
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Yining Zhang, Binbin Zheng & Yuan Tian. (2022) An exploratory study of English-language learners’ text chat interaction in synchronous computer-mediated communication: functions and change over time. Computer Assisted Language Learning 0:0, pages 1-32.
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Muzakki Bashori, Roeland van Hout, Helmer Strik & Catia Cucchiarini. (2022) Web-based language learning and speaking anxiety. Computer Assisted Language Learning 35:5-6, pages 1058-1089.
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Daniel Lambton-Howard, Jieun Kiaer & Ahmed Kharrufa. (2021) ‘Social media is their space’: student and teacher use and perception of features of social media in language education. Behaviour & Information Technology 40:16, pages 1700-1715.
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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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Jelena Anđelković Labrović, Nikola Petrović, Jelena Anđelković & Marija Meršnik. (2023) Patterns of behavioral engagement in an online english language course: cluster analysis. Journal of Computing in Higher Education.
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Olga Viberg, Agnes Kukulska-Hulme & Ward Peeters. (2023) Affective Support for Self-Regulation in Mobile-Assisted Language Learning. International Journal of Mobile and Blended Learning 15:2, pages 1-15.
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Ward Peeters, Olga Viberg & Daniel Spikol. 2023. Advances in Quantitative Ethnography. Advances in Quantitative Ethnography
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Siyi Cao, Siruo Zhou, Yong Luo, Tao Wang, Tongquan Zhou & Yizhong Xu. (2022) A review of the ESL/EFL learners’ gains from online peer feedback on English writing. Frontiers in Psychology 13.
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Ching Ting Tany Kwee & Luis Miguel Dos Santos. (2022) How can blended learning English-as-a-second-language courses incorporate with cultural heritage, building, and sense of sustainable development goals?: A case study. Frontiers in Education 7.
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Jingwei Fan & Mei Tian. (2022) Influence of Online Learning Environment and Student Engagement on International Students’ Sustainable Chinese Learning. Sustainability 14:17, pages 11106.
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Bakhtiar Naghdipour. (2022) ICT-enabled informal learning in EFL writing. Journal of Second Language Writing 56, pages 100893.
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Mari Alger & June Eyckmans. (2022) “I took physical lessons for granted”: A case study exploring students’ interpersonal interactions in online synchronous lessons during the outbreak of COVID-19. System 105, pages 102716.
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Luis Miguel Dos Santos. 2022. Assessing University Governance and Policies in Relation to the COVID-19 Pandemic. Assessing University Governance and Policies in Relation to the COVID-19 Pandemic
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Luis Miguel Dos Santos. 2022. Assessing University Governance and Policies in Relation to the COVID-19 Pandemic. Assessing University Governance and Policies in Relation to the COVID-19 Pandemic
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Xue Wang & Wei Zhang. (2022) Improvement of Students’ Autonomous Learning Behavior by Optimizing Foreign Language Blended Learning Mode. SAGE Open 12:1, pages 215824402110711.
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Mohammed Saqr, Ward Peeters & Olga Viberg. (2021) The relational, co-temporal, contemporaneous, and longitudinal dynamics of self-regulation for academic writing. Research and Practice in Technology Enhanced Learning 16:1.
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Laura Chagas & Neuza Pedro. (2021) Faculty and student perceptions of the use of web 2.0 tools to develop communication skills in English. The EuroCALL Review 29:2, pages 2-10.
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Ilknur ISTİFCİ & Asiye DOGAN UCAR. (2021) A review of research on the use of social media in language teaching and learning. Journal of Educational Technology and Online Learning 4:3, pages 475-488.
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Sonja BJELOBABA. (2021) Deterring cheating using a complex assessment design: A case study. The Literacy Trek 7:1, pages 55-77.
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Shima Balouchi & Arshad Abdul Samad. (2020) No more excuses, learn English for free: Factors affecting L2 learners intention to use online technology for informal English learning. Education and Information Technologies 26:1, pages 1111-1132.
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Ceren YENTÜRK & Gülin DAĞDEVİREN-KIRMIZI. (2020) Native or non-native instructors? A case study on foreign language speaking anxiety in EFL classroom. Dil ve Dilbilimi Çalışmaları Dergisi 16:4, pages 1939-1951.
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Urıl BAHRUDDİN & Sucı RAMADHANTI FEBRIANI. (2020) Student’s perceptions of Arabic online learning during COVID-19 emergency. Journal for the Education of Gifted Young Scientists 8:4, pages 1483-1492.
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Boning Lyu & Chun Lai. (2020) Interacting with native speakers of Chinese through online learning communities: A case study with East Asian learners. Global Chinese 6:2, pages 215-235.
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Liam Murray, Marta Giralt & Silvia Benini. (2020) Extending digital literacies: Proposing an agentive literacy to tackle the problems of distractive technologies in language learning. ReCALL 32:3, pages 250-271.
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Ward Peeters & Marilize Pretorius. (2020) Facebook or fail-book: Exploring “community” in a virtual community of practice. ReCALL 32:3, pages 291-306.
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Binbin Zheng & Chin‐Hsi Lin. 2019. The Handbook of Informal Language Learning. The Handbook of Informal Language Learning
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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.
Jessica Chakowa. (2019) Engaging with peers, mentors and native speakers as language learning partners in an online environmentInteragir en ligne avec des pairs, des tuteurs et des natifs comme partenaires d'apprentissage. Alsic:Vol. 22, n° 2.
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Chen CHEN. (2019) A Comparative Study of Online Teacher-Involved and Peer Interactive Learning: Chinese EFL Students’ Perceptions and PracticesÇevrimiçi Öğretmen Katılımı ve Etkileşimli Akran Öğrenmesinin Karşılaştırılması: Çinli Yabancı Dil Öğrencilerinin Algılarıları ve Deneyimleri. Journal of Educational Technology and Online Learning 2:1, pages 56-73.
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