language learning dissertation

Dissertations On Technology and L2 Learning

This list has been updated with an eye towards providing working links to actual dissertation texts. Permanent links available free of charge through university databases have been privileged; for-profit enterprises that sell dissertation manuscripts have been listed when universities do not provide for the electronic dissemination of these documents. Manuscripts that are not available by either of these means are nevertheless listed as we hope to provide the most complete coverage of dissertations in the field of CALL that is possible.

You will notice that the reference list style is somewhat different than what is suggested by APA. We decided upon a format that includes the name of the institution where the dissertation was completed such that a quick scan of the list reveals where people are studying CALL related themes—and which universities are field leaders in terms of freely distributing dissertations. If you notice that dissertations completed at your institution have not been included, please send us the references, so we can update this list yearly.

2022 2021 2020 2019 2018 2017 2016 2015 2014 2013 2012 2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001 2000

Halaczkiewicz, M. (2022). Applications of affinity spaces in English language instruction: Writing and peer review of fanfiction based on video games in an academic English as a second language writing course. (Doctoral Dissertation, Utah State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Kaya, E. (2022). A comparability and classification analysis of computerized adaptive and conventional paper-based versions of an English language proficiency reading subtest. (Doctoral Dissertation, Bilkent Universitesi). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Lopez Vera, A. (2022). Implicit instruction of direct and indirect object pronouns in Spanish through technology-mediated task-based language teaching. (Doctoral Dissertation, University of California). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Akoto, M. A. B. (2021). Computer-based collaborative multimodal writing in the French as a foreign language context. (Doctoral Dissertation, Texas A&M University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alfahad, R. M. (2021). Gamifying the CREW: Effects of collaborative responsive writing using gamification, in interactive web-based e-books, on L2 international students’ motivation and academic vocabulary achievement. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alyahya, S. M. (2021). Social cues in animated pedagogical agents for second language learners: The application of the embodiment principle in video design. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Boland, D. (2021). The use of video games in teaching EFL students to write arguments. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Cho, H. (2021). Quizlet in the EFL classroom: Enhancing vocabulary acquisition of Korean middle school students. (Doctoral Dissertation, Alliant International University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Dong, Y. (2021). The role of technology in implementing formative assessment among language instructors. (Doctoral Dissertation, Ohio University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Dougherty, E. (2021). Opportunities for second language development with the use of digital tools: Analyzing a multi-age primary community’s experiences from an activity theory perspective. (Doctoral Dissertation, University of Nevada). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Francois, J. (2021). Impact of multimodal feedback and formulaic sequences on improving fluency of English learners on computer-based speaking assessments. (Doctoral Dissertation, Middle Tennessee State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Fu, G. (2021). The effectiveness of using multimedia for teaching phrasal verbs in community-college ESL classes. (Doctoral Dissertation, University of San Francisco). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Hao, T. (2021). Technology-assisted vocabulary learning for EFL learners. (Doctoral Dissertation, Washington State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Jacobson, S. M. (2021). Technology-assisted training in L2 Spanish pronunciation: Evaluation from phonetic and psychometric perspectives. (Doctoral Dissertation, The University of Alabama). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Jean, O. (2021). Second language learners' experiences in fully online composition courses in community colleges. (Doctoral Dissertation, Barry University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Karami, A. (2021). The effects of watching text-relevant video segments on reading comprehension of culturally unfamiliar texts with adult English language learners supported by the Schematic Information-Processing (SIP) model of reading comprehension. (Doctoral Dissertation, University of Arkansas). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

King, L. (2021). Semantic analysis of image-based learner sentences. (Doctoral Dissertation, Indiana University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Mali, Y. C. G. (2021). Critical friendships in a face-to-face language teaching class and an online synchronous English writing learning environment. (Doctoral Dissertation, Washington State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

McKelvey, A. (2021). Learning and integrating CALL practices to support English language learners: A case study of K-12 classroom teachers and their professional development. (Doctoral Dissertation, University of Wyoming). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Moon, S. (2021). Effects of using captioned pop culture media on foreign language learners’ vocabulary acquisition. (Doctoral Dissertation, State University of New York at Binghamton). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Rehman, I. (2021). Real-time formant extraction for second language vowel production training. (Doctoral Dissertation, Iowa State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Rezk, Y. (2021). Promoting students’ learning through constructive feedback strategies. (Doctoral Dissertation, Northeastern University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Rock, K. N. (2021). Using analytic rubrics to support second language writing development in online tasks. (Doctoral Dissertation, University of Hawai'i). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Yamashita, T. (2021). Evaluation of computer-mediated collaborative writing with synchronous corrective feedback in an English-as-a-Second-Language writing program at a U.S. university: Evidence from replication over three years. (Doctoral Dissertation, Iowa State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Zhu, B. (2021). A study of the experience of Chinese oversea university students of how mobile assisted language learning (MALL) affects their motivation to learn foreign languages and their learning emotions. (Doctoral Dissertation, Technische Universitaet ). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Almaleki, W. S. A. (2020). Saudi international students’ perceptions of the utility of artificial intelligence and intelligent personal assistant tools in EFL learning.  (Doctoral Dissertation, Concordia University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alshaya, K. (2020). English Language Learner teachers’ perceptions of digital games on student learning. (Doctoral Dissertation, The University of North Dakota). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alotaibi, A. A. (2020). Teachers’ perceptions of the effect of technology-enhanced global training on their professionalism. (Doctoral Dissertation, University of Kansas). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ashe, T. J., Jr. (2020). The role of WhatsApp in developing L2 Spanish learners' intercultural sensitivity: An exploratory task-based language study in a language immersion setting. (Doctoral Dissertation, Arizona State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Barley, N. (2020). Negotiation of meaning and comprehension in audio and videoconferencing: A mixed methods study. (Doctoral Dissertation, University of Illinois). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Baugh, M. (2020). Collaborative action research: Exploring adult English language learners’ motivation to read. (Doctoral Dissertation, State University of New York at Buffalo). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Bistline-Bonilla, C. (2020). Interaction in synchronous computer-mediated communication: The effects of interlocutor, task, and state anxiety. (Doctoral Dissertation, Georgetown University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Bowles, M. K. (2020). An exploration of the mediating effects of a digital, mobile vocabulary learning tool and device use on gulf Arab learners’ receptive vocabulary knowledge and capacity for self-regulated learning. (Doctoral Dissertation, Lancaster University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Dadak, A. M. (2020). Global language variation in online writing instructional spaces: English as a Lingua Franca among global participants in a Massive Open Online Course. (Doctoral Dissertation, Old Dominion University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Divekar, R. R. (2020). AI enabled foreign language immersion: Technology and method to acquire foreign languages with AI in immersive virtual worlds. (Doctoral Dissertation, Rensselaer Polytechnic Institute). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Domaz, S. (2020). A virtual approach to communication: Augmented reality and language related episodes in second language learning. (Doctoral Dissertation, Arizona State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Edwards, C. E. (2020). Exploring the perceptions of English language learners and teachers with computer assisted language learning programs: A multiple case study. (Doctoral Dissertation, Northcentral University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Fearn, L. J. (2020). An enquiry into English as a foreign language and online community projects in secondary school education. (Doctoral Dissertation, Open University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Funcheon, K. A. (2020). Increasing student engagement in the secondary ELA classroom through technology integration: A narrative case study. (Doctoral Dissertation, Northcentral University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Greenberg, I. (2020). Effective instructional design practices for online language learning: Emerging trends and implications. (Doctoral Dissertation, Fielding Graduate University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Han, Y. (2020). Successful language learning in the digital wilds: Complexity, autonomy, and identity. (Doctoral Dissertation, The University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

He, X. (2020). Working memory, presentation formats, and attention: An eye-tracking study on learning L2 Chinese characters in a computer-assisted self-study environment. (Doctoral Dissertation, Michigan State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Hu, X. (2020). Learning practices in Chinese character recognition: An analysis of student outcomes and perceptions. (Doctoral Dissertation, University of Rhode Island). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Jong Sook, Y. E. (2020). Strategic learners with Korean pop culture. (Doctoral Dissertation, Northeastern University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Khoshnevisan, B. (2020). The effects of augmented reality (AR)-infused idiom material on Iranian students’ idiom achievements, motivation, and perceptions. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Larsen-Walker, M. (2020). How the use of learner-generated images and authentic materials affects the comprehension and production of Vivid Phrasal Idioms in L2 English learners. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Lee, H. (2020). Gesture in multimodal language learner interaction via videoconferencing on mobile devices. (Doctoral Dissertation, The Open University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Lessing, S. (2020). ComPron: Learning pronunciation through building associations between native language and second language speech sounds. (Doctoral Dissertation, Uppsala Universitet). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Li, C. C. (2020). Negotiation for meaning in audio and video synchronous computer-mediated communication. (Doctoral Dissertation, Open University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Lushao, A. N. (2020). A multiple regression study of the impact of technology supporting vocabulary development on language learning among English language learners and adults with and without disabilities. (Doctoral Dissertation, George Washington University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Mainake, E. (2020). Analyzing EFL Teachers’ technology preparedness to promote CALL in Indonesia. (Doctoral Dissertation, Southern Illinois University at Carbondale). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Mamiya Hernandez, R. (2020). Integrated Multimedia Design for Language Learners. (Doctoral Dissertation, University of Hawai'i at Manoa). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Mannion, P. (2020). Digital stories students tell: An exploration of doctoral SLA students’ beliefs about storytelling and educational technology. (Doctoral Dissertation, University of South Florida).

Moghazy, M. A. (2020). Teaching and learning Arabic as a second language online: A case study of Dubai during Covid-19 pandemic. (Doctoral Dissertation, University of Illinois at Urbana-Champaign). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Muqaibal, M. H. (2020). Evaluating the effectiveness of spaced practice using computer-assisted language learning (CALL) in teaching and learning English vocabulary in the classroom: The case of Oman. (Doctoral Dissertation, The University of Reading). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Pleines, C. (2020). Learning through vicarious participation in online language tutorials. (Doctoral Dissertation, Open University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Poole, F. J. (2020). Developing and validating stealth assessments for an educational game to assess young dual language immersion learners' reading comprehension. (Doctoral Dissertation, Utah State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Real, E. E. (2020). Language autonomy plans and guided autonomous language learning with technology in university Spanish-as-a-Foreign-Language instruction in the U.S. (Doctoral Dissertation, Indiana State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Robayna, T. (2020). Teaching grammar online: The intersection of computer assisted language learning and processing instruction in Spanish as a Second Language. (Doctoral Dissertation, The Florida State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Schmidt, N. (2020). Teaching digital literacies: knowledges, practices, and resources in second language writing. (Doctoral Dissertation, The University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Steadman, A. N. (2020). Raising the curtain: Positioning and identity construction in online language teacher education. (Doctoral Dissertation, The University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Sun, S. Y. H. (2020). Online language learning: Design and co-configuration. (Doctoral Thesis, University of Sydney).

Suzumura, N. (2020). The usefulness of the computer-based speaking tasks of the AP Japanese exam. (Doctoral Dissertation, University of Hawai'i at Manoa). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Tejedor-Garcia, C. (2020). Design and evaluation of mobile computer-assisted pronunciation training tools for second language learning. (Doctoral Dissertation, University of Valladolid, Spain).

Wardak, M. (2020). Mobile Assisted Language Learning (MALL): Teacher uses of smartphone applications (apps) to support undergraduate students’ English as a Foreign Language (EFL) vocabulary development. (Doctoral Dissertation, Lancaster University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Wong, K. M. (2020). The promise of educational media for dual language learners’ L1 and L2 vocabulary development. (Doctoral Dissertation, New York University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Xie, F. (2020). Exploring CFL learners’ message formation process through video-recorded text chat. (Doctoral Dissertation, University of California, Santa Barbara). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Abozandah, T. (2019). Saudi Students’ attitude toward using mobile applications in learning English vocabulary. (Doctoral Dissertation, Northern Illinois University).

Almenei, A. M. (2019). An investigation of EFL learners’ attitudes toward Computer-assisted Writing (CAW). (Doctoral Dissertation, The University of Memphis).

Ankeny, R. (2019). Mobile phones in 21st century ESL classrooms: Interactional affordances of WhatsApp for academic vocabulary recognition and support of preparatory writing. (Doctoral Dissertation, New Mexico State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ardeshiri, M. (2019). Technology-based intervention in L2 reading comprehension: Toward digital scaffolding. (Doctoral Dissertation, University of Toronto). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses. 

Bajorek, J. P. (2019). Speaking of language technology. (Doctoral Dissertation, The University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Banarjee, H.-T. L. (2019). Investigating the construct of topical knowledge in a scenario-based assessment designed to simulate real-life second language use. (Doctoral Dissertation, Columbia University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Bui, N. T. K. (2019). Networked professional learning in intercultural language education: A case study of a Small Connectivist Open Online Course (SCOOC). (Doctoral Dissertation, The Australian National University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Cintrón-Valentin, M. C. (2019). The effects of form-focused instruction and captioning on second language development. (Doctoral Dissertation, University of Michigan). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Eagan-Murray, J. L (2019). California middle school teachers’ perspectives of technology implementation for English Language Learners’ motivation and achievement. (Doctoral Dissertation, Concordia University Chicago). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Fairess, L. A. (2019). An analysis of high school students’ self-efficacy in second language acquisition through digital language lab learning: Exploring new pathways to proficiency. (Doctoral Dissertation, Rowan University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ginting, S. R. (2019). Exploring the use of podcasts on students’ language learning and change of students’ self-efficacy about the use of podcasts. (Doctoral Dissertation, Northern Illinois University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Gomez, B. (2019). The role of technology in bilingual education: Developing a culture of excellence. (Doctoral Dissertation, The University of Texas Rio Grande Valley). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Han, J. (2019). The effects and students' views of teachers' coded Written Corrective Feedback: A multiple-case study of online multiple-draft Chinese writing. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Hedderman, L. P. (2019). The effects of digital storytelling on student learning and engagement in the secondary world language classroom. (Doctoral Dissertation, University of Pittsburgh). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Jaramillo Cherrez, N. V. (2019). Examining the impact of technology-mediated oral communicative tasks on students' willingness to communicate and communicative performance. (Doctoral Dissertation, Iowa State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Lee, G. J. (2019). Examining the impact of MALL integration on ESL and EFL teachers and students. (Doctoral Dissertation, Alliant International University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Li, Q. (2019). Exploring technology-enhanced optimal language learning environments for English language learners in elementary grades. (Doctoral Dissertation, Indiana University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Li, Z. (2019). Promoting L2 idiomatic competence among Chinese college students via WeChat. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Liu, H. (2019). Modeling the determinants of foreign language teachers’ intentions to use technology for student-centered learning: An extension of the Theory of Planned Behavior. (Doctoral Dissertation, Michigan State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Liu, Y. (2019). Multimedia input modes, the modality principle, and the redundancy principle for university ESL students’ learning. (Doctoral Dissertation, Syracuse University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Mari, S. (2019). EFL teachers’ use of CALL to facilitate student mastery of English. (Doctoral Dissertation, The Claremont Graduate University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

McClung, R. J. (2019). Impact of English language teachers' technology-based pedagogical choices on Japanese university students. (Doctoral Dissertation, Walden University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ocando Finol, M. V. (2019). Film annotation for the L2 classroom: A tech-mediated model for intercultural learning. (Doctoral Dissertation, Arizona State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Omohundro, A. (2019). A teacher’s perceptions of language learning and social presence in a blended learning community college ESL course. (Doctoral Dissertation, George Mason University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Pham, Q. N. (2019). EFL student collaborative writing in Google Docs: A multiple case study. (Doctoral University, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Prater, S. W. (2019). Effects of English as a New Language Online Training Modules on stakeholder perceptions. (Doctoral Dissertation, Trevecca Nazarene University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Quinlan, J. K. (2019). Exploring language learning through the lens of online speaking labs. (Doctoral Dissertation, Brigham Young University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ramos Lopez, L. B. (2019). Digital literacies to develop biliteracy: A case study of Latino students exploring multimodal writing in English and Spanish. (Doctoral Dissertation, The University of Texas Rio Grande Valley). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ryu, N.-Y. (2019). Effects of web-based auditory training on the perception of Korean sounds by Mandarin learners of Korean. (Doctoral Dissertation, University of Toronto). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Sampurna, J. (2019). Exploring the implementation of online non-formal project-based language learning in the Indonesian context. (Doctoral Dissertation, Open University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Santos, B. J. (2019). The attitudes and learning styles of adult learners to e-instruction of the Spanish language. (Doctoral Dissertation, University of Missouri – Saint Louis). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Schumann, A. A. (2019). Developing language learning and cultural awareness by sharing “lived experiences” in technology. (Doctoral Dissertation, New Mexico State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Shahbazi, S. (2019). Finding the right fit: Exploring ESL teachers and students’ perceptions of iLit ELL, a technology-based literacy program’s use with high school English Language Learners. (Doctoral Dissertation, University of Windsor). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Skelly, D. A. M. (2019). A mixed-methods study of applying andragogical practices to an online TESOL teacher training course at a Midwestern university. (Doctoral Dissertation, Lindenwood University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Svokos, G. R. (2019). Video vs. text in discussion boards: Exploring asynchronous video communication among second language undergraduates in a blended U.S. English composition course. (Doctoral Dissertation, Northeastern University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Wang, S. (2019). Improving Computer-Assisted Language Learning through hierarchical knowledge structures. (Doctoral Dissertation, Cornell University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Weerakanto, P. (2019). Digital literacies of English language teachers and students and their perceptions of technology-enhanced language learning and teaching in Thailand. (Doctoral Dissertation, The University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Wu, W. (2019). Chinese EFL learners’ use of online reading strategies. (Doctoral Dissertation, Oakland University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Zhi, M. (2019). Investigating the authenticity of computer- and paper-based ESL writing tests. (Doctoral Dissertation, University of Texas at San Antonio). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses. 

Ahn, S. K. (2018). Korean EFL college students' acceptance and use of smartphone applications for English language learning. (Doctoral Dissertation, Alliant International University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alhomsi, R. (2018). Co-curricular technology engagement and its effects on Arabic language learner motivation, autonomy, and language proficiency. (Doctoral Dissertation, The University of Arizona).

Alluhaydan, K. A. (2018). Writing to learn in an online community of practice: An exploratory study of Arab ESL learners' texts and the corrective and commentary feedback they received: Linguistic, pedagogical, and sociolinguistic analysis. (Doctoral Dissertation, Indiana University of Pennsylvania). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alshehri, H. (2018). Perspectives of middle-school EFL teachers regarding Computer-Assisted Language Learning (CALL) in Saudi Arabia. (Doctoral Dissertation, Saint Louis University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Borysenko, N. (2018). The use of virtual environments for student engagement and language learning. (Doctoral Dissertation, Washington State University).

Brockbank, W. (2018). Bilingual families and information and communication technology at home. (Doctoral Dissertation, The University of Iowa). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Chen, Y. (2018). Conceptualizing a mobile-assisted narrative writing practice for young English learners (iPanchitos) from a Funds-of-Knowledge approach. (Doctoral Dissertation, Northern Illinois University).

Ding, A.-C. (2018). Language teachers' reflections on technology integration through online text-based and video-based tasks. (Doctoral Dissertation, Indiana University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Djiguimde, R. M. (2018). The effects of the Great Textual Shift: Spatial multimodality and second/foreign language reading. (Doctoral Dissertation, Ball State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Elizalde, R. O. (2018). Connected learning and academic language scaffolds: a design-based research study with Long Term English Learners. (Doctoral Dissertation, Pepperdine University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Felix, M. J. (2018). Improving the language skills of English learners: The role of computer-assisted instruction. (Doctoral Dissertation, California State University, Long Beach). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Flemban, F. Y. (2018). Animated Pedagogical Agent's roles and English learners' prior knowledge: The influence on cognitive load, motivation, and vocabulary acquisition. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Fu, N. (2018). Digital storytelling for non-background learners of Chinese: A case study of a primary school in Australia. (Doctoral Dissertation, Western Sydney University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Gasmi, A. A. (2018). An investigation of the impact of flipped instruction on EFL students’ engagement in academic writing classes: A case study of foundation students in Oman. (Doctoral Dissertation, The University of Liverpool). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Guo, X. (2018). Examining impact of ABRACADABRA (ABRA) a web-based literacy program on primary school students in Hunan, China: A mixed method study. (Doctoral Dissertation, The Chinese University of Hong Kong). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Harvil, H. R. (2018). Teacher perceptions on the use of technology with English Language Learners. (Doctoral Dissertation, Liberty University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Hojnacki, S. G. (2018). The flipped classroom in introductory foreign language learning. (Doctoral Dissertation, Michigan State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Kaenchan, P. (2018). Examining Thai students' experiences of Augmented Reality technology in a university language education classroom. (Doctoral Dissertation, Boston University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Li, C. (2018). Gamification in foreign language education: Fundamentals for a gamified design of institutional programs for Chinese as a Foreign Language. (Doctoral Dissertation, The Ohio State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Maloney, J. (2018). Fulbright FLTA CALL knowledge development and enactment: The role of context. (Doctoral Dissertation, Michigan State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Marlowe, Z. (2018). Technology in the EFL classroom: Effects of a mobile English learning application on Turkish university student achievement and motivation. (Doctoral Dissertation, University of Southern California). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Martin, A. (2018). How to synchronize? A study of video-based, voice-based & text based Synchronous Computer-Mediated Communication, working memory, and second language learning. (Doctoral Dissertation, Georgetown University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Morgana, V. (2018). The iPad and the development of speaking and writing in the secondary EFL classroom. (Doctoral Dissertation, Open University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ng, W. Y. J. (2018). Multiliteracies in the context of a Sister Class Project: Pursuing new possibilities in second language education. (Doctoral Dissertation, University of Toronto). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Putra, K. A. (2018). Youth, technology and indigenous language revitalization in Indonesia. (Doctoral Dissertation, The University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Qian, M. (2018). An adaptive computational system for automated, learner-customized segmental perception training in words and sentences: Design, implementation, assessment. (Doctoral Dissertation, Iowa State University).

Safavi, S. (2018). Accent conversion in computer-assisted pronunciation training (CAPT). (Doctoral Dissertation, Alliant International University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Shintaku, K. (2018). Literacy practices with media: Popular culture media and the role of pedagogical guidance in L2 learning of Japanese. (Doctoral Dissertation, The University of Arizona).

Shurley, K. A. (2018). Enhancing the acquisition and retention of the Navajo language using computer-based instruction and the effects of static pedagogical agents and gamification practice. (Doctoral Dissertation, Arizona State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Stevens, M. (2018). Technology enhanced learning for English Language Learners. (Doctoral Dissertation, George Mason University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Sullivan, N. B. (2018). The abilities, attitudes, and perspectives of foreign language teachers toward instructional technology: An explanatory sequential mixed methods inquiry. (Doctoral Dissertation, Texas A&M University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Sutin, M. B. (2018). Language and culture learning through a university-based computer mediated communication course: Case studies of students' cross-cultural dialogues. (Doctoral Dissertation, New York University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Swinton, A. M. C. (2018). World language teacher education and web-enhanced language learning (WELL): How K-12 world language teachers learn to effectively use (WELL) technologies in the classroom. (Doctoral Dissertation, The University of North Carolina at Greensboro). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Yang, R. (2018). First-year international Chinese undergraduate students' academic writing in the digital age. (Doctoral Dissertation, University of California, Santa Barbara). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Yeh, C.-Y. (2018). Investigating technology integration in United States TESOL teacher preparation programs. (Doctoral Dissertation, University of Delaware). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Young, E. H. (2018). Promoting second language learning through oral asynchronous computer-mediated communication. (Doctoral Dissertation, Brigham Young University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Zimotti, G. (2018). Virtual reality training: Reducing social distance abroad and facilitating Spanish second language acquisition. (Doctoral Dissertation, The University of Alabama). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses. 

Ahn, M. (2017). Student perception of language achievement and learner autonomy in a blended Korean language course: The case study of Defense Language Institute Foreign Language Center. (Doctoral Dissertation, Northcentral University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Akai, S. (2017). Transformative learning in an interculturally-inclusive online community. (Doctoral Dissertation, University of Toronto (Canada)). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Akobirov, F. (2017). The influence of technology on language learning and motivation with Uzbek EFL and United States ESL students. (Doctoral Dissertation, University of Kansas). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Al-Jarrah, J. M. (2017). ESL teacher, student, and parent perceptions of using educational mobile applications to develop the language skills of ESL elementary school students. (Doctoral Dissertation, Southern Illinois University at Carbondale). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Aleissa, D. (2017). The effect of technology on Saudi students learning English as a Foreign/Second Language. (Doctoral Dissertation, George Mason University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alfadil, M. M. (2017). Virtual reality game classroom implementation: Teacher perspectives and student learning outcomes. (Doctoral Dissertation, University of Northern Colorado). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Algubaisi, B. A. (2017). Exploring and understanding of administrators', teachers', and students' expectations and actual use of technology-enhanced language learning in a Saudi tertiary context. (Doctoral Dissertation, Indiana University of Pennsylvania). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alhababi, H. H. (2017). Technological pedagogical content knowledge (TPACK) effectiveness on English teachers and students in Saudi Arabia. (Doctoral Dissertation, University of Northern Colorado). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ali, M. A. E. (2017). The use of technology-enhanced organizational strategies to improve the academic writing of Arab ESL learners. (Doctoral Dissertation, Washington State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alsallami, N. (2017). L2 learners’ perceptions and preferences of automated corrective feedback. (Doctoral Dissertation, Iowa State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Anglin, M. S. (2017). Technology integration by general education teachers of English language learners. (Doctoral Dissertation, Walden University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ayala Rivera, T. I. (2017). Teachers' perceptions regarding the integration of blogs to the teaching of creative writing in English as a Second Language at the elementary school level. (Doctoral Dissertation, Universidad del Turabo). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Bayley-Hamlet, S. O. (2017). Effects of computer assisted learning instructions on reading achievement among middle school English language learners. (Doctoral Dissertation, University of Phoenix). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Bhide, A. (2017). Instructional methods for promoting the development of orthographic and phonological knowledge in second language learners of Indic languages. (Doctoral Dissertation, University of Pittsburgh). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Bin Hossan, S. A. (2017). Saudi female students' engagement in language learning. (Doctoral Dissertation, Washington State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Bollinger, A. S. (2017). Foreign language anxiety in traditional and distance learning foreign language classrooms. (Doctoral Dissertation, Liberty University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Carter, J. J. (2017). Technology integration and English Language Learners. (Doctoral Dissertation, Lindenwood University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Cho, E. (2017). Effects of multimedia instruction on L2 acquisition of high-level, low-frequency English vocabulary words. (Doctoral Dissertation, City University of New York). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Collado, E. (2017). Virtual education and the Foreign Language Elementary School (FLES) curriculum: A blended model for proficiency-based learning. (Doctoral Dissertation, New Jersey City University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Crum, C. C. (2017). Influence of technology on English Language Learners' vocabulary, reading, and comprehension. (Doctoral Dissertation, Walden University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Debbek, J. A. (2017). ELL teachers' and students' perceptions and use of multimodal feedback on written work. (Doctoral Dissertation, Washington State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Drobisz, J. (2017). The effects of arousal presented by a pedagogical agent on English Language Learners' situational interest, cognitive load and reading comprehension in online reading tasks. (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Dunlop, M. (2017). Maximizing feedback for language learning: English language learners’ attention, affect, cognition and usage of computer-delivered feedback from an English language reading proficiency assessment. (Doctoral Dissertation, University of Toronto (Canada)). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

DuQuette, J.-P. (2017). Cypris Village: Language learning in virtual worlds. (Doctoral Dissertation, Temple University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

El Shaban, A. R. (2017). In-service ELL teachers and technology adoption: Exploring diffusion of innovations in language education. (Doctoral Dissertation, Washington State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Forsythe, E. M. (2017). A qualitative case study of Japanese university students and personal smartphone use in English as a Foreign Language classes. (Doctoral Dissertation, Northcentral University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Harris, R. (2017). Comparing the effects of traditional face-to-face, technology-based, and blended instructional strategies in a post-secondary Spanish language learning environment. (Doctoral Dissertation, Northcentral University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Hellmich, E. A. (2017). Language learning and technology in and for a global world. (Doctoral Dissertation, University of California, Berkeley). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Hsu, H.-C. K. (2017). Cultivating Asian students' willingness to communicate in American classrooms using an online video-based pre-arrival course. (Doctoral Dissertation, Purdue University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Hurtado, F. (2017). Participation and experiences of reclassified English language learners in a Learning Management System. (Doctoral Dissertation, Arizona State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Jackson, B. S. (2017). Korean university EFL student perspectives of smartphone applications (apps) as tools for language learning: An action research study. (Doctoral Dissertation, Capella University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Jurkowski, S. (2017). De-duotanging Core French: Case study of a digital learning space portfolio in a Grade 8 classroom. (Doctoral Dissertation, Queen's University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Koowuttayakorn, S. (2017). Informal English language teaching and learning on Thai Facebook pages: Affordances, positioning, and stance-taking. (Doctoral Dissertation, The University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Leake, A. R. (2017). Educators' perceptions of using a language acquisition program to close English learners' achievement gap. (Doctoral Dissertation, Northcentral University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Marcum, J. (2017). Language proficiency and cultural intelligence in distance English-language learning. (Doctoral Dissertation, Utah State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Meredith, D. C. (2017). Relationships among utilization of an online differentiated reading program, ELL student literacy outcomes, and teacher attitudes. (Doctoral Dissertation, Trevecca Nazarene University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Meyr, J. E. (2017). Building social presence in a telecollaboration between American and German higher education students. (Doctoral Dissertation, University of California, Santa Barbara). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Moore, J. S. (2017). Digital literacy and composing practices of second language students: A student perspective on writing, technology, and privilege (Doctoral Dissertation, Bowling Green State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Murakami, J. R. G. (2017). The influence of social cues and cognitive processes in computer mediated second language learning. (Doctoral Dissertation, University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Murray Finley, P. R. (2017). Impact of language learning software on performance and persistence of undergraduate English language learners in Puerto Rico. (Doctoral Dissertation, Universidad del Turabo). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ngo, H. T. P. (2017). Information and communication technologies in learning English as a Foreign Language (EFL): Attitudes of EFL learners in Vietnam. (Doctoral Dissertation, University of Hawai'i at Manoa). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Noxon, E. (2017). Evaluating professional development on educational technology integration for English teachers in Japan. (Doctoral Dissertation, University of Florida). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Okal, A. (2017). Turkish Global Simulation: A modern strategy for teaching language and culture using web technologies. (Doctoral Dissertation, University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Pilco, J. D. (2017). Perceptions of students regarding the adoption of e-books in the English as a Second Language (ESL) classroom. (Doctoral Dissertation, Alliant International University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Punyalert, S. (2017). Game-enhanced simulation as an approach to experiential learning in business English. (Doctoral Dissertation, The University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Santana-Paixao, R. C. (2017). The use of technology as an oral achievement testing tool: Analysis of students’ perceptions and oral performance in a Portuguese language program. (Doctoral Dissertation, University of California, Santa Barbara). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Savariappan, M. J. (2017). Teaching English to Indian Vernacular medium students through technology: A qualitative study of the Kolkata Jesuit Juniorate Program. (Doctoral Dissertation, University of San Francisco). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Sharp, S. K. (2017). iPads in the second language classroom: An examination of iPad use by teachers through TPACK and teacher perception lenses. (Doctoral Dissertation, University of Maryland, College Park). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Sonsaat, S. (2017). The influence of an online pronunciation teacher's manual on teachers' cognitions. (Doctoral Dissertation, Iowa State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Sparks, L. M. (2017). Educational success prediction instrument 2nd version: A foreign language perspective on readiness to take a beginner high school foreign language online course. (Doctoral Dissertation, Piedmont College). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Suzuki, S. (2017). The effect of computer-assisted oral reading while listening on L2 speaking fluency. (Doctoral Dissertation, Temple University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Thomas, S.-J. (2017). Student-created videos as a language acquisition strategy for a Haitian learner. (Doctoral Dissertation, George Mason University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Vanek, J. B. (2017). Migrant adult learners and digital literacy: Using DBR to support teaching and learning. (Doctoral Dissertation, University of Minnesota). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Viera, J. (2017). Emergent bilinguals' engagement in an online mathematics course utilizing an intelligent tutoring system. (Doctoral Dissertation, University of Texas at El Paso). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Vigil, K. M. (2017). Quick response (QR) codes for audio support in foreign language learning. (Doctoral Dissertation, Boston University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Vojtko Rubí, J. (2017). Learning how to learn: Students’ interactions with the online components of a flipped Spanish language program. (Doctoral Dissertation, University of Iowa). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ware, J. (2017). The effect of whole-language ICALL programs on student achievement scores. (Doctoral Dissertation, Northern Illinois University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Xue, X. (2017). Effects of different types of annotations on college students’ foreign language learning in the synchronous multimodal computer-mediated communication environment. (Doctoral Dissertation, Florida State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Zamora, C. C. (2017). The secret is in the processing: A study of levels of explicit computerized feedback in heritage and L2 learners of Spanish. (Doctoral Dissertation, Georgetown University) ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Al Shlowiy, A. S. M. (2016). Promoting EFL learning outside the classroom through the use of web-based technologies after the adoption of Blackboard in a Saudi university. (Doctoral Dissertation, University of New Mexico). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alhamami, M. (2016). Using Ajzen’s theory to examine beliefs in EFL face-to-face and online lessons. (Doctoral Dissertation, University of Hawai’i at Manoa). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Almelhes, S. (2016). Teaching of Arabic language proficiency (pronunciation) to non-native speakers: Designing interventions using ICT. (Doctoral Dissertation, Western Sydney University (Australia)). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Brady, T. (2016). The implementation of language-immersion technology, kindergarten through grade 5: A multiple-case study. (Doctoral Dissertation, Northcentral University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Demmans Epp, C. A. (2016). Supporting English language learners with an adaptive mobile application. (Doctoral Dissertation, University of Toronto (Canada)). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Filgueras Gomez, M. L. (2016). The effects of type of feedback, amount of feedback and task essentialness in a L2 computer-assisted study. (Doctoral Dissertation, Georgetown University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Garling, B. A. (2016). Foreign language teachers’ technology beliefs and implementation factors: A mixed methods study. (Doctoral Dissertation, University of Iowa). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Hasan, Z. T. (2016). How beliefs of English-language professors in Japan influence their pedagogy and teaching strategies related to the use of technology. (Doctoral Dissertation, Northeastern University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ibrahim, K. H. S. (2016). Interplay of languaging and gameplay: Player-game interactions as ecologies for languaging and situated L2 development. (Doctoral Dissertation, University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Knowles, C. L. (2016). Investigating instructor perceptions of online machine translation and second language acquisition within most commonly taught language courses. (Doctoral Dissertation, University of Memphis). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Liu, Y. (2016). Improving Chinese university students’ speaking performance in mobile-assisted English learning. (Doctoral Dissertation, University of Illinois at Chicago). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Ma, H. (2016). Developing and evaluating a pattern grammar inspired CALL tool: PAT GRAM. (Doctoral Dissertation, Iowa State University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Maclean, H. (2016). Technology use in California community college ESL classrooms. (Doctoral Dissertation, Pepperdine University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Parrilla, L. (2016). Multimedia technologies’ influence on language acquisition in English language. (Doctoral Dissertation, Walden University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Robles, A. (2016). Examining the role of corrective feedback on learners’ modified output of the Spanish past tense in face-to-face and telecollaboration contexts. (Doctoral Dissertation, State University of New York at Albany). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Wagner-Loera, D. C. (2016). The effects of texting and electronic language-switching on English as a Second Language (ESL) students’ performance and cognitive load: Side effects of Mobile Assisted Language Learning (MALL). (Doctoral Dissertation, Grand Canyon University). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Wang, H. (2016). Towards perceptually enhanced corrective feedback generation in computeraided pronunciation training with crowdsourcing and spectral space warping strategies. (Doctoral Dissertation, The Chinese University of Hong Kong (Hong Kong)). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Williams, V. (2016). An evaluation of a program for intentional learning: A hybrid approach to fostering learner autonomy. (Doctoral Dissertation, University of Arizona). ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Alvarez Valencia, J. A. (2015).  Language, learning, and identity in social networking sites for language learning: The case of Busuu.  (Doctoral Dissertation, The University of Arizona).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Dorris, S. (2015).  The effects of computer-assisted instruction on the reading achievement of elementary school students.  (Doctoral Dissertation, Walden University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.  

El Omari, S. (2015).  The impact of computer assisted language learning adhering to the national standards for foreign language learning: A focus on modern standard Arabic at the university level.  (Doctoral Dissertation, University of Maryland, Baltimore County).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Enciso Bernal, A. M. (2015).  Effects of text, audio and learner control on text-sound association and cognitive load of EFL learners.  (Doctoral Dissertation, Arizona State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Graham, L. S. (2015).  English language learning in Mexico: A case study of implementing problem based learning into a technology enhanced writing curriculum.  (Doctoral Dissertation, The University of Texas at Austin).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Hamilton Cobb, F. D. (2015).  “I wanna text, too!” Examining how low-literate adults use new communication technologies and applications.  (Doctoral Dissertation, North Carolina State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Hartmann, C. (2015).  The effect of computer-assisted language learning on Micronesian students’ writing achievement.  (Doctoral Dissertation, Walden University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Jay, C. J. (2015).  Impact of mathematics computer-assisted instruction on English language learner achievement.  (Doctoral Dissertation, University of Arkansas).  ProQuest Dissertations and Theses. 

Kieliszek, M. (2015).  Vocabulary through affixes and word families: A computer-assisted language learning program for adult ELL students.  (Master’s Thesis, City University of New York).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Li, M. (2015).  Small group interactions in wiki-based collaborative writing in the EAP context.  (Doctoral Dissertation, University of South Florida).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Luft, S. (2015).  Dialogic learning and collaboration through video chat in two first-grade classrooms.  (Doctoral Dissertation, Fordham University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Mehring, J. G. (2015).  An exploratory study of the lived experiences of Japanese undergraduate EFL students in the flipped classroom.  (Doctoral Dissertation, Pepperdine University).  ProQuest Dissertations and Theses Open.  Retrievable from ProQuest Dissertations & Theses.

Niu, D. (2015).  A phenomenological study of students’ experiences learning Mandarin Chinese online.  (Doctoral Dissertation, University of South Dakota).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Norafkan, M. (2015).  Learnability of cultural models through authentic materials: Focus on metaphorical competence and conceptual fluency.  (Doctoral Dissertation, Simon Fraser University (Canada)).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Rimrott, A. (2015).  Computer-assisted vocabulary learning: Multimedia annotations, word concreteness, and individualized instruction.  (Doctoral Dissertation, Simon Fraser University (Canada)).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Shea, A. M. (2015).  Student perceptions of a mobile augmented reality game and willingness to communicate in Japanese.  (Doctoral Dissertation, Pepperdine University).  ProQuest Dissertations and Theses Open.   Retrievable from ProQuest Dissertations & Theses.

Wang, T. (2015).  Exploring engagement in foreign language instructional design and practice.  (Doctoral Dissertation, Washington State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Welch, M. E. (2015).  An exploration of the technology-based learning environment in middle grades English/language arts instruction and its impact on learner autonomy.  (Doctoral Dissertation, Piedmont College).  ProQuest Dissertations and Theses.

Wu, H. (2015).  The effects of blog-supported collaborative writing on writing performance, writing anxiety and perceptions of EFL college students in Taiwan.  (Doctoral Dissertation, University of South Florida).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Wu, Y. A. (2015).  Utilizing corpus resources accompanied by other consultation resources in enhancing collocation accuracy and collocation richness in L2 writing.  (Doctoral Dissertation, University of California, Santa Barbara).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Al Mukhallafi, T. R. (2014).  Computer assisted language learning for learning English in Saudi Arabia.  (Doctoral Dissertation, University of Technology, Sydney).  Australasian Digital These Program.  http://trove.nla.gov.au/version/209106119

Alameen, G. (2014).  The effectiveness of linking instruction on NNS speech perception and production.  (Doctoral Dissertation, Iowa State University).  Open Access Theses and Dissertations.  http://lib.dr.iastate.edu/etd/14004/

Ariffin, S. A. (2014).  The contribution of mLearning to the study of local culture in the Malaysian university context.  (Doctoral Dissertation, University of Technology, Sydney).  Australasian Digital These Program.  http://trove.nla.gov.au/version/209106136

Bale, R. (2014).  Spoken corpus-based resources for undergraduate initial interpreter training and lexical knowledge acquisition: Empirical case studies. (Doctoral Dissertation, University of Surrey).  ProQuest Dissertations and Theses.

Beard, M. (2014).  Program evaluation of Western Illinois University’s English language learner online module.  (Doctoral Dissertation, Pepperdine University).  ProQuest Dissertations and Theses Open.  Retrievable from ProQuest Dissertations & Theses.  http://pqdtopen.proquest.com/doc/1511444067.html?FMT=ABS

Caruso, G. (2014).  The Impact of wiki-based collaborative writing on English L2 learners’ individual writing development.  (Master’s Thesis, Portland State University).  ProQuest Dissertations and Theses. Retrievable from ProQuest Dissertations & Theses.

Chang, A. C. (2014).  ELL student engagement in computer-assisted language learning tasks.  (Doctoral Dissertation, Washington State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Chen, T. (2014).  Voices of Four Taiwanese College Students' Experiences with the Test of English for International Communication (TOEIC) Preparation (PREP) Computer Assisted Language Learning (CALL).  (Doctoral dissertation, Texas A & M University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Christopherson, L. L. (2014).  OMG! L2SPELL online: The creative vocabulary of cyberlanguage S(~_^)--b.  (Doctoral Dissertation, University of North Carolina at Chapel Hill).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Doe, R. J. (2014).  Lost in the middle kingdom: Teaching new languages using serious games and language learning methodologies.  (Master’s Thesis, University of South Carolina).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Dzekoe, R. (2014).  Facilitating revision in the English as a second language (ESL) composition classroom through computer-based multimodal composing activities: A case study of composing practices of ESL students.  (Doctoral Dissertation, Iowa State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Franciosi, S. J. (2014).  Educator perceptions of digital game-based learning in the instruction of foreign languages in Japanese higher education.  (Doctoral Dissertation, Pepperdine University).  ProQuest Dissertations and Theses Open .  Retrievable from http://pqdtopen.proquest.com/doc/1502046018.html?FMT=AI&pubnum=3611461 Fujimoto, C. (2014).  Developmental phases of CALL software for learning English collocations: A longitudinal case study.  (Doctoral Dissertation, Griffith University).  Australasian Digital These Program.  Retrievable from http://trove.nla.gov.au/version/210575630

Ge, Z. (2014).  Mispronunciation detection for language learning and speech recognition adaptation.  (Doctoral Dissertation, Purdue University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Halvorsen, A. (2014).  Facebook usage in Thailand: The plurilingual competencies of Thai high school students and teachers.  (Doctoral Dissertation, University of Illinois at Urbana-Champaign).  Open Access Theses and Dissertations . Retrievable from  https://www.ideals.illinois.edu/handle/2142/49516

Hsieh, H. W. (2014).  Practices and strategies of self-initiated language learning in an online social network discussion forum: A descriptive case study.  (Doctoral Dissertation, The Pennsylvania State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Human, P. P. (2014).  Innovative use of educational technology in the second language classroom: Design principles for teaching and learning.  (Master’s Thesis, University of Johannesburg).  Open Access Theses and Dissertations . Retrievable from:  https://ujdigispace.uj.ac.za/handle/10210/11234

Kim, S. S. (2014).  Analyses of receptive and productive Korean EFL vocabulary: Computer-based vocabulary learning program.  (Doctoral Dissertation, Arizona State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Lee, S. (2014).  CALL-infused project-based learning: A case study of adult ESL students learning prepositions.  (Master’s Thesis, Iowa State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Lavolette, E. H. P. (2014).  Effects of feedback timing and type on learning ESL grammar rules.  (Doctoral Dissertation, Michigan State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Marissa, D. N. (2014).  Intertextuality, identity works, and second language literacy development in the digital media: An ethnographical case study of two Indonesian college students’ literacy practice on Twitter.  (Doctoral Dissertation, University of Maryland).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Mendelson, A. J. (2014).  Write to speak revisited: An ecological investigation of transfer between chatting and speaking in foreign languages.  (Doctoral Dissertation, University of California, Berkeley).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Parker, J. M. (2014).  Reading intervention for Hispanic students: A quantitative study on the effects of Read Live™ supplemental reading program.  (Doctoral Dissertation, Tennessee State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Sanchez, K. R. (2014).  Adult learning in a computer-based ESL acquisition program.  (Doctoral Dissertation, University of California, Santa Barbara).  ProQuest Dissertations and Theses. 

Sawatdeenarunat, S. (2014).  Conceptualising online literacies: An investigation into Thai EFL students’ web-based research practices.  (Doctoral Dissertation, University of Technology, Sydney).  Australasian Digital These Program.  Retrievable from http://trove.nla.gov.au/version/208565013

Takeda, M. (2014).  The effect of podcast tasks on students’ engagement and performance in a beginning level Japanese language course.  (Doctoral Dissertation, Western Carolina University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Tour, E. (2014).  Digital diversity: A study of teachers’ everyday digital literacy practices.  (Doctoral Dissertation, Monash University).  Australasian Digital These Program.  Retrievable from  http://trove.nla.gov.au/version/206835861

Tsai, C. (2014).  Multimedia mediation and Chinese orthographic character learning among non-heritage CFL beginner.  (Doctoral Dissertation, The University of Iowa).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Wang, D. (2014).  The impact of the use of an electronic dictionary on verbal reasoning on adult native Chinese international students in the United States.  (Mater’s Thesis, California State University, Long Beach).  ProQuest Dissertations and Theses Open.  http://pqdtopen.proquest.com/doc/1530478041.html?FMT=ABS

Wang, J. (2014).  The effect of implicit vs. explicit instruction on learning form-based vs. meaning-based language features.  (Doctoral Dissertation, University of Pittsburgh).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Wang, L. (2014).  The effects of single and dual coded multimedia instructional methods on Chinese character learning.  (Doctoral Dissertation, Middle Tennessee State University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Yan, J. (2014).  A computer-based approach for identifying student conceptual change.  (Master’s Thesis, Purdue University).  ProQuest Dissertations and Theses.   Retrievable from ProQuest Dissertations & Theses.

Yang, L. (2014).  A web-based approach to learning expressions of gratitude in Chinese as a foreign language.  (Doctoral Dissertation, The University of Iowa).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Yin, Z. (2014).  Chinese calligraphist: A sketch based learning tool for learning written Chinese.  (Master’s Thesis, Texas A & M University).  Open Access Theses and Dissertations.   Retrievable from https://repository.tamu.edu/handle/1969.1/153841  

Albaddi, M. A. (2013).  Teachers’ perceptions of YouTube as a potential learning resource for English education in Libya.  (Master’s Thesis, Southern Illinois University at Carbondale).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Bauler, C. V. (2013).  Examining online forum discussions as practices of digital literacy in college-level ESL writing.  (Doctoral Dissertation, University of California, Santa Barbara).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Baseri, S. H. (2013).  The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners.  (Doctoral Dissertation, University of Southern California).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Begay, W. R. (2013).  Mobile apps and indigenous language learning: New developments in the field of indigenous language revitalization.  (Master's Thesis, The University of Arizona).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Belamaric Wilsey, B. (2013).  Ecological view of the learner-context interface for online language learning: A phenomenological case study of informal learners of macedonian.  (Doctoral Dissertation, North Carolina State University).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Bradley, L. (2013).  Language learning and technology. Student activities in web-based environments.  (Doctoral Dissertation, University of Gothenburg). Retrievable from Swedish University Dissertations,  https://gupea.ub.gu.se/bitstream/2077/32322/1/gupea_2077_32322_1.pdf

Bunting, J. D. (2013).  An investigation of language teachers' explorations of the use of corpus tools in the English for academic purposes (EAP) class.  (Doctoral Dissertation, Georgia State University).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Chamorro Galán, G. (2013).  Effect of recent L1 exposure on Spanish attrition : An eye-tracking study.  (Doctoral Dissertation, The University of Edinburgh (United Kingdom)).  PQDT - UK & Ireland,  Retrievable from ProQuest Dissertations & Theses.

Chametzky, B. (2013).  Offsetting the affective filter: A classic grounded theory study of post-secondary online foreign language learners.  (Doctoral Dissertation, Northcentral University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Chatpunnarangsee, K. (2013).  Incorporating corpus technology to facilitate learning of English collocations in a Thai university EFL writing course.  (Doctoral Dissertation, Indiana University).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Che Wan Ibrahim, C. W. I. R. (2013).  Perceived affordances and learning strategies of Malaysian university students in web 2.0-based informal learning of English as a second language: A mixed methods study.  (Doctoral Dissertation, Latrobe University).  Open Access Theses and Dissertations.  Retrievable from  http://arrow.latrobe.edu.au:8080/vital/access/manager/Repository/latrobe:35053 Chen, H. (2013).  The impact of the use of synchronous and asynchronous wiki technology on Chinese language reading and writing skills of high school students in south Texas.  (Doctoral Dissertation, Texas A&M University - Kingsville).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses. Chen, S. (2013).  Genre features of personal statements by Chinese English-as-an-additional-language writers: A corpus-driven study.  (Master's Thesis, University of Victoria (Canada)).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses. Christensen, M. I. (2013).  Online activities for learning Japanese as a foreign language . (Doctoral Dissertation, University of New South Wales). Retrievable from National Library of Australia,  http://www.unsworks.unsw.edu.au/primo_library/libweb/action/dlDisplay.do?vid=UNSWORKS&docId=unsworks_12046 De Felice, D. (2013).  A phenomenological study of teaching endangered languages online: Perspectives from nahua and mayan educators.  (Doctoral Dissertation, University of South Florida).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Dewing, S. E. (2013).  Preparing teachers to work with English learners: Exploring the potential for transformative learning in an online English as a second language for educators course.  (Doctoral Dissertation, University of Colorado).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Dohl, C. (2013).  Foreign language student anxiety and expected testing method: Face-to-face versus computer mediated testing.  (Doctoral Dissertation, University of Nevada, Reno).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses. Fay, R. (2013).  To what extent does smart board technology increase motivation and participation during writing lessons for a student with autism?  (Master's Thesis, Caldwell College).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Feng, Y. L. (2013).  English language teachers’ perceptions of computer-assisted language learning.  (Doctoral Dissertation, Texas A & M University-Kingsville).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses. Flesvig Bruland, N. (2013).  Examining the relationship between interaction and linguistic outcomes: Is the online learning environment a viable alternative to traditional classroom instruction for beginning language learners?  (Doctoral Dissertation, The Florida State University).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Giupponi, L. (2013).  Imaginary friends, stalking, and curating the Web: An ESL student’s use of social media.  (Master’s Thesis, Iowa State University).  Open Access Theses and Dissertations.  Retrievable from  http://lib.dr.iastate.edu/etd/13027/

Gleason, J. (2013).  Technology and tasks for bridging the language-content gap: Teacher-researcher collaboration in a third-year spanish writing course.  (Doctoral Dissertation, Iowa State University).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Hoki, C. (2013).  Middle school English second language (ESL) teachers' usage of technology for literacy instruction and their English language learners' (ELL) responses.  (Doctoral Dissertation, Texas Woman's University).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Hashimoto, K. (2013).  Exploring the relationship between L2 blogging, learner autonomy, and L2 proficiency levels: A case study of post-secondary Japanese L2 learners.  (Doctoral Dissertation, University of California, Santa Barbara).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Jacob, L. B. (2013).  Using virtual worlds to identify multidimensional student engagement in high school foreign language learning classrooms.  (Doctoral Dissertation, Duquesne University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Johnson, C. P. (2013).  Increasing students’ academic involvement: Children teacher engagement with learners in blended English as a foreign language courses.  (Doctoral Dissertation, Walden University).  ProQuest Dissertations and Theses Open.  Retrievable from  http://pqdtopen.proquest.com/doc/1466651481.html?FMT=ABS

Kenney, S. (2013).  The impact of using assistive technology on writing productivity of young writers with autism.  (Doctoral Dissertation, George Mason University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Klimanova, L. (2013).  Second language identity building through participation in internet-mediated environments: a critical perspective.  (Doctoral Dissertation, The University of Iowa). Retrievable from Iowa Research Online,  http://ir.uiowa.edu/cgi/viewcontent.cgi?article=5001&context=etd

Kulavuz-Onal, D. (2013).  English language teachers' learning to teach with technology through participation in an online community of practice: A netnography of webheads in action.  (Doctoral Dissertation, University of South Florida). ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Le Baron-Earle, F. (2013).  Social media and language learning: enhancing intercultural communicative competence.  (Doctoral Dissertation, University of Limerick). Retrievable from University of Limerick Institutional Repository,  http://hdl.handle.net/10344/3589

Lebron-Lozada, S. I. (2013).  Learning conversational English with student-generated podcasts.  (Doctoral Dissertation, Nova Southeastern University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Lenihan, A. (2013).  The interaction of language policy, minority languages and new media: a study of the facebook translations application . (Doctoral Dissertation, University of Limerick). Retrievable from University of Limerick Institutional Repository,  http://hdl.handle.net/10344/3590

Liu, J. (2013).  E-learning in English classroom: Investigating fators impacting on ESL (English as Second Language) college students’ acceptance and use of Moodle.  (Master’s Thesis, Iowa State University) Retrievable from Digital Repository @ Iowa State University,  http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=4263&context=etd

Liu, X. (2013).  Action Research on the Effects of an Innovative Use of CALL (Computer Assisted Language Learning) on the Listening and Speaking Abilities of Chinese University Intermediate Level English Students.  (Doctoral Dissertation, University of Exeter). Retrievable from  http://hdl.handle.net/10871/14067

Lo, Y. (2013).  What is the participant learning experience like using YouTube to study a foreign language?  (Doctoral Dissertation, University of Arkansas).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Lu, H. (2013).  Enriching critical thinking and language learning with educational digital libraries.  (Doctoral Dissertation, University of Kansas).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Martin, V. (2013).  Mediational effects of desktop-videoconferencing telecollaborative exchanges on the intercultural communicative competence of students of French as a foreign language.  (Doctoral Dissertation, State University of New York at Albany).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Miyagi H. (2013).  Online asynchronous discussions in a blended English writing course in a Japanese university.  (Doctoral Dissertation, Capella University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Mizukawa, J. (2013).  The crisis of language in contemporary japan: Reading, writing, and new technology.  (Doctoral Dissertation, Columbia University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Mohamed Razali, A. B. (2013).  Malaysian teachers' conceptions and uses of digital technology in English writing instruction: A multiple case study.  (Doctoral Dissertation, Michigan State University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Morales Sousa, J. I. (2013).  Assistive technology in the process of developing English as a second language writing skills in blind and visually disabled students at the college level.  (Doctoral Dissertation, University of Puerto Rico, Rio Piedras (Puerto Rico)).  ProQuest Dissertations and Theses  Retrievable from ProQuest Dissertations & Theses.

Moroz, A. (2013).  App assisted language learning: How students perceive Japanese smartphone apps.  (Master’s Thesis, University of Alberta).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Nakata, T. (2013).  Optimising second language vocabulary learning from flashcards  (Doctoral Dissertation, Victoria University of Wellington,New Zealand). Retrievable from  http://victoria.lconz.ac.nz/vwebv/holdingsInfo?bibId=1574806

Olesova, L. A. (2013).  An examination of the effectiveness of embedded audio feedback for English as a foreign language students in asynchronous online discussions.  (Doctoral Dissertation, Purdue University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Oqilat, A. (2013).  Developing Evaluation Criteria for Advanced-level Students’ Perspectives of English Language Learning Websites . (Doctoral Dissertation, Griffith University). Retrievable from National Library of Australia,  http://trove.nla.gov.au/version/208382287

Pares-Toral, M. T. (2013).  The effect of the use of the 3-D multi-user virtual environment Second Life on student motivation and language proficiency in courses of Spanish as a foreign language.  (Doctoral Dissertation, Nova Southeastern University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Ranalli, J. M. (2013).  The VVT project: A web-based platform for strategy instruction and research into self-regulated learning of L2 vocabulary.  (Doctoral Dissertation, Iowa State University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Riordan, E. (2013).  The discourse of a community of student teachers: a corpus-based analysis of online and face-to-face modes.   (Doctoral Dissertation, University of Limerick). Retrievable from University of Limerick Institutional Repository,  http://hdl.handle.net/10344/3259

Samuels, J. D. (2013).  Pedagogy and related criteria: The selection of software for computer assisted language learning.  (Doctoral Dissertation, Capella University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Shi, L. (2013).  The effects of a custom-designed animation program on learning Chinese characters.  (Doctoral Dissertation, George Mason University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Smith, S. J. C. (2013).  The development of interactive technology for conveying symbols, signs and meaning for beginning learners of Arabic.  (Doctoral Dissertation, Brigham Young University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Spataro, C. (2013).    Using Moodle 2.3 to improve perception skills in EFL listening: does it work?  [Master’s  Thesis , University of Leeds, UK].  https://www.teachingenglish.org.uk/sites/teacheng/files/spataro_claudia_200749718_educ_5001m.pdf

Suvorov, R. (2013).  Interacting with visuals in L2 listening tests: An eye-tracking study.  (Doctoral Dissertation, Iowa State University).  ProQuest Dissertations and Theses . Retrievable from Retrievable from ProQuest Dissertations & Theses.

Tecedor C., M. (2013).  Developing Interactional Competence Through Video-Based Computer-Mediated Conversations: Beginning Learners of Spanish . (Doctoral Dissertation, University of Iowa) . Retrievable from Iowa Research Online,  http://ir.uiowa.edu/cgi/viewcontent.cgi?article=4875&context=etd

Umstead, L. (2013).  The relationship between computer-assisted language learning and student achievement on language tests.  (Doctoral Dissertation, Wilmington University (Delaware)).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Vithanage, R. I. (2013).  Collaborative writing and individual writing: Improving writing in an L2 class.  (Master’s Thesis, Ohio University).  Open Access Theses and Dissertations.  Retrievable from  https://etd.ohiolink.edu/ap/10?0::NO:10:P10_ACCESSION_NUM:ohiou1367887930

Wang, S. (2013).  Intermediate-Level Chinese Language learners’ Social Communication in Chinese on Facebook: A Mixed Methods Study . (Doctoral Dissertation, University of South Florida). Retrievable from  http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=5803&context=etd

Webber, D. E. (2013).  Using technology to develop a collaborative-reflective teaching practice toward synthecultural competence: An ethnographic case study in world language teacher preparation.  (Doctoral Dissertation, The Pennsylvania State University).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Williams, Z. (2013).  The Use of Multimedia Material in Teaching Chinese as a Second Language and Pedagogical Implications.  Master’s Theses, University of Massachusetts. Retrievable from ScholarWorks@UMass Amherst,  http://scholarworks.umass.edu/cgi/viewcontent.cgi?article=2073&context=theses

Woloshen, S. K. (2013).  Podcasting to enhance pronunciation in second language learning.  (Master's Thesis, Simon Fraser University (Canada)).  ProQuest Dissertations and Theses . Retrievable from ProQuest Dissertations & Theses.

Yang, W. (2013).  A cross case analysis of computer use among ELL university instructors in Taiwan.  (Doctoral Dissertation, University of Wisconsin-Madison).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Ziegler, N. (2013).  Synchronous computer-mediated communication and interaction: A research synthesis and meta-analysis.  (Doctoral Dissertation, Georgetown University).  ProQuest Dissertations and Theses.  Retrievable from ProQuest Dissertations & Theses.

Arispe, K. (2012).  Why vocabulary still matters: L2 lexical development and learner autonomy as mediated through an ICALL tool, Langbot . (Doctoral dissertation, University of California, Davis). Retrievable from ProQuest Dissertations & Theses. (AAT 3540534)

Brinckwirth, A. T. (2012).  Implementation and outcomes of an online English-Portuguese tandem language exchange program delivered jointly across a U.S.-Brazilian university partnership: A case study . (Doctoral dissertation, Virginia Commonwealth University). Retrievable from VCU Digital Archives,  http://scholarscompass.vcu.edu/etd/2752/

Cheng, H. Y. (2012).  Applying Twitter to EFL reading and writing in a Taiwanese college setting . (Doctoral dissertation, Indiana State University). Retrievable from Indiana State University Sycamore Scholars,  http://scholars.indstate.edu//handle/10484/4574

Cho, Y. S. (2012).  Exploring second language (L2) learners' language learning experience in social networking environments . Buffalo, NY: State University of New York at Buffalo. (Doctoral dissertation).

Hinkelman, D. (2012).  Blending technologies in foreign language programs . (Doctoral thesis, The University of Melbourne). Retrievable from The University of Melbourne University Library Digital Repository,  http://repository.unimelb.edu.au/10187/11580

Kang, M. (2012).  East asian students' negotiation of silence in a university intensive english reading class: An examination of cross-cultural transition within a project-oriented CALL approach.  (Doctoral dissertation, Iowa State University). Retrievable from PQDT Open,  http://pqdtopen.proquest.com/doc/1095402136.html?FMT=ABS

Jones, J. (2012).  Immersion within call.  University, MS: The University of Mississippi. (Master's thesis).

Kurtz, L. (2012).  Learning from twenty-first century second language learners: A case study in smartphone use of language learners . (Master's thesis, Iowa State University). Retrievable from ProQuest Dissertations & Theses. (AAT 1519179)

Lin, C. (2012).  Language learning through social networks: Perceptions and reality.  Irvine, CA: University of California, Irvine. (Doctoral dissertation).

Longberg, P. O. (2012).  Evaluation of “Imagine Learning English,” a computer-assisted instruction of language and literacy for kindergarten students . (Doctoral dissertation, The University of Utah). Retrievable from USpace Institutional Repository,  http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2057

McMurry, B. L. (2012).  Evaluation in computer-assisted language learning.   (Doctoral dissertation, Brigham Young University). Retrievable from ProQuest Dissertations & Theses. (AAT 3542633)

Mroz, A. P. (2012).  Nature of L2 negotiation and co-construction of meaning in a problem-based virtual learning environment: A mixed methods study . (Doctoral dissertation, The University of Iowa). Retrievable from Iowa Research Online,  http://ir.uiowa.edu/etd/2951/

Park, H. R. (2012).  Four English language learners' experiences and strategy use in learning environments of multiliteracies . (Doctoral dissertation, University of South Florida). Retrievable from University of South Florida Scholar Commons,  http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=5390&context=etd

Prihatin, P. N. (2012).  The computer integration into the EFL instruction in Indonesia: An analysis of two university instructors in integrating computer technology into EFL instruction to encourage students' language learning engagement . (Doctoral dissertation, Loyola University). Retrievable from ProQuest Dissertations & Theses. (AAT 3527962)

Reynolds, A. K. (2012).  Intersections of contexts and concepts in learning to teach: A qualitative case study of the appropriation of the communicative language teaching approach by pre-service teachers of Spanish in the United States . (Doctoral dissertation, The Ohio State University). Retrievable from OhioLink ( https://etd.ohiolink.edu/ap/1?0 )

Romero, I. F. (2012).  Anàlisi didàctica i crítica del web per a l'autoaprenentatge del català.  (Doctoral dissertation, Universitat Politècnica de València). Retrievable from RiuNet,   https://riunet.upv.es/handle/10251/16802

Sandler, J. D. (2012).  Learning and teaching the grammatical usage of vocabulary items in english as a second language . (Doctoral dissertation, The University of Pennsylvania). Retrievable from ProQuest Dissertations & Theses. (AAT 3509475)

Shutler, R. (2012).  A study of student and teacher perceptions of criterion, an online writing program.  Ottawa, CA: Carleton University. (Master's thesis).

Singman, C. (2012).  The effectiveness of social media activities on Taiwanese undergraduates' EFL grammar achievement . Lawrence, KA: University of Kansas. (Doctoral dissertation).

Sukasem, N. (2012).  Digital literacy practice: Blogs and authorship in developing multilingual TESOL professionals in a graduate program in the united states . (Doctoral dissertation, Indiana University of Pennsylvania). Retrievable from Indiana University of Pennsylvania DSpace,  http://hdl.handle.net/2069/769

Tourtellotte, S. E. (2012).  The use of media in the acquisition of English as a second language . (Doctoral dissertation, Indiana University of Pennsylvania). Retrievable from Indiana University of Pennsylvania DSpace,  http://hdl.handle.net/2069/1893

Warren, R. D. (2012).  The effect of adaptive confidence strategies in computer-assisted instruction on learning and learner confidence.  (Doctoral dissertation, The Florida State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3519403)

Al Ghafli, M. H. (2011).  The effect of mediated glosses on vocabulary retention and reading comprehension with English language learners in Saudi Arabia . (Doctoral dissertation, University of Kansas). Retrievable from KU ScholarWorks  http://hdl.handle.net/1808/7913

Alshamari, A. (2011).  The development of L2 writing in a computerized process-centred learning project . (Doctoral thesis, The University of Queensland). Retrievable from UQ eSpace,  http://espace.library.uq.edu.au/view/UQ:270893

Altiner, C. (2011).  Integrating a computer-based flashcard program into academic vocabulary learning . (Doctoral dissertation, Iowa State University). Retrievable from  http://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=1122&context=etd

Ashton-Hay, S. (2011).   Interactive peer-based learning in a comparative case study: What do students gain?  (Doctoral thesis, Queensland University of Technology). Retrievable from  http://eprints.qut.edu.au/46111/

Cai, S. (2011).  The impact of an online learning community project on university Chinese as a foreign language students' motivation.  (Doctoral dissertation, University of South Florida). Retrievable from University of South Florida Scholar Commons,  http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=4221&context=etd

Cardenas-Claros, M. S. (2011).  A preliminary framework of help options in computer-based second language listening . (Doctoral thesis, The University of Melbourne). Retrievable from the University of Melbourne University Library Digital Repository,  http://repository.unimelb.edu.au/10187/10042

Chen, Y. (2011).  The influence of integrating technology in language learning courses.  (Doctoral thesis, University of Kansas). Retrievable from KU ScholarWorks,   http://kuscholarworks.ku.edu/dspace/bitstream/1808/8053/1/Chen_ku_0099D_11442_DATA_1.pdf

Dalton, M. L. (2011).  Social networking and second language acquisition: Exploiting Skype(TM) chat for the purpose of investigating interaction in L2 English learning . (Master's thesis, Iowa State University. Retrievable from Digital Repository & Iowa State University,  http://lib.dr.iastate.edu/etd/10221/

Dang, N. T. (2011).  Exploring CALL options for teaching EFL in Vietnam . (Master's thesis, Minnesota State University). Retrievable from MSU Digital Capstone Collection,  http://cornerstone.lib.mnsu.edu/etds/273/

Gardner, J. M. (2011).  Using web 2.0 tools to motivate adult ESOL students: A handbook for teachers . (Doctoral dissertation, Saint Mary's College of California). Retrievable from ProQuest Dissertations & Theses. (AAT 1501371)

Greenleaf, J. (2011).  Implementing computer-assisted language learning in the teaching of second language listening skills.  (Master's thesis, Minnesota State University). Retrievable from MSU Digital Capstone Collection,  http://cornerstone.lib.mnsu.edu/etds/275/

Hepburn, A. (2011).  Technologically-meditated collaborative learning activities for the university level intermediate Spanish classroom . Little Rock, AR: University of Arkansas at Little Rock. (Doctoral dissertation).

Kim, S. H. (2011).  An instructional design for an integrated English language curriculum with 3D virtual world affordances . (Doctoral dissertation, The University of Wisconsin – Madison). Retrievable from ProQuest Dissertations & Theses. (AAT 3471085)

Kregar, S. (2011).  Relative effectiveness of corrective feedback types in computer-assisted language learning.  (Doctoral dissertation, The Florida State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3477247)

Leahy, C. (2011).  Electronic role-pay as a manifestation of open-task computer-assisted language learning: a case study.  (Doctoral Dissertation, Nottingham Trent University, UK). Retrievable from  http://irep.ntu.ac.uk/id/eprint/151/ or the British Library at  https://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.569071

Mthethwa, M. P. (2011). Perceptions and attitude towards the potential use of computer-assisted language learning (CALL) in Swaziland: A case study . Carbondale, IL: Southern Illinois University at Carbondale. (Master's thesis).

Oda, K. (2011).  Post-secondary foreign language teachers' belief systems about language Teaching/Learning and Technology/Teaching with technology .(Doctoral dissertation, University of Minnesota). Retrievable from ProQuest Dissertations & Theses. (AAT 3474787)

Sachs, R. R. (2011).  Individual differences and the effectiveness of visual feedback on reflexive binding in L2 Japanese . (Doctoral dissertation, Georgetown University). Retrievable from ProQuest Dissertations & Theses. (AAT 3450858)

Barboza, A. (2010).  Collegiate instructors’ perceptions and practices in integrating technology in Spanish language instruction . (Doctoral dissertation, Kansas State University). Retrievable from K-State Research Exchange,  http://krex.k-state.edu/dspace/handle/2097/3903

Blankenship, R. J. (2010).  Using virtual environments as professional development tools for pre-service teachers seeking ESOL endorsement . (Doctoral dissertation , University of South Florida). Retrievable from University of South Florida Scholar Commons,  http://scholarcommons.usf.edu/etd/3576/

Cerezo Ceballos, L. (2010).  Talking to avatars: The computer as a tutor and the incidence of learner's agency, feedback, and grammatical form in SLA . Washington, DC: Georgetown University. (Doctoral Dissertation).

Chang, Y. (2010).  Discourse and identity in online language learning: A case study of a community college ESL classroom . Riverside, CA: University of California, Riverside. (Doctoral dissertation).

Coryell, J. (2010).  Sociocultural connections, language learning anxiety, and communities of practice: Insights and perceptions of the adult online Spanish learner . (Doctoral dissertation, Texas A&M University). Retrievable from Texas A&M University University Libraries,  http://oaktrust.library.tamu.edu/handle/1969.1/ETD-TAMU-1485

Daggett, K. (2010).  Immersion through technology . (Doctoral dissertation, Iowa State University). Retrievable from Digital Repository @ Iowa State University,  http://lib.dr.iastate.edu/etd/11396/

Demmans, C. (2010).  Protutor: A pronunciation tutor that uses historic open learner models . (Doctoral dissertation, University of Saskatchewan). Retrievable from eCommons@USASK,  http://ecommons.usask.ca/handle/10388/etd-07082010-120018

Dos Reis, S. (2010).  From discourse to practice: Textualization of the Computer Assisted Language Learning research . Santa Maria, BR: Universidade Federale do Santa Maria. (Doctoral dissertation).

El-Adawy, R. (2010).  Teaching EAP Through Distance Education: An Analysis of an Online Writing Course . (Doctoral dissertation, Indiana University, Indianapolis). Retrievable from IUPUI Scholar Works,  https://scholarworks.iupui.edu/handle/1805/2187  

Garrett-Rucks, P. (2010).  The emergence of U.S. french language learners' intercultural competence in online classroom discussions . (Doctoral dissertation, The University of Wisconsin–Madison). Retrievable from ProQuest Dissertations & Theses. (AAT 3421937)

Grgurovic, M. (2010).  Technology-enhanced blended language learning in an ESL class: A description of a model and an application of the diffusion of innovations theory . (Doctoral dissertation, Iowa State University). Retrievable from Digital Respository @ Iowa State University,  http://lib.dr.iastate.edu/etd/11667/  

Karlström, P. (2010).  CALL of the Wild: Using language technology in the second language classroom . (Doctoral dissertation, Stockholms universitet). Retrievable from Stockholm University Publications,  http://su.diva-portal.org/smash/record.jsf?pid=diva2:200397

Manko, B. A. (2010).  Comparing traditional and technological methods for studying English as a second language (ESL) . (Doctoral dissertation, Robert Morris University). Retrievable from ProQuest Dissertations & Theses. (AAT 3425881)

Nguyen, T. (2010).  Learner autonomy and EFL learning at the tertiary level in Vietnam.  (Doctoral dissertation. Victoria University of Wellington). Retrievable from  http://researcharchive.vuw.ac.nz/handle/10063/1203

Penilla, F. (2010).  Learning a foreign language with a collaborative web-based task.  (Doctoral dissertation, Edith Cowan University). Retrievable from Edith Cowan University Research Online,  http://ro.ecu.edu.au/theses/436/  

Reichert, T. (2010).  An Analysis of Peer Activities to Inform Foreign Language Learning: Word Searches, Voice, and the Use of Non-Target Languages . (Doctoral thesis, University of Waterloo). Retrievable from University of Waterloo Library,  uwspace.uwaterloo.ca/handle/10012/5591

Shaw, Y. (2010).  At the crossroads of learning and culture: Identifying a construct for effective computer-assisted language learning for English language learners . (Doctoral dissertation,  University of San Francisco). Retrievable from ProQuest Dissertations & Theses. (AAT 3407599)

Teng, X. (2010).  Negotiation of meaning in synchronous computer-mediated communication (CMC): The role of online chat in second language vocabulary development . (Doctoral dissertation , Iowa State University). Retrievable from Digital Repository @ Iowa State University,  http://tigerprints.clemson.edu/all_theses/776/

Uludag, A. (2010).  English interactive online (EIO) language policy and educational, cultural, and political concerns . (Doctoral dissertation , Arizona State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3410577)

Wilkerson, A. B. (2010).  Electrate language learning: An analysis of foreign language acquisition in  virtual environments . (Doctoral dissertation, Clemson University). Retrievable from Clemson Libraries,  http://etd.lib.clemson.edu/documents/1285615893/

Zhang, G. (2010).  Technology uses in creating second language learning environments: When learners are creators . (Doctoral dissertation, Michigan State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3417670)

Alabbad, A. (2009).  Introducing constructivism and Computer-Assisted Language Learning (CALL) into traditional EFL programs in Saudi Arabia . (Doctoral dissertation, The University of Queensland). Retrievable from UQ eSpace,  espace.library.uq.edu.au/view/UQ:172846

Asiri, A. (2009).  Attitudes of students towards e-learning in Arabic language courses: A case study at King Khalid University in Saudi Arabia . Melbourne, AU: La Trobe University. (Doctoral dissertation).

Black, A. (2009).  The design and development of a theory driven process for the creation of computer-supported collaborative learning in an online environment . (Doctoral dissertation, Virginia Polytechnic Institute and State University). Retrievable from EDTs@VT,  scholar.lib.vt.edu/theses/available/etd-04122009-183505/  

Burnett, W. (2009).  Cognitive style: A meta-analysis of the instructional implications for various integrated computer enhanced learning environments . (Doctoral dissertation, Indiana University of Pennsylvania). Retrievable from IUP DSpace,  http://hdl.handle.net/2069/271

Chalmers, C. (2009)  Primary students' group metacognitive processes in a computer supported collaborative learning environment.  (Doctoral dissertation, Queensland University of Technology).  Retrievable from QUT Digital Repository,  eprints.qut.edu.au/29819/

Chen, W. (2009).  Noticing in text-based computer-mediated communication: A study of a task-based telecommunication between native and nonnative English speakers . (Doctoral dissertation, Texas A&M University). Retrievable from Texas A&M University University Libraries,  http://oaktrust.library.tamu.edu/handle/1969.1/ETD-TAMU-2938

Cordier, D. (2009).  Speech recognition software for language learning: Toward an evaluation of validity and student perceptions . (Doctoral dissertation, University of South Florida). Retrievable from University of South Florida Scholar Commons,  http://scholarcommons.usf.edu/etd/1909

Hong, K. (2009).  L2 teachers’ experience of CALL technology education and the use of computer technology in the classroom: The case of Franklin County, Ohio . (Doctoral dissertation, Ohio State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3375773)

Hussin, N. (2009).  Interaction from an activity theoretical perspective: Comparing learner discourse of language face-to-face, in chat and in audio conferencing in second language learning.  Hong Kong, CN: The University of Hong Kong. (Doctoral dissertation).

Jakus, M. (2009).  (E-) Learning by doing: Integrierter und handlungsorientierter Einsatz neuer Medien am Beispiel Goethe-Zentrum Kapstadt . (Master’s thesis, University of Stellenbosch). Retrievable from SUNScholar Research Repository,  http://scholar.sun.ac.za/handle/10019.1/2684

Kim, D. (2009).  Explicitness in CALL feedback for enhancing advanced ESL learners' grammar skills . Urbana-Champaign, IL: University of Illinois at Urbana-Champaign. (Doctoral dissertation).

Lau, F. (2009).  Spoken vocabulary acquisition in students with autism in multimedia-facilitated learning context . (Doctoral dissertation, The University of Hong Kong). Retrievable from The HKU Scholars Hub,  hub.hku.hk/handle/10722/55582

Lee, C . (2009).  A Case Study of Using Synchronous Computer-Mediated Communication System for Spoken English Teaching and Learning Based on Sociocultural Theory and Communicative Language Teaching Approach Curriculum . (Doctoral dissertation, Ohio University, Athens). Retrievable from OhioLink ( https://etd.ohiolink.edu/ap/1?0 ).

Lee, J. (2009).  Automatic correction of grammatical errors in non-native English text . (Doctoral dissertation, Massachusetts Institute of Technology). Retrievable from MIT Computer Science and Artificial Intelligence Laboratory SLS Publications,  http://groups.csail.mit.edu/sls/publications/2009/Thesis_Lee.pdf

Lee, J.-y. (2009).  The effect of computer-mediated communication (CMC) interaction on L2 vocabulary acquisition: A comparison study of CMC interaction and face-to-face interaction . (Master’s thesis, Iowa State University). Retrievable from Digital Repository @ Iowa State University,  http://lib.dr.iastate.edu/etd/10723/

Ma, M.  (2009).  An Exploratory Case Study of the Participation and Interaction Among Elementary School English Language Learners and Native Speakers in Online Discussions .  (Master’s thesis, University of Toronto). Retrievable from University of Toronto Research Repository,  http://hdl.handle.net/1807/18103

Medianeira de Oliveira, F. (2009).  The analysis of pedagogical activities in English educational portals with teachers as target public: implications to English  teaching and learning in the digital context . Santa Maria, BR: Universidade Federale do Santa Maria, Brazil. (Doctoral dissertation).

Moore, K. (2009).  The weak link in the language teaching system and what to do about it . (Master’s thesis, Kansas State University). Retrievable from K-State Research Exchange,  http://hdl.handle.net/2097/1135

Razak, A. & Zainab, N. (2009).  Motivational factors and learners' strategies in the English as a second language classroom at Universiti Teknologi Malaysia with special reference to computer assisted language learning . (Doctoral dissertation, University of Stirling). Retrievable from Stirling Online Research Repository.  https://dspace.stir.ac.uk/handle/1893/1174

Saito-Stehberger, D. (2009).  In search of communicative instruction of pragmatic competence in an online learning environment: A case study . San Diego, CA: Alliant International University. (Doctoral dissertation).

Schuster Provaznikova, L. (2009).  The effects of online previewing activities on the comprehension of authentic video and on short-term vocabulary retention . Iowa City, IA: The University of Iowa. (Doctoral dissertation).

Theodoridou, K. D. (2009).  Learning with Laura: Investigating the effects of a pedagogical agent on Spanish lexical acquisition . (Doctoral dissertation, The University of Texas at Austin). Retrievable from the University of Texas Libraries Digital Repository,  http://repositories.lib.utexas.edu/handle/2152/6612

Tour, E.  Technoliteracy and ESL at the intersection: Contradictions and challenges . Clayton, AU: Monash University. (Doctoral  dissertation).

Wen, Y. (2009).  A Review of Using Weblogs for Teaching and Learning . (Master’s thesis, University of Texas at Austin). Retrievable from the University of Texas Libraries Digital Repository,  http://repositories.lib.utexas.edu/handle/2152/ETD-UT-2009-08-259

Witt, K. (2009).  Aspects of technology which enhance (boys') second language learning . Clayton, AU: Monash University. (Master’s thesis).

Yang, X. (2009).  Effects of Digital Audio Quality on Students' Performance in LAN Delivered English Listening Comprehension Tests . (Doctoral dissertation, Ohio University, Athens). Retrievable from OhioLink ( https://etd.ohiolink.edu/ap/1?0 ).

Al-Amri, M. N. (2008). A phenomenological study of English language teaching and learning, literacy, and technology in a borderlands community college. Las Cruces, NM: New Mexico State University. (Doctoral dissertation).

Amaro Jimenez, C. (2008). Latino children's English as a second language and subject-matter appropriation through technology-mediated activities: A cultural historical activity theory perspective. (Doctoral dissertation, University of Cincinnati). Retrievable from OhioLINK ETD Center ( https://etd.ohiolink.edu/ap/1?0 ).

Bailey, S. M. (2008). Content assessment in intelligent computer-aided language learning: Meaning error diagnosis for English as a second language. (Doctoral dissertation, The Ohio State University). Retrievable from OhioLINK ETD Center ( https://etd.ohiolink.edu/ap/1?0 )

Barrett, K. A. (2008). An exploration of EFL teachers' and learners' lived experiences in a synchronous online VoIP-enabled cross cultural language learning environment. Albuquerque, NM: University of New Mexico. (Doctoral dissertation).

Barrow, J. (2008). Electronic dictionary use in novice L2 learner interaction. Philadelphia, PA: Temple University. (Doctoral dissertation).

Bumgarner, C. (2008). The impact of virtual environment on second language production: An exploratory study. Malibu, CA: Pepperdine University. (Doctoral dissertation).

Chen, C.-h. (2008). The shift to 21st century literacies: A cross-case study of EFL learning through online publishing projects. Bloomington, IN: Indiana University. (Doctoral dissertation).

Chen, C.-T. (2008). The effectiveness of incorporating the Internet to improve literacy skills of English language learners. (Doctoral dissertation, University of Louisville). Retrievable from ProQuest Dissertations & Theses. (AAT 3352066)

Chen, W.-C. (2008). Noticing in text-based computer-mediated communication: A study of a task-based telecommunication between native and nonnative English speakers. (Doctoral dissertation, Texas A&M University). Retrievable from Texas A&M University University Libraries,  http://hdl.handle.net/1969.1/ETD-TAMU-2938

Chen, Y.-c. (2008). The effect of applying wikis in an English as a foreign language (EFL) class in Taiwan. (Doctoral dissertation, University of Central Florida). Retrievable from ProQuest Dissertations & Theses. (AAT 3335337)

Cho, S. P. (2008). Korean immigrants' social practice of heritage language acquisition and maintenance through technology. (Doctoral dissertation, The University of British Columbia). Retrievable from the University of British Columbia, Electronic Theses and Dissertations 2008+,  https://circle.ubc.ca/bitstream/handle/2429/1018/ubc_2008_fall_cho_sunah.pdf?sequence=1

Chung, W. E. (2008). Content-based EFL instruction using scaffolding and computer-mediated communication as an alternative for a Korean middle school. New York, NY: Teachers College Columbia University. (Doctoral dissertation).

deHaan, J. W. (2008). Video games and second language acquisition: The effect of interactivity with a rhythm video game on second language vocabulary recall, cognitive load, and telepresence. New York, NY: New York University. (Doctoral dissertation).

Evans, H. (2008). Technological early intervention tools for families of children with hearing loss: Parental learning preferences. (Doctoral dissertation, Walden University). Retrievable from ProQuest Dissertations & Theses. (AAT 3290893)

Haight, C. E. (2008). The effects of guided inductive, deductive, and garden path instructional approaches and techniques on the learning of grammatical patterns and deviations in the beginning-level foreign language classroom. (Doctoral dissertation, Emory University). Retrievable from ProQuest Dissertations & Theses. (AAT 3310263)

Jou, Y.-A. E. (2008). The effect of email keypal project on the enhancement of reading and writing performance of elementary school-aged EFL students in Taiwan. San Diego, CA: Alliant International University. (Doctoral dissertation).

Kraemer, A. N. (2008). Engaging the foreign language learner: Using hybrid instruction to bridge the language-literature gap. (Doctoral dissertation, Michigan State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3331946)

Perez Galluccio, R. G. (2008). Animated pedagogical agents as Spanish language instructors: Effect of accent, appearance, and type of activity on student performance, motivation, and perception of agent. (Doctoral dissertation, Florida State University). Retrievable from Florida State University Electronic Theses, Treatises and Dissertations,  http://etd.lib.fsu.edu/theses/available/etd-06112008-132429/

Prapinwong, M. (2008). Constructivist language learning through WebQuests in the EFL context: An exploratory study. (Doctoral dissertation, Indiana University). Retrievable from ProQuest Dissertations & Theses. (AAT 3331410)

Rankin, Y. A. (2008). Design and evaluation of massive multiplayer online role-playing games that facilitate second language acquisition. (Doctoral dissertation, Northwestern University). Retrievable from ProQuest Dissertations & Theses. (AAT 3336460)

Sturm, J. L. (2008). Accent marks in L2 French: Keyboarding, presentation format, working economy, and pronunciation ability. (Doctoral dissertation, University of Illinois at Urbana-Champaign). Retrievable from ProQuest Dissertations & Theses. (AAT 3337934)

Tallowitz, U. (2008). Reading foreign language websites: A qualitative investigation of students' reading strategies in German. (Doctoral dissertation, University of British Columbia). Retrievable from the University of British Columbia, Electronic Theses and Dissertations 2008+,  https://circle.ubc.ca/bitstream/handle/2429/1525/ubc_2008_fall_tallowitz_ulrike.pdf?sequence=1

Whiteman, T. D. (2008). Vocabulary instruction for English language learners in grades three through five: A multivocal synthesis. (Doctoral dissertation, University of Nevada, Reno). Retrievable from ProQuest Dissertations & Theses. (AAT 3339153)

Yang, J. Y. (2008). Integrating the task-based approach and the Grammar Translation Method with computer-assisted instruction on Taiwanese EFL college students' speaking performance. San Diego, CA: Alliant International University. (Doctoral dissertation).

Al Shammari, M. H. (2007).  Saudi English as a foreign language: Learners' attitudes toward computer-assisted language learning.  (Doctoral dissertation, West Virginia University). Retrievable from ProQuest Dissertations & Theses. (AAT 3298701)

Amaral, L.A.M. do (2007).  Designing intelligent language tutoring systems for integration into foreign language instruction . (Doctoral dissertation, The Ohio State University). Retrievable from OhioLINK ETD Center ( https://etd.ohiolink.edu/ap/1?0 ).

 Beaird, C.K. (2007).  The effects of computer-assisted language learning on English language learners with and without disabilities in an elementary school setting . Las Vegas, NV: University of Nevada, Las Vegas. (Doctoral dissertation).

Blanco, H. (2007).  A case study of language learning in a multimedia Spanish class environment in an Upward Bound program . (Doctoral dissertation, Ohio University). Retrievable from OhioLINK ETD Center ( https://etd.ohiolink.edu/ap/1?0  ).

Castillo, A. (2007).  The effect of computer-based authentic assignments on learners' foreign language abilities and intrinsic motivation . (Doctoral dissertation, West Virginia University). Retrievable from wvuScholar Institutional Database ( http://wvuscholar.wvu.edu:8881/R?RN=306738713 ).

Clement, J. (2007).  The impact of teaching explicit listening strategies to adult intermediate- and advanced-level ESL university students . Pittsburgh, PA: Duquesne University. (Doctoral dissertation).

Hawkes, L. (2007).  Recasts revisited: The role of recasts in error detection and correction by adult ESL students.  (Doctoral dissertation, University of Victoria). Retrievable from UVicSpace  http://dspace.library.uvic.ca:8080/bitstream/handle/1828/268/HawkesThesis.pdf?sequence=1

Hung, P.-Y. (2007).  The effects of exchanging emails with American key pals on Taiwanese college students' writing in English.  (Doctoral dissertation, Kent State University).

Izquierdo, J. (2007).  Multimedia environments in foreign language classrooms: Effects on the acquisition of the French perfective and imperfective distinction . Montreal, QC: McGill University. (Doctoral dissertation).

Kennedy, A. W. (2007).  Laying the cornerstone, building the foundation: An analysis of a computer-assisted vocabulary learning program as a tool for productive and receptive vocabulary learning in the foreign language classroom.  Tuscaloosa, AL: The University of Alabama. (Doctoral dissertation).

Lazo-Wilson, V. G. (2007).  Technology integration in smart classrooms at the university level: A multiple-case study of lower division graduate student Spanish instructors.  (Doctoral dissertation, The University of Texas at Austin). Retrievable from The University of Texas Digital Repository,  http://hdl.handle.net/2152/3138

Lee, T.C. (2007).  Using Web-based CALL to improve English language mastery at the Republic of China Air Force Academy.  (Doctoral dissertation, Nova Southeastern University). Retrievable from ProQuest Digital Dissertations, (AAT 3241979).

Li, J. (2007).  Orientations to English academic language learning among Chinese high school students in a technology-supported learning environment in Canada.  Toronto, ON: University of Toronto. (Doctoral dissertation).

Lin, C.-H. (2007).  English for specific programs (ESP), with and without computer-assisted language learning (CALL), for Taiwanese college students . Boca Raton, FL: Lynn University. (Doctoral dissertation).

McBride, K.A. (2007).  The effect of rate of speech and CALL design features on EFL listening comprehension and strategy use.  (Doctoral dissertation, The University of Arizona). Retrievable from ProQuest Dissertations & Theses. (AAT 3254885)

Moreno, N. (2007).  The effects of type of task and type of feedback on L2 development in CALL.  (Doctoral dissertation, Georgetown University). Retrievable from ProQuest Dissertations & Theses. (AAT 3302088)

Morgan, B. (2007).  A description of the implementation of the Technology-Assisted Language Learning (TALL) system into two English language learning classes at a private religious school in northern Mexico.  (Doctoral dissertation, Utah State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3306436)

Petersen, S. E. (2007).  Natural language processing tools for reading level assessment and text simplification for bilingual education.  (Doctoral dissertation, University of Washington). Retrievable from  http://ssli.ee.washington.edu/papers/grad/theses/petersen_PhD.pdf

Sahin, M. (2007).  Synchronous computer-mediated communication between foreign language learners and prospective teachers.  (Doctoral dissertation, Iowa State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3259440)

Schranck, S. R. (2007).  Designing performance objectives to improve English language proficiency: Conceptualizing a CALL-integrated listening curriculum at Delaware Technical & Community College, Jack F. Owens Campus . (Doctoral dissertation, University of Delaware). Retrievable from ProQuest Dissertations & Theses. (AAT 3277804)

Shaw, E. M. (2007).  Redrawing the proximal landscape: A theoretical study on the impact of virtual community on foreign language learner motivation.  (Doctoral dissertation, The University of Connecticut). Retrievable from DigitalCommons@UConn,  http://digitalcommons.uconn.edu/dissertations/AAI3282525/

Shi, L. (2007).  Internet-based development of cultural knowledge and awareness among Chinese students of English: Attitudes, obstacles and potential.  Milton Keynes, UK: The Open University. (Doctoral dissertation).

Shih, Y.E. (2007).  Dynamic language learning: Comparing mobile language learning with online language learning.  Capella University. (Doctoral dissertation).

Warren, J. B. (2007).  Web-based language portfolios and the five C's: Implementation in intermediate- and advanced-level foreign language college classrooms . Terra Haute, IN: Indiana State University. (Doctoral dissertation).

Wimberley, A.T. (2007).  Analyzing computer applications in English as a second language acquisition tool.  Lafayette, LA: University of Louisiana at Lafayette. (Doctoral dissertation).

Zhang, D. (2007).  Researching the use of WebCT in Chinese language teaching and learning.  Ames, IA: Iowa State University. (Doctoral dissertation).

Zhang, X. (2007).  An ethnographic study on the development of online academic language learning communities in a college-level adjunct ESL program . Minneapolis, MN: University of Minnesota. (Doctoral dissertation).

Zhao, Y. (2007).  The impact of computer technology on teaching and learning English listening and speaking as a second language in the UK higher education . York, UK: The University of York. (Doctoral dissertation).

Ahn, H. (2006). The impact of individual learner characteristics and synchronous computer-mediated communication on language production in learners of English. Tucson, AZ: The University of Arizona. (Doctoral dissertation).

Black, R. W. (2006). Access and affiliation: Adolescent English language learners learning to be writers in an online fanfiction space. Madison, WI: The University of Wisconsin–Madison. (Doctoral dissertation).

Boudreault, P. (2006). Language and identity: A quantitative study of American Sign Language grammatical competency and Deaf identity through on-line technology. (Doctoral dissertation, University of Manitoba). Retrievable from ProQuest Dissertations & Theses. (AAT 3246682)

Charbonneau-Gowdy, P. (2006). Forbidden fruit: Identity, power and investment issues in learning a second language through computer mediated communication. Montreal, CA: McGill University. (Doctoral dissertation).

Chen, Y. -L. (2006). Factors influencing Internet use in teaching English: A study of EFL teachers in northern Taiwanese higher education institutions. Minneapolis, MN:,  (Doctoral dissertation, University of Minnesota). Retrievable from ProQuest Dissertations & Theses. (AAT 3234910)

Chung, Y. -G. (2006). Korean-English Internet chat in tandem for learning language and culture: A curricular innovation in an International Languages program. Ottawa, CA: University of Ottawa. (Doctoral dissertation).

Garcia Villada, E. (2006). Technology integration for teaching and learning Spanish in elementary schools: Voices of designers, teachers and students.  Ames, IA: Iowa State University.  (Doctoral dissertation).

Ghandoura, W. A. (2006). College ESL students' attitudes and beliefs about computer-assisted writing classes. Indiana, PA: Indiana University of Pennsylvania.  (Doctoral dissertation).

Goertler, S. (2006). Teacher participation and feedback styles during classroom synchronous computer-mediated communication in intermediate German: A multiple case study. Tucson, AZ: The University of Arizona.  (Doctoral dissertation)

.  Gorenc Z. A. (2006). CALLing all learners: An explanatory integrative research study of EFL learner-learner corrective feedback patterns within on-line synchronous environments. (Doctoral dissertation, University of South Florida).  Retrievable from University of South Florida Scholar Commons:  http://scholarcommons.usf.edu/etd/2537/

Hsu, H.-M. (2006). Technological transformation: A case study of technology integration in a foreign language program. Urbana, IL: University of Illinois at Urbana-Champaign.  (Doctoral dissertation).

Hsu, P. Y. (2006). Call, culture and EFL acquisition: A case study of the effects of using a network-based cultural language curriculum on Taiwanese students. Indiana, PA: Indiana University of Pennsylvania. (Doctoral dissertation).

Johnson, C. M. (2006). Establishing an online community of practice for instructors of English as a foreign language. Ft. Lauderdale, FL: Nova Southeastern University.  (Doctoral dissertation).

Jung, S. -H. (2006). The use of ICT in learning English as an international language. (Doctoral dissertation, University of Maryland, College Park). Retrievable from Digital Repository at the University of Maryland,  http://drum.lib.umd.edu//handle/1903/3885

Kaya, T. (2006). The effectiveness of adaptive computer use for learning vocabulary. Flagstaff, AZ: Northern Arizona University.  (Doctoral dissertation).

Kim, D.-S. (2006). Effects of text, audio, and graphic aids in multimedia instruction on the achievement of students in vocabulary learning. Terre Haute, IN: Indiana State University.  (Doctoral dissertation).

Kirstein, M. (2006). Universalizing universal design: Applying text-to-speech technology to English language learners' process writing. Boston, MA: University of Massachusetts Boston. (Doctoral dissertation).

Koo, K. (2006). Effects of using corpora and online reference tools on foreign language writing: A study of Korean learners of English as a second language. (Doctoral dissertation, The University of Iowa). Retrievable from Iowa Research Online,  http://ir.uiowa.edu/etd/65/

Lai, C. (2006). An exploration into factors that affect student perception of their online foreign language learning experience. Michigan State University.  (Doctoral dissertation).

Liang, M.-Y. (2006). Interaction in EFL online classes: How Web-facilitated instruction influences EFL university students' reading and learning. (Doctoral dissertation, Indiana University). Retrievable from en.zl50.com

Lin, C.-C. (2006). Applying computer-assisted language learning in EFL classrooms in Taiwan: Attitude, autonomy, and activity preference. Kingsville, TX: Texas A&M University–Kingsville.  (Doctoral dissertation).

Michieka, M. M. (2006). Accessibility and presence of English in rural Kisii, Kenya: Implications for English language education. West Lafayette, IN: Purdue University. (Doctoral dissertation).

Nemeth, L. R. (2006). Assessing the effectiveness of the Puentes de Vida program as a means of teaching English to immigrant Hispanic adults. Wilmington, DE: Wilmington College. (Doctoral dissertation).

Pacheco, M. G. (2006). Computers in language development for second language learners: The students' views. Las Cruces, NM: New Mexico State University. (Doctoral dissertation).

Rodriguez, J. C. (2006). Weaving technology in the design of learning experiences in world language teacher education: The development of a cognitive tool, an instructional device and an exploration. Ames, IA: Iowa State University. (Doctoral dissertation).

Ruellot, V. M. (2006). French pronunciation learning and computer-mediated visual feedback. Urbana, IL:  University of Illinois at Urbana-Champaign.  (Doctoral dissertation).

Sanchez, A. D. (2006). Enhancing vocabulary acquisition through synthetic learning experiences: Implementing virtual field trips into classrooms. Orlando, FL: University of Central Florida.  (Doctoral dissertation).

Shams, A. N. (2006). The use of computerized pronunciation practice in the reduction of foreign language classroom anxiety. Tallahassee, FL: The Florida State University. (Doctoral dissertation).

Sidman-Taveau, R. L. (2006). Computer-assisted project-based learning in second language: Case studies in adult ESL. Austin, TX: The University of Texas at Austin. (Doctoral dissertation).

So, C. K. L. (2006). Effects of L1 prosodic background and AV training on learning Mandarin tones by speakers of Cantonese, Japanese, and English. Burnaby, CA: Simon Fraser University. (Doctoral dissertation).

Toussaint, J. L. (2006). Using computer technology to stimulate second language acquisition. Minneapolis, MN: Capella University. (Doctoral dissertation).

Wang, Y. (2006). Internet use among Chinese students and its implication for cross-cultural adaptation. (Doctoral dissertation, Kent State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3230008)

Yang, M.-L. (2006). Exploring Taiwanese EFL students' responses to synchronous CMC: Effects on language use, learning and transfer, and perceptions. (Doctoral dissertation, The University of Texas at Austin). Retrievable from University of Texas Digital Repository,  http://repositories.lib.utexas.edu/handle/2152/3008

Zha, S. (2006). The effects of a technology-supported training system on second language use strategies for international teaching assistants. (Doctoral dissertation, University of Missouri–Columbia). Retrievable from MOspace,  https://mospace.umsystem.edu/xmlui/handle/10355/4480

Zheng, D. (2006). Affordances of three-dimensional virtual environments for English language learning: An ecological psychological analysis. (Doctoral dissertation, University of Connecticut.) Retrievable from DigitalCommons@UConn,  http://digitalcommons.uconn.edu/dissertations/AAI3221577/

Al-Jamhoor, M. M. (2005). Connecting Arabs and Americans online to promote peace and to increase cultural awareness: A descriptive study about Arab EFL learners' perceptions, practices, behaviors and attitudes towards computer-supported collaborative writing strategies and technologies. (Doctoral dissertation, Indiana University of Pennsylvania). Retrievable from Indiana University of Pennsylvania DSpace,  http://dspace.iup.edu/handle/2069/20?show=full

Blin, F. (2005). CALL and the development of learner autonomy: An activity theoretical study. (Doctoral dissertation, Open University). Retrievable from author’s personal website,  http://francoiseblin.wordpress.com/research/my-phd-thesis/

Chiu, C. -Y. (2005). Teacher roles and autonomous language learners: Case study of a cyber English writing course. (Doctoral dissertation, The Pennsylvania State University). Retrievable from PennState electronic Theses and Dissertations,  https://etda.libraries.psu.edu/paper/6809/

Chuarayapratib, N. (2005). The role of reading for pleasure on English websites on language acquisition: A study at a Thai university. Memphis, TN: The University of Memphis.  (Doctoral dissertation).

Cummings, A. D. (2005). Administrative and pedagogical uses of computers in foreign language classrooms: A survey of Spanish teachers' beliefs and practices. Iowa City, IA: The University of Iowa.  (Doctoral dissertation).

Dabrowski, R. (2005). Criteria for appraising computer-based simulations for teaching Arabic as a foreign language. Bloomington, IN: Indiana University. (Doctoral dissertation).

González-Méndez, C. R. (2005). The effect of computer-assisted language learning on Puerto Rican university students' writing achievement in a Basic English course. Río Piedras, PR: University of Puerto Rico, (Doctoral dissertation).

Hincks, R. (2005). Computer support for learners of spoken English.  Stockholm, SE: Kungliga Tekniska Hogskolan. (Doctoral dissertation).

Huh, K. (2005). The role of CALL in the language learning and creative thinking development of ESL students. Pullman, WA: Washington State University. (Doctoral dissertation).

Kaminski, J. M. (2005). The evolution of language learning materials, realia, archives, and metadata resources: An agenda for formative research. West Lafayette, IN: Purdue University. (Doctoral dissertation).

Kessler, G. (2005). Computer-assisted language learning within masters programs for teachers of English to speakers of other languages. (Doctoral dissertation, Ohio University). Retrievable from OhioLINK Digital Resource Commons ( https://www.ohiolink.edu ).

Kitade, K. (2005). Interactional features of asynchronous computer-mediated communication for language learning: From cognitive and sociocultural perspectives. Honolulu, HI: University of Hawai'i Mānoa,  (Doctoral dissertation).

Konovaliouk, V. V. (2005). Integration of technology into the teaching of foreign languages and cultures with particular reference to Russian studies. Stony Brook, NY: State University of New York at Stony Brook.  (Doctoral dissertation).

Lee, Y. (2005). Implementing synchronous chat-based curriculum in an advanced-level ESL classroom. Raleigh, NC: North Carolina State University. (Doctoral dissertation).

Park, Y. J. (2005). Instructional design theory for entirely Web-based courses in higher education: A case study on ESL pragmatic teaching. Bloomington, IN: Indiana University. (Doctoral dissertation).

Pellerin, M. (2005). Shifting paradigm in the use of the new technologies of communication in the language classroom: a video ethnography study. Calgary, CA: University of Calgary. (Doctoral dissertation).

Reeder, F. M. (2005). Improving machine translation evaluation using language learner evaluation techniques. Fairfax, VA: George Mason University. (Doctoral dissertation).

Sands, T. D. (2005). Assessment of effective teaching practices and the use of technology in English as a second language first-year composition courses. (Doctoral dissertation, The University of Arizona). Retrievable from ProQuest Dissertations & Theses. (AAT 3173240)

Tsai, S.H.E. (2005). The effect of EFL reading instruction by using a WebQuest learning module as a CAI enhancement on college students' reading performance in Taiwan. Pocatello, ID: Idaho State University. (Doctoral dissertation).

Yim, Y. -K. K. (2005). Second language speakers' participation in computer-mediated discussions in graduate seminars. (Doctoral dissertation, University of British Columbia). Retrievable from The University of British Columbia cIRcle,  https://circle.ubc.ca/handle/2429/17333

Yuan, R. (2005). A probe into learning approaches and attitudes towards technology-enhanced language learning (TELL) in Chinese instruction. (Doctoral dissertation, University of Central Florida). Retrieved from UCF Libraries,  http://etd.fcla.edu/CF/CFE0000829/Yuan_Rong_200512_phD.pdf

Alrumaih, A. A. (2004). Multimedia instructional applications for pronunciation instruction in English as a foreign language setting in Saudi Arabia: A study of attitudes, beliefs, and pedagogies. Manhattan, KS: Kansas State University. (Doctoral dissertation).

Banafa, F. (2004). The impact of the Internet and multimedia on pronunciation and oral communication of Arab college students learning English in the United States.  Las Cruces, NM: New Mexico State University.  (Doctoral dissertation).

Bartoshesky, A. (2004). Cyber resources for language education: Accessing and using Web-based target language materials. Washington, DC: The George Washington University. (Doctoral dissertation).

Chen, L. K. (2004). Experiences of students participating in a computer-assisted language learning environment: An example of Chinese language learning. Athens, OH: Ohio University. (Doctoral dissertation).

Chiu, C. Y. (2004). Effectiveness of implementing computer-assisted language learning technology in the English for specific purposes training program. Boca Raton, FL: Lynn University. (Doctoral dissertation).

Colpaert, J. (2004). Design of online interactive language courseware: Conceptualization, specification and prototyping. Research into the impact of linguistic-didactic functionality on software architecture. (Doctoral dissertation, University of Antwerp). Retrievable from University of Antwerp.

Fiori-Agoren, M. L. (2004). The development of grammatical competence through synchronous computer-mediated communication. University Park, PA: The Pennsylvania State University. (Doctoral dissertation).

Gánem-Gutiérrez, G. A. (2004) The processes of collaborative activity in computer-mediated tasks: In search of microgenesis. Southampton, UK: Southampton University. (Doctoral dissertation).

Goda, Y. (2004). Feedback timing and learners' response confidence on learning English as a foreign language (EFL): Examining the effects of a computer-based feedback and assessment environment on EFL students' language acquisition. Melbourne, FL: Florida Institute of Technology. (Doctoral dissertation).

Gunder, P. A. (2004). Situating and transforming technology integration professional development for language teachers: A comparative multiple case study. Tucson, AZ: The University of Arizona. (Doctoral dissertation)

. Hernández, S. S. (2004). The effects of video and captioned text and the influence of verbal and spatial abilities on second language listening comprehension in a multimedia learning environment. New York, NY: New York University. (Doctoral dissertation).

Hoover, C. G. (2004). Foreign language teachers' use of technology in instruction: An exploratory study. Omaha, NB: University of Nebraska at Omaha. (Doctoral dissertation).

Ives, K. S. (2004). Computer mediation experiences by language-and-culturally diverse global teams. Phoenix, AZ: University of Phoenix.  (Doctoral dissertation).

Kim, J. A. (2004). A teacher education course in integrating educational technology in L2 classrooms: Teachers' perspectives. New York, NY: New York University. (Doctoral dissertation).

Kost, C. R. (2004). An investigation of the effects of synchronous computer-mediated communication (CMC) on interlanguage development in beginning learners of German: Accuracy, proficiency, and communication strategies. Tucson, AZ: The University of Arizona.  (Doctoral dissertation).

Lee, B. C. (2004). Korean EFL inservice teachers' experiences with native-speaking teachers of EFL using two computer-mediated communication modes: A qualitative case study. Edmonton, CA: University of Alberta. (Doctoral dissertation).

LeMond, M. M. (2004). Synchronous computer-mediated team-based learning in the Spanish foreign language classroom. (Doctoral dissertation, The University of Texas at Austin). Retrievable from University of Texas Digital Repository,  http://repositories.lib.utexas.edu/handle/2152/1353

Lin, Y. A. (2004). An assessment of the international students' attitudes toward technology-based learning: English as a second language (ESL) implication. University, MS: Mississippi State University. (Doctoral dissertation). Lugo Morales, E. (2004). Exploring the use of CALL in a content-based ESL college course. Río Piedras, PR: University of Puerto Rico. (Doctoral dissertation).

Mambo, B. E. (2004). Technology integration in second language learning: Exploring emerging cultural and linguistic patterns in technology-supported learning environments. Manhattan, KS: Kansas State University. (Doctoral dissertation).

Oxford, R. M. N. (2004). Effects of technology-enhanced language learning on second language composition of university-level intermediate Spanish students. (Doctoral dissertation, University of North Texas). Retrieved from UNT Digital Library,  http://digital.library.unt.edu/ark:/67531/metadc4688/

Rende, L. M. (2004). The teaching of Italian in a technology-enhanced environment. Toronto, CA: University of Toronto. (Doctoral dissertation).

Roberts, R. (2004). Computer-mediated communication patterns in online learning environments. San Francisco, CA: University of San Francisco.  (Doctoral dissertation).

Ware, L. (2004). The evolution of an open computer laboratory for English as a second language (ESL) in a community college context. (Doctoral dissertation: Northern Illinois University). Retrievable from ProQuest Dissertations & Theses. (AAT 3132439)

Baltrus, J.M. (2003). A model-based comparison of traditional and technology-integrated English language arts middle school classrooms. Albany, NY: State University of New York at Albany. (Doctoral dissertation).

Bangou, F. (2003). A situated approach to knowledge construction related to technology-enhanced foreign language teaching and learning for preservice teachers in a large Midwestern Master of Education program. (Doctoral dissertation, The Ohio State University). Retrievable from OhioLINK ETD Center ( https://etd.ohiolink.edu/ap/1?0 )

Bearden, R.J. (2003). Chatting in a foreign language: An interactional study of oral vs. computer-assisted discussion in native speaker and non-native learner dyads. (Doctoral dissertation, The University of Texas at Austin). Retrievable from the University of Texas Digital Repository,   http://hdl.handle.net/2152/452

Buscemi, C.E. (2003). Computer-enhanced and non-computer-enhanced Spanish language instruction: A case study. (Doctoral dissertation, The University of Texas at Austin). Retrievable from the University of Texas Digital Repository,  http://hdl.handle.net/2152/478

Chen, C.E. (2003). The use of email for interpersonal communication in a second language: A comparative case study of two Chinese speakers' email practices in English. (Doctoral Dissertation, State University of New York at Albany). Retrievable from University of Hong Kong Libraries. (2761227)

Dobson, M.C. (2003). Preparing teachers to use technology: The WebQuest in the secondary English language arts methods classroom. Kalamazoo, MI: Western Michigan University. (Doctoral dissertation).

Ducate, L.C. (2003). Culture, communication, community: Co-constructing knowledge and cultural images through computer-mediated communication. (Doctoral dissertation, The University of Texas at Austin). Retrievable from the University of Texas Digital Repository,  http://hdl.handle.net/2152/553

Echavez-Solano, N. (2003). A comparison of student outcomes and attitudes in technology-enhanced vs. traditional second-semester Spanish language courses. Minneapolis/ St. Paul, MN: University of Minnesota. (Doctoral dissertation).

Gardner, D. (2003). Evaluating user interaction with interactive video: Users' perceptions of self-access language learning with MultiMedia Movies (China). Milton Keynes, UK: Open University. (Doctoral dissertation).

Han, K. (2003). ESL learner's self-efficacy and language anxiety in computer-networked interaction. (Doctoral dissertation, The University of Texas at Austin). Retrievable from the University of Texas Digital Repository,  http://hdl.handle.net/2152/11981

Heather, J.C. (2003). The validity of computer-mediated communicative language tests. Tucson, AZ: The University of Arizona. (Doctoral dissertation).

Jung, H.J. (2003). Language, literacy, and technology: A qualitative study of opportunities in technology-enhanced language learning classroom environments. Pullman, WA: Washington State University. (Doctoral dissertation).

Kim, H.K. (2003). A study of three ESL teachers' beliefs about the roles of teachers and L2 learning and their integration of computers. Buffalo, NY: State University of New York at Buffalo. (Doctoral dissertation).

Kung, S.C. (2003). Virtual native speakers of English for an increasingly global need: Factors affecting participation in a key-pal program for language exchange. New York, NY: Columbia University Teachers College. (Doctoral dissertation).

Ma, L. (2003). Knowledge-driven language learning: A virtual environment for learning elementary spoken Chinese. (Doctoral dissertation, Universiteit Gent). Retrievable from Universiteitsbibliotheek Gent (lib.ugent.be).

Oscoz, A.R. (2003). Jigsaw and free discussion in synchronous computer-mediated communication (S-CMC). Iowa City, IA: The University of Iowa. (Doctoral dissertation).

Qi, D.S. (2003). Language switching in the thinking processes underlying second-language composing task performance among Mandarin-English bilinguals in the context of computer studies. Toronto, CA: University of Toronto. (Doctoral dissertation).

Roux-Rodriguez, R. (2003). Computer-mediated peer response and its impact on revision in the college Spanish classroom: A case study. (Doctoral dissertation, University of South Florida). Retrievable from the University of South Florida Scholar Commons,  http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=2461&context=etd

Suda-Dunn, K. (2003). The effects of three computer-assisted programs on the acquisition of transitive/intransitive verbs by beginning-level Japanese language students. San Francisco, CA: University of San Francisco.  (Doctoral dissertation).

Varner, S.V. (2003). Attitudes and perceptions of secondary language arts teachers towards computer technology and its use in curriculum and instruction. Tuscaloosa, AL: The University of Alabama. (Doctoral dissertation)

. Ware, P.D. (2003). From involvement to engagement in online communication: Promoting intercultural competence in foreign language education. (Doctoral dissertation, University of California, Berkeley). Retrievable from ResearchGate. (34496317)

Wei, J.K. (2003). The effect of meaningful-making technology on learning a foreign language: Integrating video clips with two captioning modes on a simulated German-learning website. Pocatello, ID: Idaho State University. (Doctoral dissertation).

Williams, L.F. (2003). The nature and complexities of chat discourse: A qualitative case study of multi-level learners of French in an electronic environment. Philadelphia, PA: The Pennsylvania State University. (Doctoral dissertation).

Abalhassan, K.M.I. (2002). English as a foreign language instruction with CALL multimedia in Saudi Arabian private schools: A multi-case and multi-site study of CALL instructors' pedagogies and beliefs. Indiana, PA: Indiana University of Pennsylvania. (Doctoral dissertation).

Arnold, M.N. (2002). Computer-mediated communication: Writing to speak without foreign language anxiety. (Doctoral dissertation, The University of Texas at Austin.  Retrievable from the University of Texas Digital Repository  http://repositories.lib.utexas.edu/handle/2152/11202

Ballou, E.A.G. (2002). Teaching language and culture with computer-mediated communications technologies. (Doctoral dissertation, University of Massachusetts Amherst). Retrievable from ProQuest Dissertations & Theses. (AAT 3068539)

Chiang, T. (2002). Collaboration-based instruction and second language writing: How teachers impact the quality of student work in collaborative writing classrooms. San Diego, CA: Alliant International University. (Doctoral dissertation).

Evans, C.A. (2002). The effects of computer-assisted main idea instruction on foreign language reading comprehension. Albany, NY: State University of New York at Albany. (Doctoral dissertation).

Fu, Y. (2002). The effect of computer-assisted language learning (CALL) on fifth-grade Taiwanese students' English vocabulary learning through reading. (Doctoral dissertation, The University of Mississippi). Retrievable from ResearchGate. (35486588)

Hashimoto, S. (2002). Computer and networking technology usage for world language education in post-secondary education in Tennessee. (Doctoral dissertation, The University of Tennessee). Retrievable from ResearchGate. (34273287)

Lin, N.N. (2002). Motivation and attitude toward integrated instruction through technology in college-level EFL reading and writing in Taiwan (China). (Doctoral dissertation, University of Pittsburgh). Retrievable from enZL50. (20111209282143250)

Medina, M. (2002). A study of Hispanic EFL students learning English within a CALL classroom: Student introspection on learning, technology, and community. (Doctoral dissertation, Indiana University of Pennsylvania). Retrievable from The University of Hong Kong Libraries. (2988424)

Rodriguez-van Olphen, M.M.C. (2002). Integrating technology into the foreign language teacher education curriculum: A phenomenological study. (Doctoral dissertation, Purdue University). Retrievable from ProQuest Dissertations & Theses. (AAT 3099201)

Rushubirwa, L.F.R. (2002). Experiences of faculty and students integrating multimedia and Web-based technologies into university foreign language learning: A study of three languages (Japanese, Swahili, Yoruba). (Doctoral dissertation, Ohio University). Retrievable from the University of Hong Kong Libraries (2988428)

Shaughnessy, M.R. (2002). Educational software evaluation: A contextual approach. (Master’s thesis, University of Cincinnati). Retrievable from OhioLink.

Shih, J. (2002). A study of Web-based higher education courses: An intellectual autobiography. New York, NY: Columbia University Teachers College. (Doctoral dissertation).

Valle, M. (2002). Communicative language testing: Integrating a listening comprehension section and communicative features in a computer-based Spanish test. (Doctoral dissertation, University of Massachusetts Amherst). Retrievable from ProQuest Dissertations & Theses. (AAT 3039399)

Watanabe, Y. (2002). A survey of computer-mediated communication (CMC) applications in teaching Japanese as a foreign language. Lawrence, KS: The University of Kansas. (Doctoral dissertation).

Abraham, L.B. (2001).  The effects of multimedia on second language vocabulary learning and reading comprehension . (Doctoral dissertation, The University of New Mexico). Retrievable from the University of South Florida Scholar Commons,  http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=3477&context=etd

Al-Kahtani, S.A. (2001).  Computer-assisted language learning in EFL instruction at selected Saudi Arabian universities: Profiles of faculty . Indiana, PA: Indiana University of Pennsylvania. (Doctoral dissertation).

Beers, M. (2001).  Subjects-in-Interaction version 3.0: An intellectual system for modern language student teachers to appropriate multiliteracies as designers and interpreters of media texts . (Doctoral dissertation, University of British Columbia). Retrievable from  https://circle.ubc.ca/handle/2429/12851

Bradley, W.S. (2001).  Technology, risk and education: English language teaching with computers in Japanese universities.  Tucson, AZ: The University of Arizona. (Doctoral dissertation).

Chang, M. (2001).  Effects of embedded relevance enhancement within a computer-based interactive multimedia program for English as a foreign language learners.  (Doctoral dissertation, Purdue University). Retrievable from Retrievable from ProQuest Dissertations & Theses. (AAT 3037548)

Chen, I. (2001).  A constructivist computer-assisted language learning environment for second language/cultural learners in northern Taiwan (China) . (Doctoral dissertation, The Pennsylvania State University). Retrievable from ResearchGate. (35639006)

Kim, H. (2001).  Initial efforts of three ESL teachers to effectively utilize network-based language teaching . Buffalo, NY: State University of New York at Buffalo. (Doctoral dissertation).

Kourtis-Kazoullis, V. (2001).  DiaLogos: Bilingualism and the teaching of second languages on the internet . Rhodes, GR: University of the Aegean. (Doctoral dissertation).

Ngai, G. (2001).  Maximizing resources for corpus-based natural language processing.  (Doctoral dissertation, The Johns Hopkins University). Retrievable from ResearchGate. (34766289)

Patterson, P.J. (2001).  Computer-assisted language learning: An analysis of discourse produced in computer-assisted and oral class discussions by Spanish learners . (Doctoral dissertation, The University of Texas at Austin). Retrievable from ResearchGate. (35003079)

Reynard, R. (2001).  Internet-based distance training for adult ESL learners: a framework for dynamic language learning . (Doctoral dissertation, University of Toronto). Retrievable from ResearchGate. (34270666)

Samsonov, P.V. (2001).  Effectiveness of teaching a part of a foreign language course through computer-mediated communication as perceived by the students of Texas A&M University and military reservists: A case study . College Station, TX: Texas A&M University. (Doctoral dissertation).

Smith, D.B. (2001).  Taking students to task: Task-based computer-mediated communication and negotiated interaction in the ESL classroom . Tucson, AZ: The University of Arizona. (Doctoral dissertation).

Bohlke, O.E. (2000). A comparative discourse analysis of output produced by learners of German in a chatroom and a face-to-face discussion group, and its potential implications for foreign language instruction. East Lansing, MI: Michigan State University. (Doctoral dissertation).

Chism, R.L. (2000). A Vygotskian perspective on electronic bulletin boards: An exploratory study (Lev Vygotsky). Tallahassee, FL: The Florida State University. (Doctoral dissertation).

Darhower, M.L. (2000). Synchronous computer-mediated communication in the intermediate foreign language class: A sociocultural case study. (Doctoral dissertation, University of Pittsburgh). Retrievable from ERIC,  http://www.eric.ed.gov/PDFS/ED447698.pdf

Gousseva-Goodwin, J.V. (2000). Collaborative writing assignments and on-line discussions in an advanced ESL composition class. Tucson, AZ: The University of Arizona. (Doctoral dissertation).

Ketterer, K.A. (2000). Second language immersion, integrated curriculum, constructivism, and information technology: A case study of the blending of frames through the lens of information technology. Eugene, OR: University of Oregon. (Doctoral dissertation).

Murphy, E. (2000). Strangers in a strange land: teachers' beliefs about teaching and learning French as a second or foreign language in online learning environments. (Doctoral dissertation, Universite Laval). Retrievable from  http://www.nald.ca/library/research/stranger/cover.htm

Norton, D.P. (2000). Electronic mentoring: A qualitative study on mentoring preservice English language teachers through asynchronous computer-mediated communication. Indiana, PA: Indiana University of Pennsylvania. (Doctoral dissertation).

Okuyama, Y. (2000). Computer-assisted Japanese vocabulary learning: The choice of script in CALL. (Doctoral dissertation, The University of Arizona). Retrievable from The University of Hong Kong Libraries. (3512518)

Payne, J.S. (2000). A study of the effects of individual differences in working memory capacity and synchronous computer-mediated communication in a second language on second language oral proficiency development. (Doctoral dissertation, Washington State University). Retrievable from  http://www.dissertations.wsu.edu/Dissertations/Spring2000/j_payne_050100.pdf

Scricco, F.A. (2000). The use of technology in the modern foreign language classroom: A constructivist approach using a secondary school test case. Stony Brook, NY: State University of New York at Stony Brook. (Doctoral dissertation).

Takakuwa, M. (2000). Children's metapragmatic knowledge and intensity of second language as a medium of instruction in the intermediate years of a French immersion program. (Doctoral dissertation, University of British Columbia). Retrievable from  https://circle.ubc.ca/handle/2429/11187

Published by the National Foreign Language Resource Center (NFLRC) with additional support by the NFLRC and the Center for Language & Technology at the University of Hawai‘i at Mānoa.

The latest CiteScore for LLT is 9.0 and is ranked 10th out of 1001 (99th percentile) in Language and Linguistics. Read more about our CiteScore rankings in other subject areas indexed by Scopus here .

Best Paper Award

News & Announcements

Voices from LLT

Volunteer to Copy Edit

• Permissions
• Research Guidelines
• Submission Guidelines
• Submit a Manuscript
• Annual Reports
• CALL Dissertations
• Previous Issues
• Special Issues

EWU Digital Commons

Home > College, Department, or Program > CALE > English > TESL Theses

Teaching English as a Second Language Masters Thesis Collection

Theses/dissertations from 2020 2020.

Teaching in hagwons in South Korea: a novice English teacher’s autoethnography , Brittany Courser

Theses/Dissertations from 2019 2019

“Racism doesn’t exist anymore, so why are we talking about this?”: An action research proposal of culturally responsive teaching for critical literacy in democratic education , Natalie Marie Giles

Stylistic imitation as an English-teaching technique : pre-service teachers’ responses to training and practice , Min Yi Liang

Telling stories and contextualizing lived experiences in the Cuban heritage language and culture: an autoethnography about transculturation , Tatiana Senechal

“This is the oppressor’s language, yet I need it to talk to you”: a critical examination of translanguaging in Russian speakers at the university level , Nora Vralsted

Theses/Dissertations from 2018 2018

Multimodal Approaches to Literacy and Teaching English as a Foreign Language at the University Level , Ghader Alahmadi

Educating Saudi Women through Communicative Language Teaching: A Bi-literacy Narrative and An Autoethnography of a Saudi English Teacher , Eiman Alamri

The value of journaling on multimodal materials: a literacy narrative and autoethnography of an experienced Saudi high school English teacher , Ibrahim Alamri

Strategic Contemplation as One Saudi Mother’s Way Of Reflecting on Her Children’s Learning Only English in the United States: An Autoethnography and Multiple Case Study of Multilingual Writers at the College Level , Razan Alansari

“If you wanted me to speak your language then you should have stayed in your country”: a critical ethnography of linguistic identity and resiliency in the life of an Afghan refugee , Logan M. Amstadter

Comparing literate and oral cultures with a view to improving understanding of students from oral traditions: an autoethnographic approach , Carol Lee Anderson

Practical recommendations for composition instructors based on a review of the literature surrounding ESL and identity , Patrick Cornwall

One size does not fit all: exploring online-language-learning challenges and benefits for advanced English Language Learners , Renee Kenney

Understanding the potential effects of trauma on refugees’ language learning processes , Charis E. Ketcham

Let's enjoy teaching life: an autoethnography of a novice ESL teacher's two years of teaching English in a private girls' secondary school in Japan , Danielle Nozaka

Developing an ESP curriculum on tourism and agribusiness for a rural school in Nicaragua: a retrospective diary , Stan Pichinevskiy

A Literacy Narrative of a Female Saudi English Teacher and A Qualitative Case Study: 12 Multilingual Writers Identify Challenges and Benefits of Daily Writing in a College Composition Class , Ghassoon Rezzig

Proposed: Technical Communicators Collaborating with Educators to Develop a Better EFL Curriculum for Ecuadorian Universities , Daniel Jack Williamson

Theses/Dissertations from 2017 2017

BELL HOOKS’ “ENACTMENT OF NON-DOMINATION” IN THE “PRACTICE OF SPEAKING IN A LOVING AND CARING MANNER”: AN AUTOETHNOGRAPHY OF A SAUDI “WIDOW’S SON” , Braik Aldoshan

WHEN SPIRITUALITY AND PEDAGOGY COLLIDE: ACKNOWLEDGING RELIGIOUS BELIEFS AND VALUES IN THE ESL CLASSROOM , Carli T. Cumpston

HERITAGE LANGUAGE MAINTENANCE: A MEXICAN AMERICAN MOTHER’S SUCCESS WITH RAISING BILINGUAL CHILDREN , Maria E. Estrada-Loehne

TEACHING THE BIOGRAPHY OF PEARL S. BUCK: DEVELOPING COLLABORATIVE READING STRATEGIES FOR MULTILINGUAL WRITERS , Nichole S. La Torre

An Autoethnography of a Novice ESL Teacher: Plato’s Cave and English Language Teaching in Japan , Kevin Lemberger

INQUIRY-BASED PHILOSOPHICAL DIALOGUE FOR ESL COLLEGE COMPOSITION AND FOR CRITICAL THINKING SKILLS , Aiko Nagabuchi

A TRIPLE CASE STUDY OF TWO SAUDI AND ONE ITALIAN LANGUAGE LEARNERS' SELF-PERCEPTIONS OF TARGET LANGUAGE (TL) SPEAKING PROFICIENCY , Jena M. Robinson

Theses/Dissertations from 2016 2016

"I am from Epifania and Tomas": an autoethnography and bi-literacy narrative of a Mexican American orchard workers' daughter , Brenda Lorena Aguilar

Technology use in young English language learners: a survey of Saudi parents studying in the United States , Hamza Aljunaidalsayed

Bilingualism of Arab children in the U.S.: a survey of parents and teachers , Omnia Alofii

College-level ELLs in two English composition courses: the transition from ESL to the mainstream , Andrew J. Copley

Increasing multimedia literacy in composition for multilingual writers: a case study of art analysis , Sony Nicole De Paula

Multilingual writers' unintentional plagiarism: action research in college composition , Jacqueline D. Gullon

Games for vocabulary enrichment: teaching multilingual writers at the college level , Jennifer Hawkins

Identifying as author: exploring the pedagogical basis for assisting diverse students to discover their identities through creatively defined literacy narratives , Amber D. Pullen

Saltine box full of dreams: one Mexican immigrant woman's journey to academic success , Adriana C. Sanchez

Theses/Dissertations from 2015 2015

Teaching the biography of Laura Ingalls Wilder: fostering a media literacy approach for multilingual writers , Kelly G. Hansen

Implementing a modified intercultural competency curriculum in an integrated English 101 classroom , Kathryn C. Hedberg

"Don't wake me, my desk is far too comfortable": an autoethnography of a novice ESL teacher's first year of teaching in Japan , Delaney Holland

ESL ABE, VESL, and bell hooks' Democratic education: a case study of four experienced ESL instructors , Michael E. Johnson

Theses/Dissertations from 2014 2014

Using Media to Teach Grammar in Context and UNESCO Values: A Case Study of Two English Teachers and Students from Saudi Arabia , Sultan Albalawi

A Double Case Study of Latino College Presidents: What Younger Generations Can Learn From Them , Sara Aymerich Leiva

WRITTEN CORRECTIVE FEEDBACK IN THE L2 WRITING CLASSROOM , Daniel Ducken

Academic Reading and Writing at the College Level: Action Research in a Classroom of a homogeneous Group of Male Students from Saudi Arabia , Margaret Mount

Reflections on Teaching and Host Mothering Chinese Secondary Students: A Novice ESL Teacher’s Diary Study and Autoethnography , Diane Thames

Theses/Dissertations from 2013 2013

Peer editing in composition for multilingual writers at the college level , Benjamin J. Bertrand

Educating Ana: a retrospective diary study of pre-literate refugee students , Renee Black

Social pressure to speak English and the effect of English language learning for ESL composition students in higher education , Trevor Duston

Poetry in translation to teach ESL composition at the college level , Peter M. Lacey

Using media to teach a biography of Lincoln and Douglass: a case study of teaching ESL listening & viewing in college composition , Pui Hong Leung

Learning how to learn: teaching preliterate and nonliterate learners of English , Jennifer L. Semb

Non-cognitive factors in second language acquisition and language variety: a single case study of a Saudi male English for academic purposes student in the United States , Nicholas Stephens

Teaching English in the Philippines: a diary study of a novice ESL teacher , Jeffrey Lee Svoboda

ARABIC RHETORIC: MAIN IDEA, DEVELOPMENT, PARALLELISM, AND WORD REPETITION , Melissa Van De Wege

Theses/Dissertations from 2012 2012

Video games and interactive technology in the ESL classroom , Melody Anderson

English as a second language learners and spelling performance in university multilingual writers , Nada Yousef Asiri

The communal diary, "... " (Naljeogi), transformative education, and writing through migrations: a Korean novice ESL teacher's diary and autoethnography , S. (Sangho) Lee

The benefits of intercultural interactions: a position paper on the effects of study abroad and intercultural competence on pre-service and active teachers of ESL , Bergen Lorraine McCurdy

The development and analysis of the Global Citizen Award as a component of Asia University America Program at Eastern Washington University , Matthew Ged Miner

The benefits of art analysis in English 101: multilingual and American writers respond to artwork of their choice , Jennifer M. Ochs

A novice ESL teacher's experience of language learning in France: an autoethnographic study of anomie and the "Vulnerable Self" , Christopher Ryan

Advanced Search

• Notify me via email or RSS
• Colleges, Departments, and Programs
• Disciplines

Author Corner

• EWU Libraries
• Contact EWU Libraries

509.359.7888 | Email

Home | About | FAQ | My Account | Contact | Accessibility | EWU Libraries | EWU Home

Privacy Copyright

•   Home
• University of Alaska Southeast
• School of Education (SOE)
• Special Education Masters Program Theses

First Time Submitters, Register Here

The impact of language acquisition and language learning on learning process: a meta-synthesis.

Collections

entitlement

Export search results

The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.

Advertisement

The use of digital technology in foreign language learning

• Original Paper
• Published: 27 September 2021
• Volume 1 , article number  246 , ( 2021 )

Cite this article

• Senad Bećirović   ORCID: orcid.org/0000-0003-0216-9435 1 ,
• Amna Brdarević-Čeljo 1 &
• Haris Delić 1  

20k Accesses

16 Citations

Explore all metrics

Digital technology has become an essential factor in the process of language learning. This quantitative study investigates the use of technology as well as teacher’s support in the process of technology-based learning of English as a foreign language (EFL) among high school students in Bosnia and Herzegovina. The data have been collected by the questionnaire modelling teachers' influence on learners' self-directed use of technology for language learning which consists of seven subscales. The results show that the participants’ experience with technology-based language learning (TBL) is rather positive and that teachers have an important role in technology-based foreign language learning, indicating insignificant gender and EFL GPA differences but significant grade level differences on the combined dependent variables of teacher’s support. Furthermore, the results revealed insignificant differences on the combined dependent variables of technology use based on the students’ gender and grade level but significant differences based on the students’ EFL GPA. The findings of this study may assist teachers in engaging students to efficiently use digital technologies in the process of foreign language learning at the high school level.

Similar content being viewed by others

Changing Practice and Enabling Development: The Impact of Technology on Teaching and Language Teacher Education in UAE Federal Institutions

Teacher Learning and Technology-Enhanced Teacher Education

Avoid common mistakes on your manuscript.

Introduction

Electronic communication devices, such as computers, laptops, mobile phones, the global communication system, the Internet, and other technologies, namely video and audio conferencing, videotelephony, webcasts and chat rooms, have become an integral part of language instruction and their widespread use in education, and likewise in other public domains, has been steadily increasing. Thus, technology-based learning, as the process of learning by means of electronic technology, has emerged and substantially empowered language learning, making it no longer solely constricted to the traditional school learning environment. It has enormous educational potential both within and beyond the classroom milieu as it allows learners to easily access various instructional materials using different educational platforms, it facilitates learners’ exposure to native speakers’ lessons and tutorials and their engagement in diverse online courses. The term technology-based learning encloses some related terms, such as “computer-assisted language learning” (CALL) (Afshari et al. 2013 ), “computer-mediated communication” (CMC) (Sorensen 2013 ), “information, communication and technology” (ICT) (Ghavifekr and Rosdy 2015 ), “technology-enabled active learning” (TEAL) (Tong et al. 2018 ) or “electronic learning” (e-learning) (Liaw et al. 2007 ) and these terms have been used simultaneously and sometimes interchangeably. Still, the term “technology-based learning” or TBL (as employed in Hsu et al. 2012 ) will be maintained as a designation in the current research.

Technology-based learning experience entails the students' use of technology and internet facilities, as well as audio-visual aids and equipment, for doing homework assignments, exercises and expanding their knowledge in the subject matter discussed by instructors within the classroom. If students are carefully guided through the process and directed towards the purposeful use of technology, they are on the way to achieving learner’s autonomy and becoming autonomous and self-regulated learners. Teachers, who with their instructional practices and role modelling, influence students’ intellectual, emotional and social development, play a significant role in that process. They should guide students towards finding their best approach to learning and, creating a positive atmosphere among students while using technology (Yaman and Bećirović 2016 ), help them develop a capacity to effectively exploit the resources they have and eventually lead them to a self-directed use of technology for out-of-school learning (Lai 2015 ).

Literature review

Self-directed learning.

Self-directed learning (SDL), also called self-initiated, self-planned and self-regulated learning, has been defined as the “process in which individuals take the initiative, with or without the help from others, in diagnosing their learning needs, formulating goals, identifying human and material resources, choosing and implementing appropriate learning strategies, and evaluating learning outcomes” (Knowles 1975 , p. 18, in Lai 2013 , p. 100). Zimmerman ( 2000 ), defines it as “a process by which learners direct and coordinate their efforts, thoughts, and feelings in order to achieve their learning goals” (p. 15) or stated in the simplest terms, it is learning beyond a formal institutional setting. The concept of self-directed learning, regarded as one of the most critical personal skills for the twenty-first Century (Eroglu and Ozbek 2018 ), represents any personal development and increase in knowledge or skill. Even though it is widely used in contemporary research sources, the idea of SDL has its roots in Socrates’ emphasis on independent learning and relentless pursuit of the best learning approach (Delić and Bećirović 2016 ). Socrates, as Beavers ( 2009 ) points out, “illustrates concisely the concepts of self-directed learning in his discussion with Meno by allowing him to determine the topic of interest (The Great Dialogues of Plato)” (p. 27).

Whenever the concept of self-directed learning or students’ individual learning is discussed, the question of the teacher’s role is raised. Self-directed learning, even though it supposes a teacher-free environment, is not meant to exclude teachers. On the contrary, self-directed learning as such, should be led and supported by teachers and the teacher’s role is to lead students towards developing independent critical thinking and learning skills. Such a teacher-supported concept of self-directed learning is also explained in Sert and Boynuegri’s research ( 2017 ) stating that “it is clear that self-directed learning requires classroom context in which learner autonomy is promoted by the teacher” (p. 26). Garrison ( 1997 ) names a self-directed way of learning as “a collaborative constructivist perspective”, explaining that an individual takes responsibility for constructing meaning, while others confirm its worthwhileness, and he states that “the challenge for teachers is to create the educational conditions that will facilitate self-direction” (p. 30).

Technology and self-directed learning

Technology-based instruction is a subject that has evinced an intense and lively research interest (Clark et al. 2009 ; Ghavifekr and Rosdy 2015 ; Paris 2004 ; Sert and Boynuegri 2017 ). One of the reasons why technology has become an integral part of today’s language learning environment is its ability to provide personalized language instruction and materials enabling learners to select the lesson and adapt it to their needs. Likewise, technology advances access to information and offers more communication possibilities. Using technology devices, such as TV, radio, movies or the Internet in general for the purpose of achieving self-directed learning serves a variety of functions in shaping positive learner identity, maintaining motivation for learning (Lamb 2007 ), providing learners with a supportive learning community, offering learners a place for self-expression, and enhancing their self-perception (Gao 2009 ; Teo et al. 2010 ). It also allows the process of “online informal learning of language” (Toffoli and Sockett 2013 , p. 2) to happen.

According to Gokcearslan ( 2017 ), the level of self-directed learning is a predictor of the integration of technology. To motivate students to self-directedly use technology for learning, teachers need to use different types of support, such as behavior support (enhancing confidence in their abilities to engage in out-of-class learning activities), capacity support (helping learners to develop the capacity to use the resources effectively), or pedagogical or metacognitive guidance. Lai ( 2015 ), reporting the results of the research conducted among 160 university students, states that “affection support predicted self-directed technology use through strengthened perceptions of the usefulness of technological resources for language learning, whereas capacity support and behavior support predicted self-directed technology use through enhanced perceptions of facilitating conditions and self-efficacy in using technological resources for language learning” (p. 81) and then concludes that, in order to successfully lead students towards these goals, teachers need to be skilled in explaining broad pedagogical content of technology that goes far beyond the knowledge of using it.

Hence, the use of technology requires a level of self-direction. An individual has to take the initiative and responsibility for what and how he/she uses technology outside the formal educational milieu. Geng et al. ( 2019 ) found out that students who are self-directed and share positive attitudes toward technology-based learning are consequently more motivated in adopting online learning strategies and achieving their learning goals (p. 21). Moreover, when using technology to learn, students are more active and autonomous (Demir and Yurdugül 2013 ; Tawafak et al. 2018 ). Rashid and Asghar ( 2016 ) also found out that technology use predicts self-directed learning and that technology use indirectly impacts academic performance through self-directed learning (p. 609).

However, technology integration per se is not sufficient. According to Yilmaz ( 2018 ), there are technical and pedagogical implications in this type of language learning. The former include students’ skills in their self-directed use of technology, their effort, and devices, and the latter include instructional design. In other words, there is a need for teachers who are able to organize and maintain this type of lesson flow and who also possess “pedagogical knowledge” (Okojie et al. 2006 , p. 67) that needs to be incorporated into such instruction.

Among the factors that lead students towards self-directed learning through the use of technology are their perceptions of its usefulness and benefits for their success. Thus, it has been shown that perceived usefulness (belief in enhanced performance through technological behavior) and attitude to technology use (affective appraisal of the technological behavior) (Clark et al. 2009 ; Lai et al. 2012 ) are powerful predictors of the individual’s intention to use technology. Hence, Lai and Gu ( 2011 ) found out that the usefulness of technology in the process of language learning and the compatibility of its use predicted the frequency of learners’ usage of technology to self-moderate their language learning.

Still, attitudes towards technology use and its implementation into the learning processes in schools are both positive and negative. Ghavifekr and Rosdy ( 2015 ) state that the benefits of information, communication, and technology (ICT) programs are the development of confidence, better communication, creativity and imagination and they also indicate that “ICT helps students to possess all four skills in learning when they are able to acquire necessary information and knowledge” (p. 188). Though research in this field clearly shows that technology stimulates the learning process and maximizes the abilities of students in active learning (Jorge et al. 2003 ; Young 2003 ), technology-based learning entails that both students and schools are facilitated with computers and internet access, which does not seem to be always the case. Thus, even if technology is affordable and not very expensive, there still exist schools, especially in rural areas, which lack adequate equipment and internet access. Moreover, technical problems and teachers’ lack of experience, and, not rarely, confidence to use technology, impede this way of learning as well (Jamieson-Proctor et al. 2013 ). This leads to teachers’ negative attitudes about technology use and their beliefs that the class cannot be easily controlled when the technology-based instruction is implemented (Ghavifekr and Rosdy 2015 ). The conclusion that can be drawn from the aforementioned is that teachers with negative attitudes towards technology are unlikely to transfer their skills to students and encourage them to use it. Thus, to effectively incorporate technology-based learning into the learning processes, proper equipment needs to be supplied and teachers, schools and students need to have sufficient knowledge to use it as well.

Teachers’ role in technology-based self-directed learning

Teachers have always performed a key role in education (Ahmetović et al. 2020 ). With today’s unlimited information content on the Internet and students’ readiness to access it, teachers, apart from only teaching, should also be mentoring their students in their process of self-directed learning (Hassan and Mirza 2020 ). Liaw et al. ( 2007 ) reported that technology-based learning is “autonomous and rich in multimedia” (p. 1076), and that students expect their teachers to assist them when using an e-learning environment. Since, according to Albirni ( 2006 ), “teachers are the most important agents of change within the classroom arena” (p. 374), the process of effective technology-based education without teachers’ adequate skill and dedication will not be successful even if schools are sufficiently equipped with sophisticated technology. Given the fact that teachers determine what the lesson will look like, and thus how technology will be used and implemented during lessons, studies indicate that the successful application of educational technologies relies largely on the educators’ attitudes. Thus, Kersaint et al. ( 2003 ) reported that teachers who have a positive attitude toward technology use incorporate it into their teaching more comfortably. Similarly, Bullock ( 2004 ) states that the teacher's attitude is a major enabling factor in students’ adoption of technology.

Thus, the teacher’s role in implementing technology into the learning processes is of paramount importance and such support is highly beneficial. According to Sorensen ( 2013 ), “the way a teacher feels about technology, whether consciously or not, is sure to affect their implementation of the curriculum, and those attitudes frequently filter down to their students” (p. 24). Ghavifekr and Rosdy ( 2015 ) found out that teachers who supported technology-led instructions make learning more effective and that students are more active and engaged in the lesson prepared by such teachers. Lai and Li ( 2011 ) also emphasizes the importance of teachers’ conscious effort through various formats, for example, providing information on useful technological aids and resources and guiding students on how to use specific technological resources.

Deepwell and Malik ( 2008 ) also emphasize the role of tutors in informing and guiding students through their study. These authors indicated that 76% of their interviewees reported that they use technology for self-directed learning, but at the same time they did not work on their studies independently and they expected immediate feedback from their tutors, and felt very frustrated when they did not receive it (p. 11). Teaching behavior and teachers’ social relations to their students are, according to Mahini et al. ( 2012 ), some of the most influential factors of the teacher’s performance in classrooms. Jensen et al. ( 2019 ) conclude that the student–teacher social element affects students’ engagement, motivation, and learning outcomes.

The current situation created by past and ongoing worldly pandemic has posed a major challenge to educational institutions at all levels around the world and likewise in Bosnia and Herzegovina. The teaching process has completely shifted from classrooms to students’ homes with the use of different technological devices and online meeting platforms as basic instructional tools. This required a change in methods of teaching as well as in the instructional materials, which needed to be adapted to this new mode. Students were also under pressure to get accustomed to those modes, looking for new ways to do projects, homework assignments, and to increase their class participation. All these circumstances, accompanied by occasional internet connection problems, have led to students’ aiming to become better self-directed learners and search for information, do tasks and exercises on their own. Due to the fact that teachers were also striving to get used to that unexpected situation, their role as a mediating factor in students’ self-directed learning was seen as something of less importance. Therefore, in this study, Bosnian EFL learners’ perceptions of this type of learning as well as of how teacher behavior and support affected their self-directed use of technology for language learning were surveyed.

Methodology

Given the importance of technology-based learning and the teacher’s support in implementing it, this study aims at investigating the Bosnian students’ technology use in learning English as a foreign language and their perceptions of teachers’ support in that respect based on their gender, grade level and EFL GPA. Based on the aim of the study, the following hypotheses have been tested:

There will be a significant difference in teachers' affection, capacity, and behavior support for the technology use in foreign language learning based on students’ gender,

There will be a significant difference in teachers' affection, capacity, and behavior support for the technology use in foreign language learning based on students’ grade level,

There will be a significant difference in students' perceived usefulness, computer self-efficacy, facilitation condition, and technology use in foreign language learning based on gender,

There will be a significant difference in students' perceived usefulness, computer self-efficacy, facilitation condition, and technology use in foreign language learning based on their grade level,

There will be a significant difference in teachers' affection, capacity, and behavior support for the technology use in foreign language learning based on students’ EFL GPA scores,

There will be a significant difference in students' perceived usefulness, computer self-efficacy, facilitation condition, and technology use in foreign language learning based on students’ EFL GPA score.

Participants

The research sample in the current study was composed of 173 Bosnian high school students studying at four different grade levels. The convenience sampling method was employed in the process of participants’ selection. The sample consisted of 100 female students (57.8%) and 73 male students (42.2%). As for the grade level, there were 75 first grade students (43.4%), 36 s grade students (20.8%), 19 third grade students (11%) and 43 fourth grade students (24.9%), with the age range between 15 and 19. The participants also provided information on their grade-point average obtained in the English as a foreign language (EFL) course. The grades ranged between 1 and 5, with 1 being a non-passing grade and 5 being the highest grade. Thus, 76 participants obtained the GPA score 5, 36 participants the GPA score 4, 35 participants the GPA score 3, and 24 participants the GPA score 2, while only 2 participants obtained a non-passing grade 1, and, as such, this group will not be included in the analysis. Table 1 provides all the details related to the participants.

Instruments and procedures

The questionnaire Modeling teachers' influence on learners' self-directed use of technology for language learning employed in this research was developed and validated by Lai ( 2015 ). It contains 30 items with response options ranging from 1 to 5 on a 5-point Likert scale (1 = Strongly agree, 2 = agree, 3 = Neutral, 4 = Disagree, 5 = Strongly disagree). The questionnaire is composed of seven subscales, namely affection support (e.g. My language teacher encourages us to use technology for language learning outside the classroom), capacity support (e.g. My language teacher shares with us useful technological resources/sites/tools for language learning outside the classroom), behavior support (e.g. My language teacher often uses technological resources or tools in her/his classes), technology use (e.g. I use technology to expand opportunities to use the language), perceived usefulness (e.g. technology enhances my language learning outcomes), computer self-efficacy (e.g. I am confident with my abilities in using technologies effectively for language learning) and facilitation condition (e.g. I have the resources necessary to use technologies for language learning). Concerning the data related to the EFL GPA, regular grades assigned by EFL teachers which are based on the students’ evaluation have been utilized. According to the Bosnian grading system, 1 is the lowest (failing) grade and 5 indicates the highest achievement (excellent).

The questionnaire was delivered to the students in an online form following the explanation of the nature and purpose of the study. The students were asked to complete the questionnaire anonymously and without any time limits. Cronbach’s alpha was employed to assess the reliability of the instrument and the coefficient amounted to α  = 0.89 for all the items, which is a good reliability index (Pallant 2007 ). Each subscale was assessed for internal consistency using Cronbach’s alpha. The results showed acceptable consistency and reliability, as displayed in Table 2 .

Data analysis

The collected data were analyzed using the Statistical Package for Social Sciences (SPSS, v. 26). Pearson product correlation coefficients as well as the descriptive analysis including means, standard deviation ( SD ) and frequencies were employed. One-way MANOVA was used to investigate the differences in technology use and teacher’s support based on gender, grade level and GPA groups.

Preliminary analysis

The participants scored quite high on the perceived usefulness of technological resources for foreign language learning ( M  = 2.04, SD  = .60) and are confident about their abilities to use technology in the process of foreign language learning ( M  = 2.25, SD  = .67). Furthermore, the participants stated that they have positive conditions to use technology ( M  = 2.21, SD  = .70) and they scored quite high on computer self-efficacy ( M  = 2.25, SD  = .72) (Table 3 ). The teacher’s support for the use of technology was rated slightly above 2, with affection support being most highly rated ( M  = 2.28, SD  = .91), behavior support closely following ( M  = 2.38, SD  = .87), and capacity support receiving the lowest rating ( M  = 2.53, SD  = 1.05). The participants scored the highest mean on the perceived usefulness ( M  = 2.04, SD  = .60) and facilitation condition subscales ( M  = 2.21, SD  = .70). In terms of the use of technology ( M  = 2.25, SD  = .67) and computer self-efficacy ( M  = 2.25, SD  = .72), the same mean score was measured.

A Pearson product-moment correlation coefficient was computed to assess the relationship between dependent variables. The results showed a significant correlation between affection support and capacity support ( r  = .57, n  = 173, p  < .001), affection support and behavior support ( r  = .60, n  = 173, p  < .001) as well as between behavior support and capacity support ( r  = .62, n  = 173, p  < .001) (Table 3 ). Furthermore, a Pearson product-moment correlation coefficient showed that the use of technology significantly correlated with perceived usefulness r  = .68, n  = 173, p  < .001, computer self-efficacy r  = .54, n  = 173, p  < .001 and facilitation condition r  = .40, n  = 173, p  < .001. A significant correlation was also measured between perceived usefulness and computer self-efficacy r  = .64, n  = 173, p  < .001 as well as between perceived usefulness and facilitation condition r  = .50, n  = 173, p  < .001.

The first hypothesis was related to gender-based differences in the participants’ opinions on the support they receive from teachers in the process of technology-based foreign language learning.

A one-way MANOVA was conducted to determine gender differences on the combined dependent variables of teacher’s support (affection, capacity, and behavior support) in the process of technology-based foreign language learning. The results indicated that gender did not significantly affect the combined dependent variables of teacher's support, Wilks’s Lambda λ  = 0.995, F (3, 168.000) = 0.300, p  = .826, η 2  = .005. Likewise, there were no significant gender-based differences on the affection support subscale Wilks’s Lambda λ  = 0.995, F (3, 168.000) = 0.300, p  = .560, η 2  = .002, capacity support subscale Wilks’s Lambda λ  = 0.995, F (3, 168.000) = 0.300, p  = .350, η 2  = .005, and behavior support subscale Wilks’s Lambda λ  = 0.995, F (3, 168.000) = 0.300, p  = .474, η 2  = .003. The results are displayed in Table 4 .

The second hypothesis was related to grade-related differences in the participants’ views on teacher’s support in the process of technology-based foreign language learning. A one-way MANOVA revealed a significant influence of grade level on the combined dependent variables of teacher's support, Wilks’s Lambda λ  = 0.904, F (9, 406.585) = 1.923, p  = .047, η 2  = .033, with small effect size. Univariate ANOVA indicated that grade level had a significant influence only on the behavior support subscale, F (3, 3.048) = 4.180, p  = .007, η 2  = .069 with moderate effect size (Table 5 ) while capacity support F (3, 1.881) = 1.728, p  = .163, η 2  = .030 and affection support F (3, 1.683) = 2.059, p  = .108, η 2  = .035 were insignificantly affected by grade level. As for the differences among four grade levels, the first grade reported the highest mean value for each of the three teacher support scales.

A one-way MANOVA was employed to determine the influence of gender on the combined dependent variables related to educational technologies, namely perceived usefulness, computer self-efficacy, facilitation condition, and technology use. The results showed that gender did not significantly affect the combined dependent variables related to educational technologies Wilks’s Lambda λ  = 0.515, F (4, 168.000) = 0.988, p  = .724, η 2  = .012. The analysis of variance on each of the educational technologies subscales showed that there were no significant gender-based differences: the perceived usefulness subscale Wilks’s Lambda λ  = 0.936, F (1, .001) = .002, p  = .966, η 2  = .000, computer self-efficacy subscale Wilks’s Lambda λ  = 0.936, F (1, .058) = .002, p  = .740, η 2  = .001, facilitation condition subscale Wilks’s Lambda λ  = 0.936, F (1, .639) = 1.298, p  = .256, η 2  = .008, and technology use subscale λ  = 0.936, F (1, .042) = .093, p  = .761, η 2  = .001.

As displayed in Table 6 , both male ( M  = 2.05, SD  = .59) and female ( M  = 2.04, SD  = .62) participants achieved the highest score on the perceived usefulness subscale and the results point to a rather low score on the computer self-efficacy subscale achieved by males ( M  = 2.23, SD  = .70) and females ( M  = 2.27, SD  = .74). On the other hand, males achieved a rather high score on the facilitation condition subscale ( M  = 2.14, SD  = .58) while the scores achieved by females were not as high ( M  = 2.26, SD  = .77).

A one-way MANOVA was also conducted to determine the influence of grade level on the combined dependent variables related to educational technologies (namely perceived usefulness, computer self-efficacy, facilitation condition, and technology use). The results revealed that grade level did not have a significant influence on combined variables related to educational technologies Wilks’s Lambda λ  = 0.936, F (12, 439.485) = 1.923, p  = .518, η 2  = .022. Further research demonstrated that no significant grade level differences were found on the perceived usefulness subscale λ  = 0.936, F (12, 439.485) = 1.923, p  = .878, η 2  = .004, computer self-efficacy subscale λ  = 0.936, F (12, 439.485) = 1.923, p  = .718, η 2  = .008, technology use subscale λ  = 0.936, F (12, 439.485) = 1.923, p  = .193, η 2  = .028 and facilitation condition subscale λ  = 0.936, F (12, 439.485) = 1.923, p  = .450, η 2  = .015.

The perceived usefulness subscale was rated with the highest mean by all grade levels while in other subscales there were variations between grade levels. Thus, the technology use subscale was rated with a high mean score by grade 1 and the mean score decreased in other grades. The computer self-efficacy and facilitation condition subscales were rated almost identically by the students at all grade levels (Table 7 ).

A one-way MANOVA was conducted to determine the teachers’ support for technology use (affection support, capacity support and behavior support) and the differences existing among four EFL GPA groups. The results indicated an insignificant difference among EFL GPA groups on the combined dependent variables of teachers' support, Wilks’s Lambda λ  = 0.933, F (12, 439.486) = .975, p  = .472, η 2  = .023.

Furthermore, there were no significant differences among EFL GPA groups on the affection support subscale Wilks’s Lambda λ  = 0.933, F (12, 439.486) = .975, p  = .063, η 2  = .052, capacity support subscale Wilks’s Lambda λ  = 0.995, F (3, 168.000) = 0.300, p  = .213, η 2  = .034 and behavior support subscale Wilks’s Lambda λ  = 0.995, F (3, 168.000) = 0.300, p  = .162, η 2  = .038.

As can be seen in Table 8 , the highest mean score by each EFL GPA group was reported for the affection support subscale while the lowest mean again by each EFL GPA group was reported for the capacity support subscale. Moreover, the highest mean was reported by the EFL GPA score 2 on two subscales, namely the affection support and behavior support subscales.

A one-way MANOVA was also conducted to determine the influence of the participants’ EFL GPA scores on the combined dependent variables related to educational technologies, namely perceived usefulness, computer self-efficacy, facilitation condition, and technology use. The results indicated significant differences among EFL GPA groups on the combined dependent variables related to educational technologies, Wilks’s Lambda λ  = 0.788, F (16, 504.721) = 2.565, p  = .001, η 2  = .058, with a small effect size (Table 9 ).

Significant EFL GPA-related differences were found in perceived usefulness Wilks’s Lambda λ  = 0.936, F (12, 439.485) = 1.923, p  = .011, η 2  = .075 with a moderate effect size, computer self-efficacy Wilks’s Lambda λ  = 0.936, F (12, 439.485) = 1.923, p  = .012, η 2  = .074 also with a moderate effect size and facilitation condition Wilks’s Lambda λ  = 0.936, F (12, 439.485) = 1.923, p  = .003, η 2  = .091, with a moderate effect size. The differences in technology use among four different EFL GPA groups were insignificant, Wilks’s Lambda λ  = 0.936, F (12, 439.485) = 1.923, p  = .253, η 2  = .031.

The mean scores for the technology use subscale were similar among all EFL GPA score groups. However, the highest mean score for the three other subscales (perceived usefulness, computer self-efficacy and facilitation condition) was reported by the EFL GPA group 5 and then the mean scores for all these subscales decreased as the EFL GPA scores decreased so that the lowest mean scores were reported by the EFL GPA group 2 (Table 9 ).

The focus of the present study was on analyzing high school students’ perceptions of technology-based language learning and their connection to language achievement and the students’ gender and grade level, as well as the students’ perceptions and attitudes towards teachers’ support in that process. The analysis revealed that the participants shared rather positive perceptions towards the use of technology for the purpose of language learning.

Thus, the first research hypothesis predicting that there will be a significant difference in the teacher’s support of the use of technology based on gender was refuted as the main effects of all dependent variables were insignificant and male and female participants shared rather similar opinions on teacher’s support and its three types. More specifically, the male participants seem to share more positive opinions on all three subscales of teacher’s support than females and the results indicate that the highest mean value was measured on the affection support subscale and the lowest mean value on the capacity support subscale, which is in line with Lai’s research ( 2015 ). The teacher’s support overall was found to be of high importance to the participants, which strengthens the argument that students still rely on traditional teacher-centered approaches. Teachers should guide students towards a proper use of technology in the process of language learning. Furthermore, being able to raise students’ awareness of contemporary language learning processes (Carson and Mynard 2012 ), teachers can provide methodological information on learning resources and strategies and be actively engaged in tracking their progress.

The second hypothesis predicting significant differences in the teacher's support of the use of technology in the classroom based on grade level was supported as the impact of grade level differences on the combined dependent variables of teacher’s support was significant. However, the impact of grade level on individual subscales of teacher’s support varied and the impact of grade level proved to be significant only on the behavior support subscale. The teacher’s support was reported as an important factor in this type of learning, and, as stated in Mahini et al. ( 2012 ), the teacher’s role is to facilitate and monitor and direct the learning process. As demonstrated by Vajzović et al. ( 2019 ), a large number of primary and high school Bosnian teachers (57%) strongly agree that knowledge, skills and competencies acquired through media and information literacy are of high importance in modern times, but there are still some teachers, though a small percentage of them (1.2%), who disagree with that view. Rather interestingly, the participants of the study conducted by Vajzović et al. ( 2019 ) also admitted that they might lack some competencies related to teaching some content in the field of media and information literacy. Therefore, there should be more research studies related to teachers’ readiness to assist and help students in using technology for language learning. This also implies that teachers, especially those who have recently been introduced to technology-based teaching, should include some follow-up development activities in their professional development programs (Albert et al. 2014 ). According to Ahmadi ( 2018 ), teachers’ support of technology-integrated curriculum should increase the actual use of technology in learning.

The third hypothesis was also refuted as no significant differences were found in the students’ perceived usefulness, computer self-efficacy, facilitation condition and technology use based on their gender, which further supports the argument that technology, as an information source, can be used by everyone, regardless of gender differences. The results obtained for gender-related differences in terms of technology-based learning are supported by some previous findings. Thus, Demir and Yurdugül ( 2013 ) as well as Jaleel and Anuroofa ( 2017 ) did not find any significant differences in students’ self-directed technology-based learning in terms of gender. Likewise, Çelik et al. ( 2012 ) found no statistically significant differences regarding male and female participants’ use of ICT for self-regulated learning. The current study is also aligned with Eroglu and Ozbek ( 2018 ), who found out that students’ self-directed technology-based learning and students’ attitude towards e‐learning do not differ in terms of gender (p. 305), as well as with Gokcearslan ( 2017 ), who reported that no meaningful difference was found in the level of self-directed learning with technology in terms of gender. Contrary to current study findings, some research revealed significant gender-related differences in perceptions, motivation, and usefulness of this type of learning (e.g. Chyung 2007 ; Idrizi et al. 2020 ; Sullivan 2001 ). Thus, Idrizi et al. ( 2020 ) found out that male students are more linked to technology use in general while female students achieved a greater academic success in subjects in which technology was employed. Analyzing male and female college students' experience in an online environment, Sullivan ( 2001 ) also reported significant differences between the way male and female students perceived the online learning environment, self-discipline, and self-motivation.

Self-efficacy, as one of the variables examined in the technology use analysis and found to be insignificantly different for male and female participants, was also researched in Chyung ( 2007 ) and the author found out that female students improved their self-efficacy significantly more and scored significantly higher on the final exam than male students. Almost identical conclusions were drawn by Perkowski ( 2012 ), who reported that female students performed better in performance achievement and self-efficacy in online learning environments. In another research on self-efficacy, a significant amount of variance in male students’ achievement was determined by their self-efficacy and task value (Yukselturk and Bulut 2009 ).

Some conflicting findings related to gender differences were also reported when students’ attitudes towards technology-based learning were researched. Hence, Suri and Sharma ( 2013 ) and Paris ( 2004 ) pointed to statistically insignificant gender-related differences, whereas Ong and Lai ( 2006 ) found that gender differences in attitudes towards technology-based learning were significant and that male participants achieved a higher mean on computer self-efficacy, perceived usefulness, perceived ease of use, and behavioral intention than females (p. 823). Moreover, a similar investigation was done by Long ( 2015 ), who found that female students reported a greater knowledge and readiness of technology usage.

The fourth hypothesis was also refuted as no significant differences were found in the students’ perceived usefulness, computer self-efficacy, facilitation condition and technology use based on their grade level. Students’ perceptions or perceived usefulness of technology in language learning is their belief that using a particular tool will enhance their performance (Davis 1989 ). Afshari et al. ( 2013 ) found out that students’ positive perceptions towards technology-based language learning (perceived usefulness) had a direct and significant effect on students’ attitudes towards this learning concept, indicating that the improvement in students’ perceptions of computer attributes causes enhancement in their attitudes (p. 858), which is not corroborated by the current study findings. Similar conclusions can be drawn from Hismanoglu ( 2012 ), who indicated that one of the determinants of students’ acceptance of technology is their perceived usefulness or attitude towards it.

Lai ( 2013 ) points out that educational compatibility and perceived usefulness were the two major factors that mediated most of the relationships that affected technology use (p. 86). Similarly, Yilmaz ( 2018 ) found out that self-directed learning with technology sufficiency has the most important effect on learners’ will to use it. In other words, the more they use it successfully, its usage grows rapidly. Yilmaz ( 2018 ) continues that, in order to increase students’ acceptance of technological tools, it is necessary to increase self-directed learning with technology competencies and academic motivation (p. 97). Dahlstrom ( 2012 ) investigated students’ perceptions of the usefulness of technology too and determined that over half of all the research participants believe they are more actively involved in courses in which technology is used and that technology contributes to them feeling connected to other students, their teachers, and their institutions (p. 10). Thus, direct relations of grade level differences in terms of the technology use conditions were not found in the literature. As a pioneer in this type of research concern, especially in the case of Bosnian high school students, this research can just confirm the previously stated claim that in this rather new concept of learning, the students’ differences do not seem to be a significant factor.

The fifth hypothesis predicted that there will be a statistically significant difference in the teacher’s affection, capacity, and behavior support for technology use in foreign language learning based on the participants’ GPA in English as a foreign language and it was refuted since the students’ GPA in English as a foreign language did not significantly influence the combined dependent variables of teachers’ support or the teacher’s affection, capacity and behavior support for technology use in foreign language learning individually. Such results are in line with Bello’s ( 2014 ) research results which showed no relationship between teachers’ level of technology implementation and student achievement. However, some studies emphasized that the impact of technology on student achievement might be dependent on teachers’ usage and students’ motivation (Norris and Soloway 2010 ). More precisely, Tang and Austin ( 2009 ) maintained that technology and the professors’ effective usage of technology cause an improvement in students’ learning performance or their GPA (p. 1244). Such research findings indicate that students with high GPA favor the use of technology and that professors’ effective use of technology and their gender are effective predictors of their grades.

The last hypothesis stating that there will be a significant difference in the students’ perceived usefulness, computer self-efficacy, facilitation condition and technology use in foreign language learning based on their EFL GPA score was supported as the participants’ EFL GPA score significantly impacts the combined variables of technology use as well as some of them individually, namely the perceived usefulness, computer self-efficacy and facilitation condition. Thus, the students with the highest GPA in English (5 or excellent) achieved the highest mean on all variables and the mean values on all the subscales decreased with a decrease in the students’ EFL GPA. This confirmed the assumptions that the highest achieving EFL students would use technology for the purpose of learning and show greater readiness to use it than lower achieving students, who seem to be using technology much less. This supports the findings of Little-Wiles et al. ( 2014 ), who concluded that the students who visited online learning platforms less frequently obtained lower grades than other students. The current study findings hence are aligned with the findings of several other studies which have confirmed that exposure to technology has a positive impact on students’ achievement (Bello 2014 ; Neill and Mathews 2009 ; Suhr et al. 2010 ), specifically in mathematics and language arts (Neill and Mathews 2009 ). However, the majority of existing literature in the field of technology-based learning does not connect it to students’ learning performance or success. Language proficiency is, according to Domingo ( 2019 ), affected by language exposure, or by lesson study or a research-based approach (Kıncal et al. 2019 ). Al-Bataineh et al. ( 2016 ) state that, even though technology could be an influential factor in students’ academic achievement, it is still not a sole factor when it comes to official tests and measurements (p. 380). Furthermore, investigating students’ access to virtual learning environments (VLE), Chowdhry et al. ( 2014 ) found out that this way of learning did not affect the students’ academic performance (p. 13). Similarly, Rashid and Asghar’s ( 2016 ) research findings reported that, even though the use of technology has a direct positive relationship with students’ engagement and self-directed learning, an insignificant direct effect was found between technology use and students’ academic performance.

Students’ success, or more specifically, their learning performance, seems to be more related to their learning styles (Delić 2018 ; Mašić et al. 2020 ), learning strategies they employ (Akay and Anvarovich 2015 ; Bećirović et al. 2018 ; Delić and Bećirović 2018 ), their personal characteristics or their educational milieu (Bećirović and Brdarević-Čeljo 2018 ; Bećirović et al. 2019 ; Fiossi-Kpadonou 2017 ; Kovačević et al. 2018 ) and less to the mode of teaching. Bartholomew et al. ( 2017 ), for example, found out that, in a middle-school sample study, students’ self-directed learning correlated more closely with the characteristics of students and classroom than with access to technology tools (p. 20). Similarly, Long ( 2015 ) found out that technology-related variables of his investigation were not significant factors impacting students’ final course grades.

The current study has discussed the high school students’ perceptions of technology-based English language learning as well as their perceptions of teacher’s support in that process, with a special focus on the impact of gender, grade level and EFL achievement on both. Some general conclusions can be drawn from the obtained results, namely (1) high school students are very positive about the use of technology and teacher's support in the process of foreign language learning (2) gender has no significant effect on the students’ use of technology and teacher's support in the process (3) the students' grade level significantly impacts their perceptions of teacher's support in the process of technology-based learning, while it does not significantly impact their perceived usefulness of technology (4) on the contrary, students' EFL achievement does not have a significant effect on their perceptions of teacher's support, while it significantly impacts their perceived usefulness of technology.

The current study findings emphasize the need to raise teachers' awareness of the support to be given to students to help them increase their self-directed usage of technology, particularly so outside the official school environment. The education system should follow this development and adequately respond to it and systemic reforms need to be made. This can only be addressed with an adequate, systemic, long-term, feasible and sustainable approach to media and information literacy in the educational system of Bosnia and Herzegovina. Due to the fact that the data for this research were collected at the time when the teaching process was completely online-based and very much affected by the ongoing Covid 19 pandemic and taking into consideration that such a situation will persist at least to some extent, this kind of research displays originality and innovativeness and has a potential to provide some novel perspectives and solutions to the ensuing problems in the social and cultural space of Bosnia and Herzegovina.

Still, there are some limitations in this research which should be properly addressed in any further research in this field. Firstly, the sample of only high school students limits the possibility of making in-depth comparisons with primary and university-level education. Secondly, the focus of the current study is the use of technology and teacher's support in language learning, English language learning in particular, and some of the key factors impacting both might differ across different fields. In some other fields, different types of teacher's support might be more relevant.

Data availability

Raw data that support this study may be available with restrictions. The datasets generated and/or analyzed during the current study are available from the corresponding author on reasonable request.

Afshari M, Ghavifekr S, Siraj S, Jing D (2013) Students’ attitudes towards computer-assisted language learning. Procedia Soc Behav Sci 103:852–859. https://doi.org/10.1016/j.sbspro.2013.10.407

Article   Google Scholar  

Ahmadi RA (2018) The use of technology in English language learning. Intl J Res Engl Educ 3(2):115–125. https://doi.org/10.29252/ijree.3.2.115

Ahmetović E, Bećirović S, Dubravac V (2020) Motivation, anxiety and students’ performance. Eur J Contemp Educ 9(2):271–289. https://doi.org/10.13187/ejced.2020.2.271

Akay C, Anvarovich A (2015) Description of learning strategies and socio-cultural background influence on the productive skills of Turkish and Bosnian students. J Educ Hum Dev. https://doi.org/10.15640/jehd.v4n1a19

Al-Bataineh A, Harris J, Al-Bataineh M (2016) One to one technology and its effect on student academic achievement and motivation. Contemp Educ Technol. https://doi.org/10.30935/cedtech/6182

Albert J, Blanchard MR, Kier MW, Carrier SJ (2014) Supporting teachers’ technology integration: a descriptive analysis of social and teaching presence in technical support sessions. J Technol Teach Educ 22(2):137–165

Google Scholar  

Albirini A (2006) Teachers’ attitudes toward information and communication technologies: the case of Syrian EFL teachers. Comput Educ 47(4):373–398. https://doi.org/10.1016/j.compedu.2004.10.013

Bartholomew S, Reeve E, Veon R, Goodridge W, Lee V, Nadelson L (2017) Relationships between access to mobile devices, student self-directed learning, and achievement. J Technol Educ. https://doi.org/10.21061/jte.v29i1.a.1

Beavers A (2009) Teachers as learners: implications of adult education for professional development. J Coll Teach Learn (TLC). https://doi.org/10.19030/tlc.v6i7.1122

Bećirović S, Brdarević-Čeljo A (2018) Exploring and assessing cross-cultural sensitivity in Bosnian tertiary education: is there a real promise of harmonious coexistence? Eur J Contemp Edu 7(2). https://doi.org/10.13187/ejced.2018.2.244

Bećirović S, Brdarević-Čeljo A, Dubravac V (2018) The effect of nationality, gender, and GPA on the use of reading strategies among EFL university students. SAGE Open 8(4):1–12. https://doi.org/10.1177/2158244018809286

Bećirović S, Brdarević-Čeljo A, Zavrl I (2019) Research into intercultural effectiveness in a multicultural educational milieu in Bosnia and Herzegovina. Econ Res 32(1):1336–1351. https://doi.org/10.1080/1331677X.2019.1629329

Bello AA (2014) Impact of technology interventions on student achievement in rural Nigerian schools. Retrieved from https://scholarworks.waldenu.edu/dissertations

Bullock D (2004) Moving from theory to practice: an examination of the factors that preservice teachers encounter as they attempt to gain experience teaching with technology during field placement experiences. J Technol Teach Educ 12(2):211–237

Carson L, Mynard J (2012) Introduction. In: Mynard J, Carson L (eds) Advising in language learning: dialogue, tools and context. Pearson Education Limited, Harlow

Çelik S, Arkin E, Sabriler D (2012) EFL learners’ use of ICT for self-regulated learning. J Lang Linguist Stud 8(2):98–118

Chowdhry S, Sieler K, Alwis L (2014) A study of the impact of technology-enhanced learning on student academic performance. J Perspect Appl Acad Pract 2(3):3–15. https://doi.org/10.14297/jpaap.v2i3.111

Chyung S (2007) Age and gender differences in online behavior, self-efficacy, and academic performance. Q Rev Distance Educ 8(3):213–222

Clark W, Logan K, Luckin R, Mee A, Oliver M (2009) Beyond Web 2.0: mapping the technology landscapes of young learners. J Comput Assist Learn 25:56–69. https://doi.org/10.1111/j.1365-2729.2008.00305.x

Dahlstrom E (2012) ECAR study of undergraduate students and information technology (Research Report). CO: EDUCAUSE Center for Appl Res. Lousville

Davis FD (1989) Perceived usefulness, perceived ease of use and user acceptance of information technology. MIS Q 13:319–340. https://doi.org/10.2307/249008

Deepwell F, Malik S (2008) On campus, but out of class: an investigation into students’ experiences of learning technologies in their self-directed study. ALT J Res Learn Technol 16(1):5–14. https://doi.org/10.1080/09687760701850166

Delić H (2018) The analysis of learning styles among high school students. J Educ Humanit 2(2):17–28. https://doi.org/10.14706/jeh2018123

Delić H, Bećirović S (2016) Socratic method as an approach to teaching. Eur Res 111(10):511–517. https://doi.org/10.13187/er.2016.111.511

Delić H, Bećirović S (2018) The influence of grade point average and socioeconomic status on learning strategies. J Educ Humanit 1(2):53–64. https://doi.org/10.14706/jeh2018123

Demir Ö, Yurdugül H (2013) Self-directed learning with technology scale for young students: a validation study. E-Int J Educ Res 4(3):58–73

Domingo P (2019) Correlation between the students’ English language proficiency and their exposure to English language. SSRN Electron J. https://doi.org/10.2139/ssrn.3462970

Eroglu M, Özbek R (2018) The investigation of the relationship between attitudes towards e-learning and self-directed learning with technology of secondary school students. Int Online J Educ Sci 10(5):297–314. https://doi.org/10.15345/iojes.2018.05.019

Fiossi-Kpadonou E (2017) Self-esteem, personal characteristics and school performance. Int J Contemp Res Rev 25:2–5

Gao XS (2009) The ‘English corner’ as an out-of-class learning activity. ELT J 63:60–67

Garrison DR (1997) Self-directed learning: toward a comprehensive model. Adult Educ Q 48(1):18–33

Geng S, Law K, Niu B (2019) Investigating self-directed learning and technology readiness in a blending learning environment. Int J Educ Technol High Educ. https://doi.org/10.1186/s41239-019-0147-0

Ghavifekr S, Rosdy WAW (2015) Teaching and learning with technology: effectiveness of ICT integration in schools. Int J Res Educ Sci (IJRES) 1(2):175–191

Gokcearslan S (2017) Perspectives of students on acceptance of tablets and self-directed learning with technology. Contemp Educ Technol 8(1):40–55. https://doi.org/10.30935/cedtech/6186

Guglielmino LM (2013) The case for promoting self-directed learning in formal educational institutions. SA-eDUC 10(2):1–18

Hassan M, Mirza T (2020) Impact of ICT in changing the role of a teacher: an overview. Gedrag Organ Rev 33(3):441–449. https://doi.org/10.37896/gor33.03/440

Hismanoglu M (2012) Prospective EFL teachers’ perceptions of ICT integration: a study of distance higher education in Turkey. Educ Technol Soc 15(1):185–196

Hsu Y, Ho HNJ, Tsai C, Hwang G, Chu H, Wang C, Chen N (2012) Research trends in technology-based learning from 2000 to 2009: a content analysis of publications in selected journals. J Edu Technol Soc 15(2): 354–370

Idrizi E, Filiposka S, Trajkovik V (2020) Gender differences in online learning. Conference: ICT innovations 2020 web proceedings, at: online conference.

Jaleel S, Anuroofa OM (2017) A study on the relationship between self-directed learning and achievement in ınformation technology of students at secondary level. Univ J Educ Res 5(10):1849–1852

Jamieson-Proctor R, Albion P, Finger G, Cavanagh R, Fitzgerald R, Bond T, Grimbeek P (2013) Development of the TTF TPACK survey instrument. Aust Educ Comput 27(3):26–35

Jensen L, Price L, Roxå T (2019) Seeing through the eyes of a teacher: differences in perceptions of HE teaching in face-to-face and digital contexts. Stud High Educ 45(6):1149–1159. https://doi.org/10.1080/03075079.2019.1688280

Jorge CMH, Gutiérrez ER, García EG, Jorge MCA, Díaz MB (2003) Use of the ICTs and the perception of e-learning among university students: a differential perspective according to gender and degree year group. Interact Educ Multimedia 7:13–28

Kersaint G, Horton B, Stohl H, Garofalo J (2003) Technology beliefs and practices of mathematics education faculty. J Technol Teach Educ 11(4):549–577

Kıncal R, Ozan C, İleritürk D (2019) Increasing students’ English language learning levels via lesson study. Engl Lang Teach 12(9):88–95. https://doi.org/10.5539/elt.v12n9p88

Knowles, M (1975) Self-directed learning: a guide for learners and teachers, New York, Association Press

Kovačević F, Brdarević-Čeljo A, Bećirović S (2018) Opportunities and challenges facing Bosnian high-school EFL learners. Eur Res 9(4):298–306. https://doi.org/10.13187/er.2018.4.298

Lai C (2013) A framework for developing self-directed technology use for language learning. Lang Learn Technol 17(2):100–122

Lai C (2015) Modeling teachers’ influence on learners’ self-directed use of technology for language learning outside the classroom. Comput Educ 82:74–83. https://doi.org/10.1016/j.compedu.2014.11.005

Lai C, Gu MY (2011) Self-regulated out-of-class language learning with technology. Comput Assist Lang Learn 24:317–335. https://doi.org/10.1080/09588221.2011.568417

Lai C, Li G (2011) Technology and task-based language teaching: a critical review. CALICO Journal 28(2): 498–521

Lai C, Wang Q, Lei J (2012) What factors predict undergraduate students’ use of technology for learning? A case from Hong Kong. Comput Edu 59(2):569–579. https://doi.org/10.1016/j.compedu.2012.03.006

Lamb M (2007) The impact of school on EFL learning motivation: an Indonesian case study. TESOL Q 41:757–780. https://doi.org/10.1002/j.1545-7249.2007.tb00102.x

Liaw SS, Huang HM, Chen GD (2007) Surveying instructor and learner attitudes toward e-learning. Comput Educ 49(4):1066–1080. https://doi.org/10.1016/j.compedu.2006.01.001

Little-Wiles J, Fernandez E, Fox P (2014) Understanding gender differences in online learning. In: 2014 IEEE Frontiers in Education Conference (FIE), pp 1–4. https://doi.org/10.1109/FIE.2014.7044069

Long M (2015) Second language acquisition and task-based language teaching. Wiley Blackwell

Mahini F, Forushan Z, Haghani F (2012) The importance of teacher’s role in technology-based education. Procedia Soc Behav Sci 46:1614–1618. https://doi.org/10.1016/j.sbspro.2012.05.348

Mašić A, Polz E, Bećirović S (2020) The relationship between learning styles, GPA. Sch Lev Gend Eur Res 11(1):51–60. https://doi.org/10.13187/er.2020.1.51

Neill M, Mathews J (2009) Does the use of technological interventions improve student achievement in mathematics and language arts for an identified group of at-risk middle school students? Southeastern Teacher Edu 2(1):57–65

Norris C, Soloway E (2010) One-to-one computing has failed our expectations. Dist Adm 46(5):58–69

Okojie M, Olinzock A, Okojie-Boulder T (2006) The pedagogy of technology integration. J Technol Stud 32(2):66–71. https://doi.org/10.21061/jots.v32i2.a.1

Ong CH, Lai JY (2006) Gender differences in perceptions and relationships among dominants of e-learning acceptance. Comput Hum Behav 22(5):816–829. https://doi.org/10.1016/j.chb.2004.03.006

Pallant J (2007) SPSS survival manual: a step-by-step guide to data analysis using SPSS for windows, 3rd edn. McGraw Hill Open University Press, Maidenhead

Paris PG (2004) E-learning: a study on secondary students’ attitudes towards online web assisted learning. Int Educ J 5(1):98–112

Perkowski J (2012) The role of gender in distance learning: a meta-analytic review of gender differences in academic performance and self-efficacy in distance learning. J Educ Technol Syst 41(3):267–278. https://doi.org/10.2190/ET.41.3.e

Rashid T, Asghar HM (2016) Technology use, self-directed learning, student engagement and academic performance: examining the interrelations. Comput Hum Behav 63:604–612. https://doi.org/10.1016/j.chb.2016.05.084

Sert N, Boynuegri E (2017) Digital technology use by the students and English teachers and self-directed language learning. World J Educ Technol Curr Issues 9(1):24–34. https://doi.org/10.18844/wjet.v9i1.993

Sorensen MM (2013) Student attitudes toward social media technology as an enhancement to language acquisition. All Theses and Dissertations. 3783.

Suhr KA, Hernandez DA, Grimes D, Warschauer M (2010) Laptops and fourth-grade literacy: assisting the jump over the fourth-grade slump. J Technol Learn Assess 9(5):1–46

Sullivan P (2001) Gender differences and the online classroom: male and female college students evaluate their experiences. Community College J Res and Practice 25:805–818

Suri G, Sharma S (2013) The impact of gender on attitude towards computer technology and e-learning: an exploratory study of Punjab University. India Int J Eng Res 2(2):132–136

Tang TLP, Austin MJ (2009) Students’ perceptions of teaching technologies, application of technologies, and academic performance. Comp Edu 53(4):1241–1255

Tawafak R, Romli A, Arshah R, Almaroof R (2018) Assessing the impact of technology learning and assessment method on academic performance: review paper. EURASIA J Math Sci Technol Educ 14(6):2241–2254. https://doi.org/10.29333/ejmste/87117

Teo T, Tan SC, Lee CB, Chai CS, Koh JHL (2010) The self-directed learning with technology scale (SDLTS) for young students: an initial development and validation. Comput Educ 55(4):1764–1771. https://doi.org/10.1016/j.compedu.2010.08.001

Toffoli D, Sockett G (2013) University teachers’ perceptions of Online Informal Learning of English (OILE). Comput Assist Lang Learn 28(1):7–21. https://doi.org/10.1080/09588221.2013.776970

Tong V, Standen A, Sotiriou M (2018) Shaping higher education with students. Retrieved from www.ucl.ac.uk/ucl-press

Vajzović, E, Turčilo E, Cerić H, Osmić A, Silajdžić L (2019) Uvođenje medijske i informacijske pismenosti u obrazovni sistem - procjena kompetencija nastavnika za podučavanje medijske i informacijske pismenosti u Kantonu Sarajevo [Introducing media and information literacy to the educational system - assessment of teachers ‘competence for teaching media and information literacy in Sarajevo Canton]. Sarajevski žurnal za društvena pitanja 8:131–163

Yaman A, Bećirović S (2016) Learning English and media literacy. Imp J Interdiscip Res (IJIR) 2(6):660–663

Yilmaz R (2018) Self-directed learning with technology and academic motivation as predictors of tablet PC acceptance. In: Khan A, Umair S (eds) Handbook of research on mobile devices and smart gadgets in K-12 education. Information Science Reference, Hershey

Young SC (2003) Integrating ICT into second language education in a vocational high school. J Comput Assist Learn 19:447–461. https://doi.org/10.1046/j.0266-4909.2003.00049.x

Yukselturk E, Bulut S (2009) Gender differences in self-regulated online learning environment. Educ Technol Soc 12(3):12–22

Zimmerman BJ (2000) Attaining self-regulation: a social cognitive perspective. In: Boekaerts M, Pintrich PR, Zeidner M (eds) Handbook of self-regulation: theory, research, and applications. Academic Press, San Diego, pp 13–39

Chapter   Google Scholar  

Download references

Authors confirm that they did not receive any financial contributions or funding from any third party for this research.

Author information

Authors and affiliations.

International Burch University, Sarajevo, Bosnia and Herzegovina

Senad Bećirović, Amna Brdarević-Čeljo & Haris Delić

You can also search for this author in PubMed   Google Scholar

Corresponding author

Correspondence to Senad Bećirović .

Ethics declarations

Conflict of interest.

The authors declare no competing interest for this study.

Informed consent

Informed consent has been obtained from all participants involved in the study.

Rights and permissions

Reprints and permissions

About this article

Bećirović, S., Brdarević-Čeljo, A. & Delić, H. The use of digital technology in foreign language learning. SN Soc Sci 1 , 246 (2021). https://doi.org/10.1007/s43545-021-00254-y

Download citation

Received : 28 March 2021

Accepted : 02 September 2021

Published : 27 September 2021

DOI : https://doi.org/10.1007/s43545-021-00254-y

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• Teacher’s support
• Language learning
• Grade level
• Find a journal
• Publish with us
• Track your research

BYU ScholarsArchive

Home > Humanities > Linguistics > Theses and Dissertations

Linguistics Theses and Dissertations

Theses/dissertations from 2022 2022.

Temporal Fluency in L2 Self-Assessments: A Cross-Linguistic Study of Spanish, Portuguese, and French , Mandy Case

Biblical Hebrew as a Negative Concord Language , J. Bradley Dukes

Revitalizing the Russian of a Heritage Speaker , Aaron Jordan

Analyzing Patterns of Complexity in Pre-University L2 English Writing , Zachary M. Lambert

Prosodic Modeling for Hymn Translation , Michael Abraham Peck

Interpretive Language and Museum Artwork: How Patrons Respond to Depictions of Native American and White Settler Encounters--A Thematic Analysis , Holli D. Rogerson

Theses/Dissertations from 2021 2021

Trademarks and Genericide: A Corpus and Experimental Approach to Understanding the Semantic Status of Trademarks , Richard B. Bevan

First and Second Language Use of Case, Aspect, and Tense in Finnish and English , Torin Kelley

Lexical Aspect in-sha Verb Chains in Pastaza Kichwa , Azya Dawn Ladd

Text-to-Speech Systems: Learner Perceptions of its Use as a Tool in the Language Classroom , Joseph Chi Man Mak

The Effects of Dynamic Written Corrective Feedback on the Accuracy and Complexity of Writing Produced by L2 Graduate Students , Lisa Rohm

Mental Contrasting with Implementation Intentions as Applied to Motivation in L2 Vocabulary Acquisition , Lindsay Michelle Stephenson

Linguistics of Russian Media During the 2016 US Election: A Corpus-Based Study , Devon K. Terry

Theses/Dissertations from 2020 2020

Portuguese and Chinese ESL Reading Behaviors Compared: An Eye-Tracking Study , Logan Kyle Blackwell

Mental Contrasting with Implementation Intentions to Lower Test Anxiety , Asena Cakmakci

The Categorization of Ideophone-Gesture Composites in Quichua Narratives , Maria Graciela Cano

Ranking Aspect-Based Features in Restaurant Reviews , Jacob Ling Hang Chan

Praise in Written Feedback: How L2 Writers Perceive and Value Praise , Karla Coca

Evidence for a Typology of Christ in the Book of Esther , L. Clayton Fausett

Gender Vs. Sex: Defining Meaning in a Modern World through use of Corpora and Semantic Surveys , Mary Elizabeth Garceau

The attributive suffix in Pastaza Kichwa , Barrett Wilson Hamp

An Examination of Motivation Types and Their Influence on English Proficiency for Current High School Students in South Korean , Euiyong Jung

Experienced ESL Teachers' Attitudes Towards Using Phonetic Symbols in Teaching English Pronunciation to Adult ESL Students , Oxana Kodirova

Evidentiality, Epistemic Modality and Mirativity: The Case of Cantonese Utterance Particles Ge3, Laak3, and Lo1 , Ka Fai Law

Application of a Self-Regulation Framework in an ESL Classroom: Effects on IEP International Students , Claudia Mencarelli

Parsing an American Sign Language Corpus with Combinatory Categorial Grammar , Michael Albert Nix

An Exploration of Mental Contrasting and Social Networks of English Language Learners , Adam T. Pinkston

A Corpus-Based Study of the Gender Assignment of Nominal Anglicisms in Brazilian Portuguese , Taryn Marie Skahill

Developing Listening Comprehension in ESL Students at the Intermediate Level by Reading Transcripts While Listening: A Cognitive Load Perspective , Sydney Sohler

The Effect of Language Learning Experience on Motivation and Anxiety of Foreign Language Learning Students , Josie Eileen Thacker

Identifying Language Needs in Community-Based Adult ELLs: Findings from an Ethnography of Four Salvadoran Immigrants in the Western United States , Kathryn Anne Watkins

Theses/Dissertations from 2019 2019

Using Eye Tracking to Examine Working Memory and Verbal Feature Processing in Spanish , Erik William Arnold

Self-Regulation in Transition: A Case Study of Three English Language Learners at an IEP , Allison Wallace Baker

"General Conference talk": Style Variation and the Styling of Identity in Latter-day Saint General Conference Oratory , Stephen Thomas Betts

Implementing Mental Contrasting to Improve English Language Learner Social Networks , Hannah Trimble Brown

Comparing Academic Vocabulary List (AVL) Frequency Bands to Leveled Biology and History Texts , Lynne Crandall

A Comparison of Mobile and Computer Receptive Language ESL Tests , Aislin Pickett Davis

Yea, Yea, Nay, Nay: Uses of the Archaic, Biblical Yea in the Book of Mormon , Michael Edward De Martini

L1 and L2 Reading Behaviors by Proficiency Level: An English-Portuguese Eye-Tracking Study , Larissa Grahl

Immediate Repeated Reading has Positive Effects on Reading Fluency for English Language Learners: An Eye-tracking Study , Jennifer Hemmert Hansen

Perceptions of Malaysian English Teachers Regarding the Importation of Expatriate Native and Nonnative English-speaking Teachers , Syringa Joanah Judd

Sociocultural Identification with the United States and English Pronunciation Comprehensibility and Accent Among International ESL Students , Christinah Paige Mulder

The Effects of Repeated Reading on the Fluency of Intermediate-Level English-as-a-Second-Language Learners: An Eye-Tracking Study , Krista Carlene Rich

Verb Usage in Egyptian Movies, Serials, and Blogs: A Case for Register Variation , Michael G. White

Theses/Dissertations from 2018 2018

Factors Influencing ESL Students' Selection of Intensive English Programs in the Western United States , Katie Briana Blanco

Pun Strategies Across Joke Schemata: A Corpus-Based Study , Robert Nishan Crapo

ESL Students' Reading Behaviors on Multiple-Choice Items at Differing Proficiency Levels: An Eye-Tracking Study , Juan M. Escalante Talavera

Backward Transfer of Apology Strategies from Japanese to English: Do English L1 Speakers Use Japanese-Style Apologies When Speaking English? , Candice April Flowers

Cultural Differences in Russian and English Magazine Advertising: A Pragmatic Approach , Emily Kay Furner

An Analysis of Rehearsed Speech Characteristics on the Oral Proficiency Interview—Computer (OPIc) , Gwyneth Elaine Gates

Predicting Speaking, Listening, and Reading Proficiency Gains During Study Abroad Using Social Network Metrics , Timothy James Hall

Navigating a New Culture: Analyzing Variables that Influence Intensive English Program Students' Cultural Adjustment Process , Sherie Lyn Kwok

Second Language Semantic Retrieval in the Bilingual Mind: The Case of Korean-English Expert Bilinguals , Janice Si-Man Lam

Evaluating the Effectiveness of a Korean Heritage-Speaking Interpreter , Yoonjoo Lee

Reading Idioms: A Comparative Eye-Tracking Study of Native English Speakers and Native Korean Speakers , Sarah Lynne Miner

Applying the Developmental Path of English Negation to the Automated Scoring of Learner Essays , Allen Travis Moore

Performance Self-Appraisal Calibration of ESL Students on a Proficiency Reading Test , Jodi Mikolajcik Petersen

Switch-Reference in Pastaza Kichwa , Alexander Harrison Rice

The Effects of Metacognitive Listening Strategy Instruction on ESL Learners' Listening Motivation , Corbin Kalanikiakahi Rivera

The Effects of Teacher Background on How Teachers Assess Native-Like and Nonnative-Like Grammar Errors: An Eye-Tracking Study , Wesley Makoto Schramm

Rubric Rating with MFRM vs. Randomly Distributed Comparative Judgment: A Comparison of Two Approaches to Second-Language Writing Assessment , Maureen Estelle Sims

Investigating the Perception of Identity Shift in Trilingual Speakers: A Case Study , Elena Vasilachi

Theses/Dissertations from 2017 2017

Preparing Non-Native English Speakers for the Mathematical Vocabulary in the GRE and GMAT , Irina Mikhailovna Baskova

Eye Behavior While Reading Words of Sanskrit and Urdu Origin in Hindi , Tahira Carroll

An Acoustical Analysis of the American English /l, r/ Contrast as Produced by Adult Japanese Learners of English Incorporating Word Position and Task Type , Braden Paul Chase

The Rhetoric Revision Log: A Second Study on a Feedback Tool for ESL Student Writing , Natalie Marie Cole

Quizlet Flashcards for the First 500 Words of the Academic Vocabulary List , Emily R. Crandell

The Impact of Changing TOEFL Cut-Scores on University Admissions , Laura Michelle Decker

A Latent Class Analysis of American English Dialects , Stephanie Nicole Hedges

Comparing the AWL and AVL in Textbooks from an Intensive English Program , Michelle Morgan Hernandez

Faculty and EAL Student Perceptions of Writing Purposes and Challenges in the Business Major , Amy Mae Johnson

Multilingual Trends in Five London Boroughs: A Linguistic Landscape Approach , Shayla Ann Johnson

Nature or Nurture in English Academic Writing: Korean and American Rhetorical Patterns , Sunok Kim

Differences in the Motivations of Chinese Learners of English in Different (Foreign or Second Language) Contexts , Rui Li

Managing Dynamic Written Corrective Feedback: Perceptions of Experienced Teachers , Rachel A. Messenger

Spanish Heritage Bilingual Perception of English-Specific Vowel Contrasts , John B. Nielsen

Taking the "Foreign" Out of the Foreign Language Classroom Anxiety Scale , Jared Benjamin Sell

Creole Genesis and Universality: Case, Word Order, and Agreement , Gerald Taylor Snow

Idioms or Open Choice? A Corpus Based Analysis , Kaitlyn Alayne VanWagoner

Applying Corpus-Assisted Critical Discourse Analysis to an Unrestricted Corpus: A Case Study in Indonesian and Malay Newspapers , Sara LuAnne White

Investigating the effects of Rater's Second Language Learning Background and Familiarity with Test-Taker's First Language on Speaking Test Scores , Ksenia Zhao

Theses/Dissertations from 2016 2016

The Influence of Online English Language Instruction on ESL Learners' Fluency Development , Rebecca Aaron

The Effect of Prompt Accent on Elicited Imitation Assessments in English as a Second Language , Jacob Garlin Barrows

A Framework for Evaluating Recommender Systems , Michael Gabriel Bean

Program and Classroom Factors Affecting Attendance Patterns For Hispanic Participants In Adult ESL Education , Steven J. Carter

A Longitudinal Analysis of Adult ESL Speakers' Oral Fluency Gains , Kostiantyn Fesenko

Rethinking Vocabulary Size Tests: Frequency Versus Item Difficulty , Brett James Hashimoto

The Onomatopoeic Ideophone-Gesture Relationship in Pastaza Quichua , Sarah Ann Hatton

A Hybrid Approach to Cross-Linguistic Tokenization: Morphology with Statistics , Logan R. Kearsley

Getting All the Ducks in a Row: Towards a Method for the Consolidation of English Idioms , Ethan Michael Lynn

Expecting Excellence: Student and Teacher Attitudes Towards Choosing to Speak English in an IEP , Alhyaba Encinas Moore

Lexical Trends in Young Adult Literature: A Corpus-Based Approach , Kyra McKinzie Nelson

A Corpus-Based Comparison of the Academic Word List and the Academic Vocabulary List , Jacob Andrew Newman

A Self-Regulated Learning Inventory Based on a Six-Dimensional Model of SRL , Christopher Nuttall

The Effectiveness of Using Written Feedback to Improve Adult ESL Learners' Spontaneous Pronunciation of English Suprasegmentals , Chirstin Stephens

Pragmatic Quotation Use in Online Yelp Reviews and its Connection to Author Sentiment , Mary Elisabeth Wright

Theses/Dissertations from 2015 2015

Conditional Sentences in Egyptian Colloquial and Modern Standard Arabic: A Corpus Study , Randell S. Bentley

A Corpus-Based Analysis of Russian Word Order Patterns , Stephanie Kay Billings

English to ASL Gloss Machine Translation , Mary Elizabeth Bonham

The Development of an ESP Vocabulary Study Guidefor the Utah State Driver Handbook , Kirsten M. Brown

Advanced Search

• Notify me via email or RSS

ScholarsArchive ISSN: 2572-4479

• Collections
• Disciplines
• Scholarly Communication
• Additional Collections
• Academic Research Blog

Author Corner

Hosted by the.

• Harold B. Lee Library

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

Academia.edu no longer supports Internet Explorer.

To browse Academia.edu and the wider internet faster and more securely, please take a few seconds to  upgrade your browser .

Enter the email address you signed up with and we'll email you a reset link.

• We're Hiring!
• Help Center

An Analysis of Language Learning Strategies (Thesis)

Related Papers

Esim Gursoy

As a widely researched area language learning strategies mostly focused on older learners (adolescents and adults). Language learning strategy research is not complete unless research direction moves towards and deepens in studying language learning strategies (LLS) of children. Previous and limited research on LLS of children focused on a group of strategies and their effects on learning selected language skills. Most of LLS research with children investigated bilingual children, children in immersion classrooms and/or those in ESL contexts. Thus, there is a need for a comprehensive study that investigates strategy use in general, including all strategy groups and their effects on learning all language skills in an EFL context. Another gap in the literature is related to LLS inventories. Some inventories and/or questionnaires that are developed so far investigated strategy use while learning a single skill (such as reading or listening); however, most of these lack reliability and validity data. Some others covered all strategies and provided psychometric information (such as SILL), but none of these are developed for children, yet for children in EFL contexts. Current study aims to develop a language learning strategy inventory for children, by using data collected from 383 fourth and fifth grade (10-11 years old) primary school children in an EFL context. Thus, the study reports on the reliability and validity processes of the instrument. As a result, a valid and reliable inventory for children’s language learning strategies (CHILLS: Children’s Inventory for Language Learning) is developed.

http://www.ccsenet.org/journal/index.php/ijel/article/view/70773

Ali Alzu'bi , Manjet Kaur

Language learning strategies (LLS) and learner autonomy (LA) are believed to achieve a sustainable long-life learning process leading to a more reading competence (O'malley & Chamot, 1990; Oxford, 1990). LA is a pedagogical imperative inasmuch as language is largely an autonomous activity (Kumaravadivelu, 2006). This study examines the improvement of LA through the explicit use of LLS in EFL reading in a mobile-assisted language learning (MALL) environment among English as a foreign language (EFL) readers enrolled in Preparatory Year program at Najran University in Saudi Arabia. To this end, a questionnaire adapted from Oxford's (1990) Strategy Inventory for Language Learning (SILL), was administered to 32 students to measure their reading strategy use mediated by smartphones in EFL reading context. The data analysis revealed moderate averages (60%) of LLS (memory, cognitive, compensation, metacognitive, affective, and social strategies) among EFL undergraduates in EFL reading context. Consequently, these results may restrain the improvement of LA in virtual learning environments, mostly teacherless platforms, where learners need to have these strategies to help them control and manage their own language learning in almost independent learning settings, freedom in time, place, access to resources, and material choices. It is recommended that LA be improved through a strategy use instruction mediated by smartphones in EFL reading context.

Vahid Nimehchisalem

Seyed Ali Rezvani Kalajahi

Maria Platsidou

Prof. Hadiyanto, Ph.D Hadiyanto

The purpose of this study was to examine students' language learning strategies in one private bilingual junior high school in Jambi, Indonesia. Data were collected through SILL questionnaires and face to face interviews. The questionnaires were analyzed statistically while the interviews data were transcribed and analyzed line by line from all participants. The SILL questionnaires and interviews were used to seek the students' types of language learning strategy and the differences of language learning strategies between female and male students. Overall, the findings revealed that participants mostly used memory strategies and there were no significant differences between male and female students in using language learning strategies in learning English. Suggestions and policy implications are also discussed.

English Language Teaching

Journal of Modern Research in English Language Studies

Responding to the controversies in the results of past studies concerning the effect of nationality/ethnicity on using language learning strategies, this study adopts Oxford's (1990) strategy inventory for language learning (SILL) to report Iranian male college level EFL learners' pattern of strategy use and compare it with other Asian EFL learners' strategy use pattern. This comparison might hopefully enhance scholars' understanding about the role of nationality/ethnicity in learners' choice and use of strategies and would also add to the literature in the field. As such, the results of the study revealed that the Iranian participants are medium strategy users (M = 3.31) and resembled many other Asian background EFL learners. Descriptive statistics, multivariate analysis of the variances (MANOVA) and follow-up post-hoc comparison tests used in this investigation showed that the participants perceived using metacognitive (M = 3.79) and social (M = 3.82) categories of strategies at a high level and significantly (p < .05) higher than other categories of the SILL. Memory (M = 2.89) and affective (M = 2.75) categories of strategies turned out to be least favored by them and were less significantly (p < .05) used than other categories listed in SILL. The results of individual strategy item analysis were in conformity with the above results. Based on the noticeable similarities discovered in the strategy use pattern of Asian EFL learners, the author suggested some guidelines for teachers and policy makers working in Asian EFL context.

Lydia Mitits , Zoe Gavriilidou

Eleni Agathopoulou

The current study investigated the effects of age, gender and L1 strategies on strategy use in English as a Foreign Language learned by primary school learners in Greece. Data were obtained (a) through the administration of Oxford&#39;s (1990) Strategy Inventory for Language Learning to 103 participants of fourth, fifth and sixth grades and (b) through the examination of Greek coursebooks. Results showed a strong effect of age on strategic use but no strong effect of gender or L1 strategies. Overall, the reported medium use of strategies and the low use of specific strategies calls for pedagogic intervention in the form of strategic instruction.

Procedia - Social and Behavioral Sciences

Dr. Zakia Ali-Chand

RELATED PAPERS

IJSRP Journal

nhan nguyen

Contemporary Educational Researches Journal

CERJ Journal

International Journal of Scientific and Research Publications, Volume 7, Issue 8, August 2017 ISSN 2250-3153

Le Quang Dung

International Journal of Integrated English Language Teacing (IJIELT)

Hasni Rahmi

jalal kamalizad

The University of Stellenbosch

Henno Kotze

Saidna Zulfiqar Bin Tahir

Ambigapathy Pandian , Nor Ashikin Ab Manan

Bowz Bandita

shattered one

Asian Englishes

Mei Lan Chan

Lai Ho , nhan nguyen

International Journal of Social Sciences & Education

Nor Ashikin Ab Manan

Seung-Heui Lee

Melor Md Yunus

Peter Yongqi Gu

Mutiara Sirait

Lydia Mitits

Devrim Yilmaz

Fouzia Bennacer

Marijeta K.

Abbas Ali Zarei

Asiatic journal, 4 (2)

Haifa Al-Buainain

Asian Journal of English Language Teaching

Tripti Karekatti , Dr. Sunanda Patil-Shinde

Anita Boggu

Abdorreza Tahriri

Yaddy Latanza

Nurul Izzati

harya haryati

irish sioson

Azamat Akbarov

Sovann Khleang

Eurasian Journal of Applied Linguistics

Zainab Abolfazli

Modern Language Journal

Lawrence Jun Zhang

International Journal of Language and Literary Studies (IJLLS)

•   We're Hiring!
•   Help Center
• Find new research papers in:
• Health Sciences
• Earth Sciences
• Cognitive Science
• Mathematics
• Computer Science
• Academia ©2024

• Bibliography
• More Referencing guides Blog Automated transliteration Relevant bibliographies by topics
• Automated transliteration
• Relevant bibliographies by topics
• Referencing guides

Dissertations / Theses on the topic 'Foreign language learning / teaching'

Create a spot-on reference in apa, mla, chicago, harvard, and other styles.

Consult the top 50 dissertations / theses for your research on the topic 'Foreign language learning / teaching.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.

Zahir, Freshta. "Teaching Methods of Foreign Languages : Teaching and learning of Spanish language in Kabul." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33821.

Ayvazyan, Nune. "Communicative translation in foreign-language teaching and learning." Doctoral thesis, Universitat Rovira i Virgili, 2017. http://hdl.handle.net/10803/462921.

Mohamed, Nermin Nashaat Fahmy. "Semantic sequencing in foreign language vocabulary learning : implications for language teaching." Thesis, University of Bristol, 2003. http://hdl.handle.net/1983/4ef383ff-dfd2-4880-abd9-3cc3d2c9c011.

Zulaiha, Siti. "Primary school foreign language learning, teaching, and assessment : perceptions and challenges /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18958.pdf.

Meinhof, U. H. "Culture, discourse and foreign language teaching : A sociosemiotic perspective." Thesis, University of Sussex, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379349.

Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.

Postica, Adina M. "Changing Focus: From Second / Foreign Language Teaching to Communication Learning." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2006. http://www.ohiolink.edu/etd/view.cgi?toledo1147275010.

Huang, Jing, and 黃景. "Autonomy, agency and identity in foreign language learning and teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B41757981.

Batters, J. D. "Pupil and teacher perceptions of foreign language learning and teaching." Thesis, University of Bath, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383677.

Mather, Aksana P. "Best Teaching Practices for Engaging Adult Students' Foreign Language Learning." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7407.

Gesser, Audrei. "Teaching and learning brazilian sign language as a foreign language :: a microethnographic description /." Florianópolis, SC, 1999. http://repositorio.ufsc.br/xmlui/handle/123456789/80603.

Iventosch, Mieko Shimizu 1956. "Developing critical consciousness: Shutaisei in teaching and learning a foreign language." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/284322.

Malatér, Luciani Salcedo de Oliveira. "Teacher's beliefs on foreign language teaching and learning: a classroom study /." Florianópolis, SC, 1998. http://repositorio.ufsc.br/xmlui/handle/123456789/77854.

Bilgin, Zikri. "Long-term Potentiation In Teaching Vocabulary In Foreign Language." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611684/index.pdf.

Chan, Hang. "The effectiveness of teaching methods incorporating formulaic sequences for foreign language oral fluency." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648794.

Lutzker, Peter. "The art of foreign language teaching improvisation and drama in teacher development and language learning." Tübingen Basel Francke, 2007. http://deposit.d-nb.de/cgi-bin/dokserv?id=2970328&prov=M&dok_var=1&dok_ext=htm.

Lee, Jun-Yong. "Language learning strategies and tolerance of ambiguity of Korean midshipmen learning English as a foreign language." Virtual Press, 1998. http://liblink.bsu.edu/uhtbin/catkey/1115721.

Yen, Alvin Charles. "The intelligences of creative English-as-a-foreign-language learning." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2737.

Godfrey, Kathleen Ann. "Global Learning Outcomes of a Domestic Foreign Language Immersion Program." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1034.

Hooper, Hugh R. "Computers and content-based language learning." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28072.

Lyu, Yeonhwan. "Simulations and Second / Foreign Language Learning: Improving communication skills through simulations." See Full Text at OhioLINK ETD Center (Requires Adobe Acrobat Reader for viewing), 2006. http://www.ohiolink.edu/etd/view.cgi?toledo1147363791.

Saka, Ayse Rana. "The teaching and learning of English as a foreign language : a constructivist approach." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283237.

Shintani, Emi. "Teaching film to enhance brain compatible-learning in English-as-a-foreign language instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2403.

Wong, Wei-wah Claudia, and 黃惠華. "The learning of Chinese orthography and its centrality in learning Chinese as a foreign language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45877907.

Wilson, Nancy C. "THE BENEFITS OF INTERSECTING FOREIGN AND PROGRAMMING LANGUAGE ACQUISITION PEDAGOGICAL METHODS." Thesis, School of Information and Library Science, 2006. http://hdl.handle.net/1901/321.

Bouteldjoune, Abdelmohssen. "MOTIVATION IN FOREIGN LANGUAGE LEARNING SETTINGS: THE CASE OF ARABIC IN THE USA." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/868.

Osman, Osman Hassan. "The impact of teaching methods on language learning strategies employed by learners in a foreign language context." Thesis, De Montfort University, 2013. http://hdl.handle.net/2086/10200.

金裕璟 and You-kyong Kim. "The learning experience of Koreans learning Cantonese as a second language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945041.

Johnson, Brianna. "Motivation and Attitudes Toward Learning French in the University's Foreign Language Classroom." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/867.

Lugoloobi-Nalunga, Maureen. "Teaching and learning English in a multilingual classroom : A study of code-switching in an EFL/ESL teaching/learning situation." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31682.

Young, Tony Johnstone. "Intercultural communicative competence and the teaching and learning of English as a foreign language." Thesis, Birkbeck (University of London), 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441992.

Ohashi, Yumi. "Teaching and learning through interaction : a case study of Japanese children learning English as a foreign language." Thesis, University of Leeds, 2005. http://etheses.whiterose.ac.uk/339/.

Benmansour, Naima. "Motivation and learning preferences of Moroccan high school learners of English as a foreign language." Thesis, University of York, 1996. http://etheses.whiterose.ac.uk/4270/.

Marsolais-Johnson, Suzanne Florence. "Enhancing foreign language learning through the integration of computer technology." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2672.

Noble, Priscilla Garrido. "Foreign Language Learning in Santo Domingo: Qualitative Case Studies in Two Private Schools." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-05092007-164942/.

Kraus, Harald A., and n/a. "Creating histories and spaces of meaningful use: toward a framework of foreign language teaching with an emphasis on culture, epistemology and ethical pedagogy." University of Canberra. Eductation & Community Studies, 2003. http://erl.canberra.edu.au./public/adt-AUC20050803.081504.

Lee, Siu Lun. "History and current trends of teaching Cantonese as a foreign language : investigating approaches to teaching and learning Cantonese." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/8614.

Chen, Chun-Hsiu. "Constructivism and mediated learning in designing English-as-a foreign-language instruction." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2744.

Wang, Ke. "Motivating, Embodying and Flowing: Music in Teaching and Learning of Chinese as a Foreign Language." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593017558228351.

Ryan, A. "Adult learner strategies in foreign language grammar learning : A task-based study of approaches to the learning of grammatical structure in a micro-language, with a discussion of their implications for language teaching and materials." Thesis, University of Edinburgh, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375802.

Kojima, Makiko. "Promoting listening strategies use in elementary English as a foreign language computer-assisted learning environment." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1904.

Tamimi, Mohammed Husni Mohammed. "Teaching Culture In Arabic: Perspectives On The Use Of Blended Learning And Hypermedia." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/565886.

Asay, Danielle Patricia. "What, Why, and How Much?: The Integration of Culture in the Secondary Foreign Language Classroom." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6192.

Georgiou, Mary. "Intercultural competence in foreign language teaching and learning : action inquiry in a Cypriot tertiary institution." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/11866/.

Sun, Lixia. "Reviewing computer-assisted language learning (CALL) in a vocational school in China." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_5543_1178702325.

Otaala, Laura Ariko. "Action researching the interaction between teaching, learning, language and assessment at The University of Namibia." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&amp.

Zhao, Huajing. "Gender construction and its negotiation in the course of second language learning : a case study of Chinese students learning English as a foreign language in a state secondary school." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609067.

Farina, Marcella. "The Effect of Input Modality on Pronunciation Accuracy of English Language Learners." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5734.

Ahmed, Hussein Ali. "The role of attitudes and motivation in teaching and learning foreign languages : a theoretical and empirical investigation into the teaching and learning of English in Iraqi preparatory schools." Thesis, University of Stirling, 1989. http://hdl.handle.net/1893/2133.

FERREIRA, MERGENFEL A. VAZ. "PERCEPTION, INTERCULTURALITY AND THE FOREIGN LANGUAGE TEACHING/ LEARNING PROCESS: DIFFERENT VIEWS OVER BRASILIAN AND GERMAN ADVERTISEMENTS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2010. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=16283@1.

Edinburgh Research Archive

•   ERA Home
• Philosophy, Psychology and Language Sciences, School of
• Linguistics and English Language

Linguistics and English Language PhD thesis collection

By Issue Date Authors Titles Subjects Publication Type Sponsor Supervisors

Search within this Collection:

This is a selection of some of the more recent theses from the department of Linguistics and English Language.

The material in this collection must be cited in line with the usual academic conventions. These theses are protected under full copyright law. You may download it for your own personal use only.

Recent Submissions

Information structure of complex sentences: an empirical investigation into at-issueness , 'ane end of an auld song': macro and micro perspectives on written scots in correspondence during the union of the parliaments debates , intervention, participation, perception: case studies of language activism in catalonia, norway & scotland , aspects of cross-variety dinka tonal phonology , attitudes and perceptions of saudi students towards their non-native emi instructors , explanatory mixed methods approach to the effects of integrating apology strategies: evidence from saudi arabic , multilingualism in later life: natural history & effects of language learning , first language attrition in late bilingualism: lexical, syntactic and prosodic changes in english-italian bilinguals , syntactic change during the anglicisation of scots: insights from the parsed corpus of scottish correspondence , causation is non-eventive , developmental trajectory of grammatical gender: evidence from arabic , copular clauses in malay: synchronic, diachronic, and typological perspectives , sentence processing in first language attrition: the interplay of language, experience and cognitive load , choosing to presuppose: strategic uses of presupposition triggers , mechanisms underlying pre-school children’s syntactic, morphophonological and referential processing during language production , development and processing of non-canonical word orders in mandarin-speaking children , role of transparency in the acquisition of inflectional morphology: experimental studies testing exponence type using artificial language learning , disability and sociophonetic variation among deaf or hard-of-hearing speakers of taiwan mandarin , structural priming in the grammatical network: a study of english argument structure constructions , how language adapts to the environment: an evolutionary, experimental approach .

Center for Language Acquisition

Alex Magnuson awarded Language Learning Dissertation Grant

• May 15, 2020

Congratulations to Alex Magnuson (PhD student in Applied Linguistics) who has been awarded a  Language Learning  Dissertation Grant for his project “Examining the Role of Comprehension Practice in L2 Grammatical Learning.”

The  Language Learning  Dissertation Grant Program supports the dissertation research of doctoral candidates in the language sciences. The grant is designed to cover actual expenses — up to $2,000 per grant, connected with the research component of the dissertation.

Congratulations Alex!

Parametric-Based Models for Artistic Representations

  Driven by the popular adoption of AI for artistic purposes, this research examines its  technical and ethical implications, and presents new approaches for parametric algo rithms that generate different type of artistic representations, based on optimization  methods and learning models. In the midst of the success of machine learning algo rithms in image generation and other creative tasks of pixel-based diffusion and large  language models, my dissertation is framed within the field of parametric representa tions, which is closer to human art than pixel-based methods. An array of computa tional methods including procedural, optimization, and machine learning, are analyzed  and proposed with the intention of disseminating the generation of artwork by computers.  

To understand and situate the current AI models used for art, we provide a com prehensive review and implementation of artistic computational methods, ranging from  classical procedural hand-made, rule-based algorithms, to the most advanced AI meth ods. After analyzing the technical possibilities of existing methods, we present new  algorithms that focus on particular gaps in the literature.  

Particularly, this research studies three main problems that exist in the literature:  stylization, controllability, and identity preservation. Stylization, the process of apply ing a particular artistic style to an image, is a common subject within generative algo rithms, and key to artistic success. Controllability enables intentional painting processes  and thus, it is a steppingstone for further stylization. Identity preservation is the ability  for a learning model to preserve key content features from the original image through  the artistic representation process.  

Finding the right combination of stroke primitives for a particular artistic style and, by extension, for a painting strategy that leads to certain styles is not fully resolved under parametric framework, as there exists a trade-off between reconstructions of the input image and a controllable stylistic variation.  Existing works that address style are still limited in style variations and controllability, and principally use different stroke modes and textures to output styles.  State-of-the-art algorithms normally output strokes in an uncontrollable manner without a planned strategy that might help stylization. However, human artists employ painting techniques such as “blocking in”, grouping by semantics or colors, “background-foreground” or “color-then-contours” that help them convey artistic styles

Throughout the different algorithms presented, I demonstrate that we can achieve new ways to find stylization, controllability and identity preservation.  We disentangle such a complex landscape of artistic styles and strategies, and leverage some artistic vision under some perception of art. We finally tap into computational creativity, whether algorithms can be creative, and discuss future steps in the field of machine learning and art

Degree Type

• Dissertation
• Architecture

Degree Name

• Doctor of Philosophy (PhD)

Usage metrics

• Architectural Design