language learning dissertation grant

Student Grants

Travel grant to present at the American Association for Applied Linguistics conference

Sponsors: Various (specific sponsor of student’s grant in parentheses below)

Award Amount: Travel stipend ($800 or another amount) plus registration fee waiver

Website: https://www.aaal.org/graduate-student-award

• 2022: Elizabeth (Lizz) Huntley (Wilga Rivers Award); Faculty sponsor: Aline Godfroid
• 2021: Ryo Maie (ETS Award); Faculty sponsor: Aline Godfroid
• 2019: Jongbong Lee (Multilingual Matters Award); Faculty sponsor: Charlene Polio
• 2018: Jeffrey Scott Maloney (AAAL); Faculty sponsor: Shawn Loewen
• 2017: Jungmin Lim (ETS Award); Faculty sponsor: Charlene Polio
• 2009: Luke Plonsky (Multlingual Mattes Award); Faculty sponsor: Susan Gass
• 2007: Angelika Kraemer (AAAL): Faculty sponsor: Senta Goertler

Funder: TESOL International Detail:  Travel funding to present at the TESOL International convention

Website:  https://www.tesol.org/enhance-your-career/tesol-awards-honors-grants/convention-travel-grants-scholarships/the-albert-h-marckwardt-travel-grants

• 2015:  Laura Ballard , TESOL Toronto. Faculty sponsor: Paula Winke 

Funder: The Chinese Language Teachers Association Awardees:

• 2022, Matt Coss (The Jiede Empirical Research Grant for Chinese Pedagogy); Award amount: $1,500
• 2021: Melody (Wenyue) Ma (Doctoral Award); Project title: An investigation into a Chinese placement test’s score interpretations and uses
• 2021: J. Dylan Burton (Doctoral Award); Project title: Exploring the influence of nonverbal behavior on language proficiency scores

https://englishtest.duolingo.com/awards

Funder: Educational Testing Service Specific Project Title:  How Young Children Respond to Online Reading and Speaking Test Tasks: The Computerization of TOEFL Primary Reading and Speaking Tasks (ETS01-0000073698) Award Amount: $5,000 Project Period: 9/1/2014 – 7/31/2015 Awardees:  Laura Ballard & Shinhye Lee ; Faculty sponsor: Paula Winke

Funder: Educational Testing Service  Specific Project Title: Validating Young Learners’ Cognitive Process in Speaking Assessment: Looking at Different Effects between Independent and Integrated Task Types (ETS01-0000099520) Award amount: $5,000 Project Period: 4/1/2019- 6/30/2020  Awardee: Jin Soo Choi ; Faculty sponsor: Shawn Loewen

Funder: Educational Testing Service  Specific Project Title: Reading aloud questions to young learners (ETS01-0000098837) Award amount: $3,624 Project Period: 3/1/2019-6/30/2019 Awardee: Bronson Hui; Faculty sponsor: Aline Godfroid

Website: https://www2.ed.gov/programs/iegpsflasf/index.html

Funder: U.S. Department of Education Administrator: Institute of International Education (IIE) Award amount: Approximately $18,000 for academic year

• 2018-2019: Daniel Isbell , Academic Year Fellowship for dissertation research in South Korea 

https://exchanges.state.gov/us/program/fulbright-hays-program

Funder: Gorilla TM Award Amount: 500 tokens Awardee: Bronson Hui Year of Award: 2020 Project title: Psycholinguistic measures of lexical knowledge Website: https://gorilla.sc/grants

Funder: International Writing Center Association Award Amount: $1000 Website: https://writingcenters.org/grants-and-awards/dissertation-award/

• 2023: Philip Montgomery ; Project Title: Language ideologies in the Writing Center  

Funder: Language Learning Research Club Award Amount: $2,000 each Awardees:

• 2023, Kiyo Suga ; Faculty sponsor: Shawn Loewen. Project Title: The Roles of Output-Induced Noticing in L2 Acquisition: A Process-and Product-Oriented Study through Eye-Tracking
• 2021, Jin Soo Choi ; Faculty sponsor: Paula Winke. Project Title: Investigating Test Delivery Modes of Video-Conferenced Speaking Assessment 
• 2020, Xiaowan Zhang;  Faculty sponsor: Paula Winke. Project Title:  Time to English Proficiency in Children Learning English and Factors that Affect the Time
• 2020, Bronson Hui ; Faculty sponsor: Aline Godfroid. Project title: Examining explicit and implicit word knowledge
• 2020, Matt Kessler; Faculty sponsor: Charlene Polio.  Project title:  A longitudinal study of L2 English writers’ metacognitive genre development 
• 2020, Dmitrii Pastushenkov; Faculty sponsor: Shawn Loewen. Project title: The Interplay of Aptitude, Working Memory, Motivation, and Exposure in Russian Second Language Acquisition: A Compensatory Approach
• 2020, Mashael AlGana;  Faculty sponsor: Debra Hardison. Project title: L2 English Listeners’ Comprehension: An Examination of the Effects of Visual Cues and Strength of Nonnative Accented Speech
• 2018, Xuehong ( Stella) He; Faculty sponsor: Shawn Loewen. Project title: Working Memory, Presentation Formats, and Attention: An Eye-tracking Study on Learning L2 Chinese Characters in a Computer-Assisted Self-Study Environment
• 2017, Shinhye Lee : Faculty sponsor: Paula Winke. Project title: Pre-task planning time on test takers’ oral performance in the context of a standardized speaking test
• 2016, Ina Choi ; Faculty sponsor: Aline Godfroid. Project title:  The processing of incidental and intentional L2 vocabulary learning
• 2015, Virginia David ; Faculty sponsor: Paula Winke. Project title:  Impromptu Timed-Writing and Process-Based Timed Writing Exams: Comparing Students’ Performance and Investigating Students’ and Raters’ Perceptions
• 2015, Le Anne Spino ; Faculty sponsor: Bill VanPatten. Project title:  Grammatical Gender Agreement in L2 Spanish: The Role of Agreement Complexity
• 2014, Dominik Wolff ; Faculty sponsor: Paula Winke. Project title:  Influence of Speaker Status on Teacher Development in First-Year MA TESOL Students
• 2014, Kelly Chen ; Faculty sponsor: Patti Spinner. Project title:  Second Language Perception and Production of English Regular Past Tense: The Role of L1 Transfer and Phonological Effects
• 2014, Jimin Kahng ; Faculty sponsor: Debra Hardison. Project title:  Exploring the Production and Perception of Second Language Fluency: Utterance, Cognitive, and Perceived Fluency
• 2013, Solène Inceoglu ; Faculty sponsor: Debra Hardison. Project title:  The effect of multimodal training on the perception and production of French nasal vowels by American English learners of French
• 2012, Hyojung Lim ; Faculty sponsor: Paula Winke. Project title:  Investigating the Cognitive Validity of a L2 Reading Test: An Eye-tracking Study 
• 2012, Kimi Natsukasa ; Faculty sponsor: Susan Gass. Project title:  Efficacy of Corrective Feedback and Gestures on the Acquisition of L2 Grammar

Website:  http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-9922/homepage/grant_programs.htm

Funder: Mango Languages

Awardees: 2023: Joanne Koh ( L2 vocabulary learning through out-of-class extensive viewing: A longitudinal study ); Award Amount: $1000

https://mangolanguages.com/dissertation-awards/

Funder: English Language Institute, University of Michigan Award Amount: $4,000 Awardee and Faculty Sponsor: 

• 2010,  Ching-Ni Hsieh ; Faculty: Paula Winke. Project title:  Rater effects in ITA testing: ESL teachers’ versus American undergraduates’ judgments of accentedness, comprehensibility, and oral proficiency

Website: https://michiganassessment.org/research/research-grants/

• 2021, Ryo Maie ; Faculty: Aline Godfroid. Project title:  Testing the three-stage model of second language skill acquisition

Funder: The National Science Foundation Award Amount: $18,188 Awardee and Faculty Sponsor: 

• 2020, Kathy MinHye ; Faculty: Aline Godfroid. Project title: Exploring the interface of implicit and explicit second-language knowledge: A longitudinal perspective

Funder: The National Science Foundation Award Amount: $15,000 Awardee and Faculty Sponsor: 

• 2014, Jens Schmidtke ; Faculty: Aline Godfroid. Project title:  Speech perception in bilingual and monolingual speakers under normal and adverse listening conditions

Website:  http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505033&org=SBE&from=home

Funder: The National Federation of Modern Language Teachers Associations (NFMLTA) Award Amount: $2,500 Awardee and Faculty Sponsor: 

• 2020, Dmitrii Pastushenkov ; Faculty: Shawn Loewen. Project title: The Interplay of Aptitude, Working Memory, Motivation, and Exposure in Russian Second Language Acquisition: A Compensatory Approach
• 2020, Magdalyne Akiding ; Faculty: Paula Winke. Project title: An investigation of motivational strategy use by instructors of African languages in the United States
• 2019, Jungmin Lim ; Faculty: Charlene Polio. Project title:  Language in multimodal writing processes and performance: developing language in multimodal writing tasks for L2 learners
• 2016,  Hyung-Jo Yoon ; Faculty: Charlene Polio. Project title:  The effects of writing task directions on the quality of English-language learners’ essay production
• 2017,  Shinhye Lee ; Faculty: Paula Winke. Project title:  How planning time influences performance on different tasks in language assessment
• 2017,  Magda Tigchelaar ; Faculty: Charlene Polio and Paula Winke. Project title:  Using the ACTFL Can-Do Statements for Estimations of Foreign Language Proficiency

Website:  http://nfmlta.org/initiatives-n-awards/awards

• 2019: Jungmin Lim : Faculty: Charlene Polio. Project title: Language in multimodal writing processes and performance: Developing multimodal writing tasks for L2 learners.
• 2013: Soo Hyun Kim : Faculty: Charlene Polio. Project title: Metacognitive knowledge in second language writing.

Website: https://www.tesol.org/enhance-your-career/tesol-awards-honors-grants/tesol-awards-for-excellence-service/ruth-crymes-tesol-fellowship

Funder: The International Research Foundation Award Amount: $5,000 Awardee and Faculty Sponsor:

• 2021:  J. Dylan Burton : Faculty: Paula Winke. Project title:  Assessing Grammatical Features in Second Language Writing: A Corpus-based Analysis of CEFR Features across Score Levels.  
• 2020: Kathy MinHye Kim : Faculty: Aline Godfroid. Project title: Exploring the interface of explicit and implicit second-language knowledge: A longitudinal perspective.  
• 2020: Wendy Li : Faculty: Peter De Costa. Project: Tracing Chinese Transnational English learners’ language learning across digital spaces and first-year writing: A language socialization perspective . 
• 2019:  Susie Kim : Faculty: Charlene Polio. Project:  Assessing Grammatical Features in Second Language Writing: A Corpus-based Analysis of CEFR Features across Score Levels.
• 2016:  Laura Ballard:  Faculty: Paula Winke. Project title:  The Effects of Primacy on Rater Cognition: An Eye-tracking Study  — Awarded with Cambridge English Assessments.
• 2016:  Hyung-Jo Yoon : Faculty: Charlene Polio. Project title:  “Investigating the interactions among genre, task complexity, and proficiency in L2 writing: A comprehensive text analysis and study of learner perceptions
• 2012,  Hyojung Lim ; Faculty: Paula Winke. Project title:  Exploring the validity of evidence of the TOEFL IBT Reading Test from a cognitive perspective
• 2010,  Ching-Ni Hsieh ; Faculty: Paula Winke. Project title:  ESL teachers’ versus American undergraduates’ judgments of oral proficiency, accentedness, and comprehensibility  — Also won the Russell N. Campbell Award for the highest rated proposal of 2010.

Website:  http://www.tirfonline.org/research-grants/doctoral-dissertation-grants/

Funder: Educational Testing Services for dissertation research Website: https://www.ets.org/toefl/grants/doctoral-research-grant-language-assessment.html

• 2016 Awardee:  Laura Ballard,  Project Title:  The Effects of Primacy on Rater Behavior: An Eye-movement Study 

Award Amount: $2,000, Faculty sponsor: Susan Gass and Paula Winke

• 2017 Awardee:  Shinhye Lee,  Project Title:  Effective Planning in Real-Time Speaking Test Tasks 

Award Amount: $2,000, Faculty sponsor: Paula Winke

Website: https://www.ets.org/toefl/grants/young-students-research-grants.html

Joint Student/Faculty Grants

Funder: British Council Specific Project Title:  The effects of testwiseness and test-taking anxiety on L2 listening test performance: A visual (eye-tracking) and attentional investigation Award Amount: $36,000 PIs: Paula Winke & Hyojung Lim Project Period: 8/1/2012 – 12/31/2013 Grant Report:  https://www.ielts.org/pdf/Winke%20and%20Lim.pdf

Funder: Cambridge Michigan Language Assessments (CaMLA), Ann Arbor, MI Project Title:  A Validation Study of the Reading Section of Young Learners Tests of English (YLTE)   Award Amount: $1,600 PIs: Paula Winke, Shinhye Lee, Irene Jieun Ahn, Ina Choi, Yaqiong Cui, Hyung-Jo Yoon Project Period: 1/1/2013 – 7/31/2014 Website: https://michiganassessment.org/research/research-grants/

Funder: U.S. Defense Department Administrator: University of Maryland Award Amount: $85,000.00 PI: Paula Winke Co-PIs: Dimitrii Pastushenkov, Elizabeth (Lizz) Huntley Project Title: STARTALK Critical Language Assessment Program (CLAP) Project Period: 4/1/2021 – 3/31/2022 Website: https://sls.msu.edu/startalk-clap

Faculty Grants

Funder: Andrew W. Mellon Foundation Project Title:  Less Commonly Taught (LCTL) and Indigenous Languages Partnership (2 cycles) Award Amount:  Cycle 1: $1,200,000.00.; Cycle 2: $2,500,000.00 PI: Christopher P. Long; Co-Investigator: Koen Van Gorp Project Period: Cycle 1: September 2016 – August 2019; Cycle 2: September 2019 – August 2023 Website:   https://lctlpartnership.celta.msu.edu/

Funder: College of Arts and Letters (Collaborations community grant; seed money) Project Title:  Exploring Language Identities in a Multilingual World ( Collaboration across Disciplines and across Languages) Award money: Cycle 1:  $10,000.00; Cycle 2:  $8,533.18 PI: Peter De Costa; Co-PI: Koen Van Gorp Project Period: Cycle 1:  January 2017 – May 2018 ; Cycle 2:  June 2018 – May 2019 Website:  http://ld.pdecosta.msu.domains/

Funder: MSU Asian Studies Center Project information: A Cube2Cube (C2C) efficacy study: Toward developing game-centered Chinese language proficiency PI: Aline Godfroid Award amount: $3,500.00 towards a Chinese tone perception training study conceived by Catherine Ryu Project period: 2014 Grant website: https://asia.isp.msu.edu/funding-resources/funding/delia-koo-faculty-funding

Funder: Flemish Department of Education, Belgium. Project Title:  Conceptualize, develop and validate a professionalisation tooi assessment. Award Amount:  €216,040.00  (no money awarded to MSU as per restrictions from the Flemish Department of Education). PI: Maribel Montero Perez, Ghent University;  Co-PI: Koen Van Gorp Project Period: June 2021 – May 2023 Website:  https://data-onderwijs.vlaanderen.be/onderwijsonderzoek/project/1601

Funder:  Flemish Department of Education, Belgium. Project Title: Center for Standardized Language Testing in Education Award Amount:  € 13,491,000.00   (no money awarded to MSU as per restrictions from the Flemish Department of Education). PI: Johan van Braak, Ghent University; Co-PI: Koen Van Gorp Project Period:  J anuary 2021 – December 2025 Website:  www.steunpunttoetsen.be

Grant: Fulbright Distinguished Chair in the Social Sciences and Humanities PI: Shawn Loewen Location: Adam Mickiewicz University, Poznań, Poland Award amount: $20,500 Project period: September 2021 – February 2022

Grant: Fulbright Germany Scholarship PI: Paula Winke Location: Leipzig University Award amount: $20,500 Project period: April 2022 – July 2022 

Funder: Humanities Without Walls (HWW) based at UIUC, an initiative supported by The Andrew W. Mellon Foundation Award type: Humanities Without Walls seed grant   PI:  Meagan Driver (co-investigator with Dr. Gabriel DeRobles from UC, Denver) Award amount: $2,000 Project period: 2021 Grant website: https://www.iprh.illinois.edu/fellowships-research-support/humanities-without-walls-opportunities-0

Funder: Funder: U.S. Department of Education Administrator: Center for Applied Linguistics, Washington DC Award Amount: $45,245 PI: Susan Gass Project title: Multimedia Rater Training Program for Modern Standard Arabic (PO 001315) Project Period: 12/10/2010 – 8/31/2012 Project Website:  http://www.cal.org/what-we-do/projects/multimedia-rater-training-program-for-modern-standard-arabic-mrtp-msa

Funder: International Research and Exchanges Board (IREX), through The Institute of International Education (IIE)  Specific Project Information:  Collaborations in Higher Education between Michigan State University and University of Duhok, Iraq Award Amount (from the 2 awards combined): $65,224 PI: Susan Gass, David Prestel, Philip Strong, et al.  Project Period: 10/10/2011 – 7/31/2013 Website:  http://muses.cal.msu.edu/2014/articles/grant-supports-collaboration-with-iraqs-university-of-duhok

Funder: U.S. National Security Education Program (NSEP) Administrator: Institute of International Education (IIE) Website: https://www.thelanguageflagship.org/

Title: MSU Language Flagship Proficiency Initiative (2340-MSU-7-PI-093-PO1; renewed three times) Total funding amount: $1,200,000.00 PIs: Paula Winke, Susan Gass; Co-PI’s: Angelika Kraemer, Jason Merrill, Charlene Polio, David Prestel, Daniel Reed, Bill VanPatten Project Periods: 8/1/2014 – 7/31/2016; renewed 8/1/2016 – 7/31/2017; renewed 8/1/2017 – 7/31/2018 Website 1: http://www.cal.msu.edu/about/news/celta-receives-testing-proficiency-grant/ Website 2: http://celta.msu.edu/language-proficiency-flagship/

Title: Michigan State University Arabic Language Flagship (12 awards in total) Total funding amount: (from the 10 Awards combined): $3,959,233.40 PI: Susan Gass; Co-PI, Margo Glew (co-PI on 1 of the 12) Project Period: 12/8/2006 – 7/31/2015 Website: http://www.thelanguageflagship.org/

Award Amount: $10,000 Aline Godfroid , Project Title:  Measuring implicit and explicit L2 knowledge: Synthesizing 12 years of research Project period: April 2017-March 2018

Award Amount: $10,000 Aline Godfroid and Paula Winke. Project title: “One tool, many applications: Robust eye‐tracking research across SLA disciplines” held at the annual meeting of the Association for Applied Linguistics (AAAL) in Chicago, Illinois, March 24–27, 2018

Award Amount: $10,000 Peter De Costa (With Kathleen Bailey), Project Title:  Intersecting identities and communicative practices: A connective ethnographic case study of undergraduate international students Project Period: 05/01/2017-04/30/2018

PI: Shawn Loewen Title: Learning Spanish with Babel Award amount: $26,878 Project Duration: 11/28/2017-7/15/2019

• 2017, Peter De Costa (with Joseph Cheatle, Steven Fraiberg & Sonja Wang); $30, 000; Project title: Neighborhood Writing Centers: Connecting to University-wide Services to Enhance the International Student Experience

Funder: Vice President for Research and Graduate Studies, Michigan State University 

• 2018, Peter De Costa;  $4,906; Project title: Investigating World Englishes: Research Methodology and Practical Applications
• 2015, Aline Godfroid ; $20,191; Project title:  Recording eye movements in second language research: A methodological guide
• 2015, Bill VanPatten ; $5,000; Project title:  On the Interface between Word Order and Case Marking: A Study on the Acquisition of Latin as a Second Language Website: 

https://vprgs.msu.edu/harp

Funder: Research Foundation Flanders Project title: Bridging the gap: Linking noticing and the implicit acquisition of grammatical subregularities in L2 German Award Amount: $326,000 PI: Alex Housen; Co-PI: Aline Godfroid Project Period: 10/01/2015 – 09/30/2019 Grant Website:  http://www.fwo.be/en/

Funder: Institute of International Education (IIE)  Specific Project Information:  Secondary School Arabic Curriculum Development Award Amount: $89,565 PI: Susan Gass Project Period: 3/1/2013 – 12/31/2013

Funder: Spencer Foundation Specific Project Information: Secondary school Arabic curriculum development from the Research Institute for University of North-West Faculty Award Amount: $149,447 PI: Susan Gass Project Period: 1/1/2001 – 12/31/2002

Funder: National Security Agency (3 awards) & University of Maryland (2 awards)  Specific Project Information:  Teaching and learning Arabic; StarTalk Teacher Training Institute Total Amount from the 5 Awards combined: $359,714.91 PI: Susan Gass  Project Period: 12/8/2007 – 7/31/2012 Website:  https://startalk.umd.edu/about

Funder: MSUT Management and Technology Managers Project information: Tone Perception Efficacy Study  PI: Aline Godfroid (Co-principal investigator with Catherine Ryu and Chin-Hsi Lin) Award amount: $ 51,567.00 towards a Chinese tone perception study conceived by Catherine Ryu. Project period: 2014 Grant website: https://innovationcenter.msu.edu/tech-transfer-commercialization/programs-and-resources/targeted-support-grant-for-technology-development/

Funder: U.S. Department of Education Title VI, Institute of International Education (IIE)  Specific Project Information:  Funding of the Center for Language Education and Research (CLEAR), a Language Resource Center, at Michigan State University PIs (on various CLEAR awards): Susan Gass, Patricia Paulsell, Charlene Polio Award Amount (thus far, Cycles 1-6): $6,154,344.00 Project Start Date: 8/16/1996 Center Website:  http://clear.msu.edu/clear/

Funder: Educational Testing Service Specific Project Title:  The Relationship between Raters’ Prior Language Study and the Evaluation of Foreign Language Speech Samples Award Amount: $85,720 PIs: Paula Winke & Susan Gass Project Period: 2/23/2007 – 12/31/2009 Grant Report:  http://www.ets.org/research/policy_research_reports/publications/report/2011/iwrg

Idée Edalatishams Has Won a Language Learning Dissertation Grant

The Language Learning Dissertation Grant is a $2,000 award aimed at facilitating the research work of doctoral candidates in the language sciences. The grant is awarded to the top-10 applicants twice a year, based on the strength of their research design and its relevance to ongoing research in the language sciences and their potential to make meaningful contributions to current and future research, among other criteria. The list of awardees is published in the September issue of the journal every year. She will use this award to assist in the development of a Corpus of Teaching Assistant Classroom Speech (CoTACS). Her dissertation focuses on the role of intonation in marking new/given information in the discourse of native and non-native English speaking TAs. The corpus includes classroom speech by TAs from different L1 and disciplinary backgrounds teaching a range of college-level courses and will be annotated with prosodic features such as prominence and pauses. It will eventually become available for public use, enabling teaching and research on many aspects of TA speech.

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Call for Applications: Duolingo Research Grants Program

Event details, the duolingo research grants in language learning with technology: call for applications, the duolingo dissertation grant in language learning with technology.

The Duolingo Dissertation Grant Program supports dissertation research by doctoral candidates specializing in second or foreign language learning with technology. Applicants should be at the level of advanced candidacy and their dissertation proposals should have been approved by the relevant departmental authorities at their institutions on or before May 30th, 2020. Duolingo will award up to 5 dissertation grants each year in the amount of US$5,000 per grant. The grant program is open to doctoral candidates in the United States for research into the learning of any language with technology.

Materials to submit

• A summary of the dissertation research looking into a topic in the field of language learning with technology (no more than three single-spaced pages, including references). The summary must include an introduction to the topic, a brief literature review, research questions, research methodology, and implications of the potential findings.
• An official letter of support from the applicant's research supervisor confirming the approval of the research proposal by a faculty committee at their institution and the high likelihood of successful completion of the project.

How to apply

• Applicants: Email your application as an attachment to [email protected] with the subject line “[your last name] Dissertation Grant Application.”
• Supervisors: Email your letter of recommendation as an attachment to [email protected] with the subject line “[applicant’s last name] Dissertation Grant Recommendation.” The letter of recommendation must come directly from the supervisor.

Applications should be submitted by 11:59 p.m. PT, May 30. Notifications will be sent out by August 30.

Recipients are required to submit a one-page summary of their dissertation research within three months of completion. The summary should be written for a general audience. They will also be invited to present their research at Duolingo.

The Duolingo Grant for Master's Research in Language Learning with Technology

The Duolingo Grant Program supports master's thesis research in second or foreign language learning with technology. Applicants should be completing research for a master's degree, and their research proposals should have been approved by the relevant departmental authorities at their institutions on or before May 30th, 2020. Duolingo will award up to 5 master's grants each year in the amount of US$1,000 per grant. The grant program is open to master's candidates in the United States for research into the learning of any language with technology.

• A summary of the master's research looking into a topic in the field of language learning with technology (no more than two single-spaced pages, including references). The summary must include an introduction to the topic, a brief literature review, research questions, research methodology, and implications of the potential findings.
• Applicants: Email your application as an attachment to [email protected] with the subject line “[your last name] Master’s Grant Application.”
• Supervisors: Email your letter of recommendation as an attachment to [email protected] with the subject line “[applicant’s last name] Master’s Grant Recommendation.” The letter of recommendation must come directly from the supervisor.

Recipients are required to submit a one-page summary of their master's research within three months of completion. The summary should be written for a general audience.

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Joo Kyeong Kim receives Language Learning Dissertation Grant

College of Arts & Sciences

Language Learning Dissertation Grant Awarded to Timothy McCormick

Posted in Grants and Awards  |  Tagged applied linguistics , graduate , graduate student , grant , linguistics , phd

The  Language Learning  Board of Directors has agreed to fund a  Language Learning  Dissertation Grant submitted by Mr. Timothy McCormick to support his dissertation currently in progress, titled  Early and Emergent Bilingualism: The role of cognitive control in the processing of structural ambiguity , written under the supervision of Cristina Sanz, Ph.D . McCormick is a Ph.D. candidate in Spanish Applied Linguistics.

University of Michigan

Language Learning

Language Learning  is   an international journal in Applied Linguistics and the Language Sciences. It is published by the  Language Learning Research Club  which was founded at the University of Michigan in 1948. Hence the University of Michigan being considered by some to be the birthplace of  Applied Linguistics .

I had the privilege of serving as journal editor (1998-2002), then Board Member (2002-), and then General Editor (2004-2020). My involvements are generously acknowledged here .

The  Language Learning Research Club , in partnership with Wiley publishers, publishes four issues of the journal  Language Learning  each year. We also publish the biennial series  Currents in Language Learning , the  Cognitive NeuroScience of Language Learning Series,  and a  Special Thematic Issue .

Further details of these publications can be found  here .

According to Google Scholar Metrics,  Language Learning  ranks highly among journals in  Language and Linguistics ,  in  Foreign Language Learning , and in  Humanities, Literature & Arts .

The  Language Learning Research Club  also awards a number of grant schemes including a  Language Learning Dissertation Grant Program  and the  Language Learning Early Career Research Grant Program .

The  Language Learning Research Club  sponsors up to four Roundtables per calendar year. In 2016 and 2017,  Language Learning  sponsored roundtables at the AAAL, EuroSLA, ISB, and PSLLT conferences, and a workshop on second language processing convened as part of the Cognitive Neuroscience of Language Learning series. 

Further details of these grants can be found  here .

In submitting articles for review, applying for grants, or reviewing submissions for  Language Learning , you may be asked to provide information about yourself such as your name and affiliation. For more specific information on how the  Language Learning Research Club  collects and processes your personal information, please see the  Language Learning Privacy Notice.pdf

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Linguistics Program - Doctoral Dissertation Research Improvement Grants (Ling-DDRI)

View guidelines, important information for proposers.

All proposals must be submitted in accordance with the requirements specified in this funding opportunity and in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) that is in effect for the relevant due date to which the proposal is being submitted. It is the responsibility of the proposer to ensure that the proposal meets these requirements. Submitting a proposal prior to a specified deadline does not negate this requirement.

Supports doctoral research on human language — encompassing investigations of the properties of individual human languages and natural language in general — and the intersections of linguistics with cognition, society and other areas of science.

The Linguistics Program supports basic science in the domain of human language, encompassing investigations of the grammatical properties of individual human languages, and of natural language in general. Research areas include syntax, linguistic semantics and pragmatics, morphology, phonetics, and phonology.

The program encourages projects that are interdisciplinary in methodological or theoretical perspective, and that address questions that cross disciplinary boundaries, such as (but not limited to):

• What are the psychological processes involved in the production, perception, and comprehension of language?
• What are the computational properties of language and/or the language processor that make fluent production, incremental comprehension or rapid learning possible?
• How do the acoustic and physiological properties of speech inform our theories of language and/or language processing?
• What role does human neurobiology play in shaping the various components of our linguistic capacities?
• How does language develop in children?
• What social and cultural factors underlie language variation and change?

The Linguistics Program does not make awards to support clinical research projects, nor does it support work to develop or assess pedagogical methods or tools for language instruction.

DDRI proposals to document the linguistic properties of endangered languages should be submitted to the Dynamic Language Infrastructure (DLI-DDRI) Program:  https://www.nsf.gov/pubs/2019/nsf19607/nsf19607.htm .

Updates and announcements

The linguistics and dli-del programs are seeking reviewers and panelists., important notice, program contacts, additional program resources.

• NSF programs to stop accepting proposals via FastLane website
• Dear Colleague Letter: Stimulating Diversification in Language Science Research (LangDiv)

Awards made through this program

Organization(s).

• Directorate for Social, Behavioral and Economic Sciences (SBE)
• Division of Behavioral and Cognitive Sciences (SBE/BCS)

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.

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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/

Our 2022 Duolingo Research Grant Winners!

Since 2020, Duolingo has supported graduate student researchers through the Duolingo Research Grant program. Our 2020 and 2021 cohorts included master's and doctoral students whose work focused on language learning and teaching with technology, and this year we expanded the program to support research into early (K-3) English literacy and elementary mathematics as well!

Today we're announcing our 2022 Duolingo Research Grant recipients. Their work improves teaching and learning with technology, here at Duolingo and around the world. Congratulations to the new cohort!

Second language learning

Samuel davidson.

Developing student-adaptable automated corrective feedback for L2 and heritage learners of Spanish Providing feedback to students on their writing is extremely time-consuming for instructors, and for students, waiting for feedback can be frustrating and even reduce its efficacy. Sam is developing an automated, adaptable system that will provide real-time feedback to students of Spanish on their writing.

Twitter : @sam_samdavidson LinkedIn : sam-davidson-nlp

Saad Hassan

Design and experimental evaluation of sign language look-up tools Saad's research examines the challenges learners of sign languages face when searching for an unfamiliar sign, since there is no standard writing system to facilitate searching. Saad is creating prototypes for searching for signs, called "look-up systems," and is experimentally evaluating them with learners of American Sign Language to investigate key design settings and performance variables.

Twitter : @SaadHassann LinkedIn : saadhassan1

Kevin Hirschi

Mobile-assisted pronunciation training for communicative success: Effects and moderating factors of motivation and technology acceptance Kevin’s study investigates the effects of English pronunciation practice with a feedback-enabled mobile app that promotes communicative success. It also explores how learner motivation and technology acceptance impact learning outcomes. The findings will provide researchers, app developers, and learners with empirical guidance for effective mobile app design and use.

Elsayed Issa

ArabiPro and ArabiBot: Arabic language learning with automatic speech recognition and conversational AI Elsayed’s study explores the effectiveness of computer-assisted pronunciation training systems and chatbots in the acquisition of Arabic. Two independent systems are being tested in a classroom environment. Results will uncover critical areas in teaching pronunciation and conversation via technological platforms for teachers and researchers.

Twitter : @SayedSabry11 LinkedIn : elsayed-issa-32759118b

Maria (Masha) Kostromitina

The effect of web-based pragma-prosodic instruction and aptitude on learner pragmatic development Maria’s study examines the effectiveness of an online platform created to help language learners develop their interaction skills. Chinese learners of English practice making requests common in real-life communication and receive individualized feedback. Learners’ memory and ability to perceive intonation cues are measured as potential factors in instructional success.

Twitter : @mashalinguist

Early English literacy

Owen henkel.

Improving foundational literacy assessment: Using large-language models to evaluate student responses to open-ended reading comprehension tasks Owen’s dissertation focuses on using pre-trained language models to auto-evaluate students' responses (both oral and written) to open-ended reading comprehension questions. His work seeks to harness the enormous potential of natural language processing to improve the quality and frequency of literacy assessment, particularly in low- and middle-income countries.

Twitter : @owen_henkel

Elementary mathematics

Luz e. robinson.

Reducing math anxiety and increasing math self-efficacy among Latinx elementary school students: The development and pilot test of a culturally responsive, bilingual math game Luz’s dissertation focuses on developing and testing a math computer game for improving elementary students' math anxiety and self-efficacy through problem scenarios that children can identify with. *I AM (Apply Math) in my World* is a game with bilingual math problems, and Luz expects the game to be effective for all, but especially Latinx children. Twitter : @luzrobinson29

Improving learning and teaching for everyone

We are excited to support the groundbreaking work of our 2022 Duolingo Research Grant recipients. Their research and findings will help improve teaching and learning in the fields of second language-learning research, early English literacy, and elementary mathematics. We will be following their work closely in the years to come!

Look for our 2023 call for proposals in January. Congratulations to our 2022 cohort!

Related Posts All Posts

Special report: what languages do the french study and why, special report: which countries are most interested in asian languages.

Congratulations to Bingjie Zheng! Recipient of a Language Learning Dissertation Grant

SLA student Bingjie Zheng was awarded a Dissertation Grant from the Language Learning Journal in support of work on her project “Bridging languages and learning through English-Chinese immersion education? A comparative ethnographic case study of language practices and instructional discourses in two classes.” Bingjie is spending the spring in New York City collecting data in schools with Chinese immersion programs. Congratulations, Bingjie!

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!

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Call for Dissertation Grant Proposals AERA Grants Program Seeks Proposals for Dissertation Grants

Deadline: May 30, 2024

With support from the National Science Foundation, the American Educational Research Association (AERA) Grants Program seeks proposals for Dissertation Grants. The AERA Grants Program provides advanced graduate students with research funding and professional development and training. The program supports highly competitive dissertation research using rigorous quantitative methods to examine large-scale, education-related data. The aim of the program is to advance fundamental knowledge of relevance to STEM education policy, foster significant science using education data, promote equity in STEM, and build research capacity in education and learning. Since 1991, this AERA Program has been vital to both research and training at early career stages.   

The Grants Program encourages the use of major data sets from multiple and diverse sources. It emphasizes the advanced statistical analysis of data sets from the U.S. Department of Education’s National Center for Education Statistics (NCES), the National Science Foundation (NSF), and other federal agencies. The program also supports studies using large-scale international data systems (e.g., PISA, PIRLS, or TIMMS) that benefit from U.S. federal government support. In addition, statewide longitudinal administrative data systems (SLDS) enhanced through federal grants are also eligible for consideration. The inclusion of federal or state administrative information that further expands the analytic capacity of the research is permissible. The thrust of the analysis needs to be generalizable to a national, state, or population or a subgroup within the sample that the dataset represents.

The Grants Program is open to field-initiated research and welcomes proposals that:

• develop or benefit from advanced statistical or innovative quantitative methods or measures;
• analyze more than one large-scale national or international federally funded data set, or more than one statewide longitudinal data system (SLDS) or incorporate other data enhancements;
• integrate, link, or blend multiple large-scale data sources; or
• undertake replication research of major findings or major studies using large-scale, federally supported or enhanced data.

The Grants Program encourages proposals across the life span and contexts of education and learning of relevance to STEM policy and practice. The research may focus on a wide range of topics, including but not limited to such issues as student achievement in STEM, analysis of STEM education policies, contextual factors in education, educational participation and persistence (pre-kindergarten through graduate school), early childhood education and development, postsecondary education, and the STEM workforce and transitions. Studies that examine issues of diversity, equity, and inclusion across STEM topics and/or for specific racial and ethnic groups, social classes, genders, or persons with disabilities are encouraged.

Applicant Eligibility Dissertation Grants are available for advanced doctoral students and are intended to support the student while analyzing data and writing the doctoral dissertation. Proposals are encouraged from the full range of education research fields and other fields and disciplines engaged in education-related research, including economics, political science, psychology, sociology, demography, statistics, public policy, and psychometrics. Applicants for this one-year, non-renewable award should be advanced doctoral students at the dissertation writing stage, usually the last year of study. Applicants may be U.S. citizens or U.S. permanent residents enrolled in a doctoral program. Non­U.S. citizens enrolled in a doctoral program at an U.S. institution are also eligible to apply. Underrepresented racial and ethnic minority researchers as well as women, individuals with disabilities, and veterans are strongly encouraged to apply.

Data Set Eligibility The dissertation research project must include the analysis of large-scale data. The data set can originate from one or multiple sources, including (1) federal data bases, (2) federally supported national studies, (3) international data sets supported by federal funds, or (4) statewide longitudinal administrative data systems (SLDS) enhanced through federal grants. Although the emphasis is on large-scale education data sets and systems, other social science and health-related databases that can advance knowledge about education and learning are eligible for consideration.

Many national data resources, including important longitudinal data sets, have been developed or funded by NCES, NSF, the U.S. Department of Labor, the U.S. Census Bureau, the National Institutes of Health, or other federal agencies. International datasets such as PISA, PIAAC, TIMMS, and others are supported. If international data sets are used, the study must include U.S. education.

NCES has enhanced and improved SLDS through grants to nearly every state, the District of Columbia, Puerto Rico, the Virgin Islands, and America Samoa. This federal investment has produced state-level data from pre-K to grade 12, through higher education, and into the workforce. Many SLDS are available for analysis and can be used to address salient issues in education research or linked with other data sets.

Data Set Access The data set(s) of interest must be available for analysis at the time of application. Use of public or restricted-data files is permissible. Prior to receiving funding, students must provide documentation that they have permission to use the data for the research project. In many cases, graduate students will gain access to restricted files through a faculty member or senior scholar.

Data Sharing All data or data-related products produced under the AERA Grants Program must be shared and made available consonant with ethical standards for the conduct of research. Grantees are expected to place article-related data, [1] codebook or coding procedures, algorithms, code, and so forth in an accessible archive at the time of publication. Also, at a reasonable time after completion of the dissertation research, all data or data-related products must be archived at the AERA-ICPSR Data Sharing Repository supported by NSF and located at the Inter-university Consortium for Political and Social Research (ICPSR) at the University of Michigan. AERA provides guidance to facilitate the data sharing and archiving process.

Dissertation Grant Award

Award Component 1, $27,500 Stipend . AERA will award each grantee up to a $27,500 stipend to study education, teaching, learning, or other education research topics using one or multiple large-scale databases. The funds can be used for research-related expenses such as tuition, living expenses, travel to secure data enclaves or scholarly conferences, books, computer equipment, and other expenses directly related to conducting this research. As part of the proposal, applicants provide a budget that outlines anticipated research-related expenses. AERA encourages cost sharing from universities in the form of tuition assistance, office space, university fees, and other expenses. In accordance with AERA's agreement with NSF, institutions cannot charge overhead or indirect costs to administer the grant funds. In addition to the funding, grantees will be paired with a Governing Board member who will serve as a resource and provide advice and feedback to grantees and monitor grantees’ progress.

Award Component 2, AERA Research Conference. Grantees will participate in an AERA research conference held in Washington, DC. During this 2-day conference grantees will participate in seminar-type sessions on substantive, methodological, and professional issues. Also, they will have the opportunity to network and interact with the Grants Program Governing Board, senior scholars and researchers, other graduate students who use large-scale datasets in their research, and representatives from key federal agencies such as the National Center for Educational Statistics, the National Science Foundation, and the U.S. Department of Education. The award will cover all travel and lodging expenses for grantees to participate in the conference.

Award Component 3, AERA Annual Meeting Capstone Research Institute. Each spring AERA holds its Annual Meeting which brings together over 15,000 researchers, scholars, and policy leaders to present their research, share knowledge, and build research capacity through over 2,000 substantive sessions. Grantees will take a data analysis or appropriate methods course while attending the AERA Annual Meeting. The grantees will present their research in an invited poster session along with other graduate students who received dissertation support from AERA and other prestigious fellowship programs. Finally, grantees will participate in a Capstone conference directly after the Annual Meeting that will address issues such as building a research agenda, searching for a faculty appointment, and publishing research. Grantees must include travel and lodging expenses to the Annual Meeting in their budget.

Informational Webinar Applicants are encouraged to watch the informational webinar to learn more about the AERA Grants Program and discuss the application process..

Project Dates AERA is flexible on research project start dates, depending on what is best for the applicant. The earliest date a grant may start is approximately three months following the application deadline. Alternatively, an award start date several months or more after that may be requested.

Funding Restrictions Dissertation Grantees may not accept concurrent grant or fellowship awards from another agency, foundation, institution or the like for the same dissertation project that is funded by the AERA Grants Program. If the awardee is offered more than one major grant or fellowship for the same project for the same time period, in order to accept the AERA Grants Program Dissertation Grant, the other award(s) must be declined. Awardees may accept Research Assistant or Teaching Assistant appointments at their doctoral institutions and may have additional employment.

If the applicant is employed by a contractor of NCES, NSF, other federal agency, state agency, or other entity that provides the dataset proposed for the project, the dissertation research must not be considered part of the applicant's work responsibilities. An additional letter from the applicant's employer is required as part of the application submission, stating that the dissertation project is separate from the applicant's job duties. This letter must be sent electronically by the deadline to [email protected] .

Evaluation Criteria Evaluation criteria include the significance of the research question, the conceptual clarity and potential contribution of the proposal, the relevance to an important STEM education policy issue, the strength of the methodological model and proposed statistical analysis, and the applicant’s relevant research and academic experience. Additionally, the review criteria include the following: What is already known on the issue? How might this project inform STEM education policy? How does the methodology relate specifically to the research question? Does the applicant know the data set? Does the analytic plan fit the question and the data? How does this project promote equity in STEM education and learning? Is the applicant qualified to carry out the proposed study? Reviewers will be members of the AERA Grants Program Governing Board. Due to the large volume of applications received, the AERA Grants Program is unable to provide individual feedback on unfunded proposals.

Reporting Requirements Dissertation Grantees will be required to submit a brief (3-6 pages) progress report midway through the grant period. A final report will be submitted at the end of the grant period. The final report consists of an extended dissertation abstract (3-6 pages), a statement of research dissemination and communication activities and plans (1-3 pages), and the complete approved dissertation. It should be submitted electronically to [email protected] . All reporting requirements and deadlines are outlined in the award letter.

Funding Disbursement Funding will be linked to the approval of the progress report and final report. Grantees will receive one-half of the total award at the beginning of the grant period, one-quarter upon approval of the progress report, and one-quarter upon approval of the final report. Grants are awarded through the grantee’s institution. In accordance with AERA's agreement with NSF, institutions cannot charge overhead or indirect costs to administer the grant funds.

Considerations in the Development of the Proposal Applicants are strongly encouraged to read Estimating Causal Effects: Using Experimental and Observational Designs , by Barbara Schneider, Martin Carnoy, Jeremy Kilpatrick, William H. Schmidt, and Richard J. Shavelson prior to submitting a dissertation grant proposal. Selection bias is a recurring issue during the review process and should be addressed in the proposal.

Applicants should choose research topics that can be supported by the samples and variables contained in the proposed data set(s). Applicants should also be familiar with the User Guides and/or Manuals (e.g., use of design weights and design effects) of the specific data sets. Applicants should be familiar with statistical methods and available computer programs that allow for sophisticated analyses of the selected data.

Applicants should explicitly address the curricular content when it applies. Applicants are encouraged to capitalize on the capacity of large-scale data sets to examine diverse populations, including racial, ethnic, social class, and gender groups. Studies are encouraged that promote or inform diversity, equity, and inclusion for underrepresented population as well as across STEM topics. The proposed topic must have education policy relevance, and the models to be tested must include predictor variables that are manipulable (e.g., course work in mathematics, instructional practices used by teachers, parental involvement). Studies focusing on STEM education policy are strongly encouraged. Studies that model achievement test data should clearly define the achievement construct and identify the kinds of items to be used to operationalize the topic of interest. Also, when planning to use existing sub-scales, the applicant should describe why these sub-scales are appropriate and how they will be applied. Existing sub-scales provided by NCES or other agencies may not be appropriate for the proposed construct.

Dissertation Grant Application Guidelines AERA Grants Program

Application Deadline All applications for the AERA Grants Program must be completed using the AERA online application portal by 11:59pm Pacific time on May 30, 2024 . An applicant may submit only one proposal to the AERA Grants Program for review at any one time. Due to the large volume of applications received, the AERA Program is unable to provide individual feedback on unfunded proposals.

Submission Information Please enter the background information requested in the proposal submission portal. This includes the applicant’s contact and background demographic information. Also, enter the proposal title, amount of funding requested, and the start and end dates of the project.

Dataset(s) used: Name data set(s) used (e.g., ECLS­K, ELS:2002, IPEDS, CCD, AddHealth, SLDS-State, PISA, and so forth). Proposals must include the analysis of at least one large-scale federal, international, or state administrative data system.

Dissertation abstract Enter the abstract of your proposed research project (250 words maximum).

Contribution to the field Briefly describe the potential contributions this research will make to the field of education (250 words maximum). You may cut and paste or type into the text box.

• Statement of how this research advances the current state of knowledge in the field, substantively and/or methodologically
• Theoretical or conceptual framework for the research
• Brief review of relevant research/policy literature
• Research questions, hypotheses to be tested
• Description of methodology including the data set(s) and justification for selecting data file to address research question; any additional or supplemental data sample (e.g., groups used, exclusions to sample, and estimated sample sizes); rationale for variables used; and specification and clarification of variables and analytic techniques
• Data analysis plan and/or statistical model or formulas, appropriately defined
• Brief dissemination plan for this research including proposed conferences to present the findings and potential scholarly journals to publish the research  
• Variables list: A categorized list of the variables from the NCES, NSF, or other data set(s) that will be used in this research project. (2 single-spaced pages maximum)  
• References cited (not part of page limit)  
• Budget . Awards for Dissertation Grants are up to $27,500 for 1­year projects. The budget must include funds to attend the AERA Annual Meeting. The funds can be used for research-related expenses such as tuition, living expenses, travel to secure data enclaves or scholarly conferences, books, computer equipment, and other expenses directly related to conducting this research. AERA encourages cost sharing from universities in the form of tuition assistance, office space, university fees, and other expenses. In accordance with AERA's agreement with NSF, institutions cannot charge overhead or indirect costs to administer the grant funds. There is no specific template for the budget. It may be a simple 2­column format or a more complex spreadsheet. (no page limit)  
• Research and academic employment history
• Relevant graduate courses in statistics and methodology
• Relevant publications and presentations
• Relevant professional affiliations and/or memberships

Please combine items 1-5 as one PDF document and upload on online application.

Letter(s) of support: The letter(s) must be sent separately, by the faculty member. One substantive letter of support is required from the applicant's primary faculty dissertation advisor that includes an indication of the applicant's current progress toward the degree and expected date of completion, and of the student's potential for success in his or her anticipated career path.

If the applicant is from a discipline other than education, a second letter of support from a faculty advisor who has an education research background is also required if the primary faculty advisory does not specialize in education research. Although this second letter should focus mainly on the applicant's qualifications, research experience, and potential, it should also include a brief paragraph on the advisor's own education research experience.

Further Questions Contact George L. Wimberly, Co-Principal Investigator, AERA Grants Program ( [email protected]) or 202-238-3200 if you have questions regarding the application or submission process. NOTE: All awards are contingent upon AERA's receiving continued federal funding.

Visit the AERA Grants Program Website at http://www.aera.net/grantsprogram .

[1] Awardees with access to data under restricted access provisions are expected to archive a detailed specification of the data set so that others can request the same data under the same or similar restricted conditions. 

Department of Germanic and Slavic Languages and Literatures

Valérie keppenne receives “language learning” dissertation grant.

German Ph.D. candidate Valérie Keppenne has received a Language Learning Dissertation Grant to fund parts of her dissertation project “When predictions aren’t Perfekt: The joint role of prediction, corrective feedback and prediction error in L2 learning”. The research investigates the complementary roles of prediction, feedback, and prediction error, and their potential to impact L2 grammar learning, as well as the developmental trajectory of how learners process feedback and compute prediction error in real time during learning. The project unites classroom-based research on corrective feedback with psycholinguistic research on predictive processing and has the protentional to advance our understanding of the underlying learning mechanisms in late second language acquisition. In addition, it has implications at the pedagogical level, for instance for designing effective language learning materials.

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Six Romance Languages Graduate Students Receive 2024 Outstanding Teaching Award

Every year the Center for Teaching and Learning recognizes the significant contributions graduate students make to the instructional mission of the University of Georgia through Teaching Awards sponsored by the Office of the Vice President for Instruction. This year, graduate students Erin Bolívar (PhD candidate in Hispanic Studies & Italian), María González-Ferrer (PhD candidate in Hispanic Linguistics), Álvaro Ley Garrido (PhD student in Hispanic Studies), Joshua McNeill (PhD candidate in Linguistics, Teaching Assistant of French), Talita Nassur (PhD student in Portuguese), and Michel Soares do Carmo (PhD student in Portuguese) were recognized with this honor.   

Recipients of the 2024 Outstanding Teaching Award were formally recognized at the Annual Spring Teaching Celebration, which was held on Wednesday, April 3, in the Victor K. Wilson Ballroom in Memorial Hall. 

Pictured: Álvaro Ley Garrido, Talita Nassur, and Michel Soares do Carmo

Personnel in this Article

Erin bolívar, maría gonzález-ferrer, alvaro ley garrido, joshua mcneill, talita lara carvalho nassur.

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Rocket Languages Review: Pros and Cons to Consider Before Buying in 2024

Let’s face it: There are lots of language learning apps , programs and sites out there.

But how do you know which resources stand out from the rest?

In this review, I’m going to cover my experience trying out Rocket Languages.

Overall, I think this program is a great addition to a language learner’s repertoire, though I don’t necessarily think it should be used as one’s only learning program.

And I’m going to tell you exactly why I think so.

Let’s take a look at the program’s claims and see if it delivers.

Name: Rocket Languages

Languages offered: 13 languages, including Spanish, French, Japanese, American Sign Language, some English programs and more.

Offer price: Some free content; pricing per level, $149.95 for one level or $449.85 for three levels.

• Visit the Rocket Languages Website

Rocket Languages is a great component of an overall language program but there doesn’t seem to be enough material or resources to take learners to total fluency or a highly proficient point.

• User friendliness - 6/10 6/10
• Delivers on promises - 7/10 7/10
• Authenticity - 9/10 9/10
• Value for price - 7/10 7/10
• Authentic audio lessons
• Each level has 60+ hours of lessons
• Has extra lessons on grammar and vocabulary
• Gamifies daily learning
• Focus on repetition makes exercises a bit boring
• “Culture” lessons don’t actually teach about culture
• Voice recognition issues and other bugs
• Rocket Languages vs. Rosetta Stone
• Rosetta Stone Alternatives
• Online Language Courses
• Pimsleur Alternatives

Rocket Languages Approach and Promises

Rocket languages program breakdown, audio lessons and interactive exercises: the program’s best feature, language & culture lessons: useful but not what they seem, track progress: helpful for keeping up, apps: great for on-the-go learning, lifetime access: unlimited usage and review, american sign language (asl): a rare goodie, voice recognition and download options: bumps in the road, how much does rocket languages cost, does rocket languages deliver on its promises, and one more thing....

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

Rocket Languages is a popular language-learning website and app. It was created in 2004 by Jason Oxenham and Mark Ling, and as of 2023, it boasts over 2 million users.

This program:

• Is designed for new learners who want to become proficient in a language.
• Provides mostly audio and culture lessons, with pronunciation practice and flashcards as foundational facets.
• Includes a progress tracker, leaderboard and community forum that allows learners to interact with other learners in their target language.

Rocket Languages is also available as an app ( iOS / Android ) for on-the-go learning.

There’s lifetime access to all lessons in the target language, and a free trial available for each language so it’s possible to “test the waters” before committing.

Currently, there are 14 options of popular and lesser-studied languages: English, Spanish, French, Italian, Portuguese, German, Japanese, Chinese, Korean, Russian, Arabic, Hindi and American Sign Language.

For this review, I tried out German and a less popular language, Portuguese, for comparison purposes.

In order to see if Rocket Languages is an effective language learning program, we first need to understand what it aims to teach.

On the main web page, Rocket Languages claims to be unique by taking you “to the heart of the language” and giving you “everything you need to understand the language and the culture.”

To back this up, it says that in the program you will get:

• Pronunciation practice
• Speaking practice
• Listening practice
• Cultural understanding

Rocket Languages promises to teach you to talk “just like [locals] do.” We can assume that this means we’ll learn through authentic conversations in our target language, and that there will be targeted pronunciation exercises throughout each course.

The program also claims you will “learn how the language actually works.” This is a bit more ambiguous, but for the sake of our review, we’ll assume that the courses will include some explicit grammar instruction, and that we’ll be expected to produce the target language at some point without a guiding aide.

We’ll keep these two claims in mind as we take a look at the Rocket Languages program.

So now that we know the Rocket Languages approach and what it claims to do, let’s see what features it actually offers to help us reach these goals.

The audio lessons that are the backbone of this program begin with very basic conversations. It’s a start-slow and build-up approach that makes getting into the language learning pool relatively comfortable.

Learners begin the lesson by listening to a podcast. Each podcast is between 10 and 20 minutes long, and it includes an English-speaking host as well as multiple native speakers.

As the podcast plays, learners can read along with the English and target language in the transcript as they listen. Lines are bolded as they’re spoken aloud.

For the purposes of the review, I chose the first lesson of the German Level 2 course. This is Lesson 9.1, entitled “Last Weekend.”

This lesson featured a conversation between two native German speakers, Sandra and Matias, and what they did the previous weekend. After being introduced to the topic and the native speakers, the recording also included a short, simple conversation in German.

After the dialogue, the podcast host walks the learner through the vocabulary and grammar of the conversation in English and instructs on how to participate in such a conversation in real life. The host then prompts the learner to repeat what they hear and respond to prompts with the help of native speakers.

Below the audio lesson player is a “Play It!” box, which allows learners to see the translations of the dialogue as they hear just the conversation, with the additional option to practice speaking via the microphone for either person’s lines. Below this is a “Lesson Vocabulary” box with the important phrases from the conversation.

There’s a casual informality in the conversations that comprise these lessons. They almost feel as if you’re chatting with friends rather than studying. In short, they make the learning experience light and friendly.

While I didn’t find these dialogues and podcasts particularly exciting, the fact that they’re teaching highly useful conversational language is undeniable.

Rather than learning standard phrases that a university textbook might teach you, Rocket Languages teaches you the language that native speakers actually use—even slang! These types of audio lessons would definitely help any learner become conversational in their target language.

A clear strength of these lessons is the use of native speakers who model proper pronunciation. During the podcast and in the subsequent dialogue and extra vocabulary breakdowns, learners hear their target language pronounced properly and clearly, and voice recognition software lets users record their own speech to know how their pronunciation stacks up.

After the podcast and dialogue material, learners engage in a number of interactive exercises that provide the opportunity to practice. Exercises include:

• Flashcards —  Learners see English words and phrases and quiz themselves on the target language translation, with the option to play target language audio upon reveal or see the target language first. Flashcards can be tagged for later review by clicking the “Easy,” “Good” or “Hard” buttons below the card.
• Hear It! Say It! — Learners listen to a word or phrase in the target language and then record their own audio.
• Write It! — Learners listen to a word or phrase in the target language and then type it out in that language. Any special alphabetical symbols are available on the screen for users to click and insert.
• Know It! — Learners read an English translation of a word or phrase and then record their translation in the target language.
• Quiz — Learners answer multiple-choice questions to test their knowledge of target language vocabulary and usage.

While I found these exercises a little boring since they all deal with the same words and phrases over and over again, Rocket Languages knows that repetition is key, and each repetition of a word or phrase solidifies it in the learner’s brain.

There are two further benefits to this:

• Lessons gradually increase in difficulty as you move through each level, so making use of the exercises is an excellent way to ensure readiness for subsequent lessons.
• Lessons build on one another, so you’re learning new material while constantly reinforcing old material.

Because of this, I imagine one could reach a respectable level in their target language. Rocket Languages levels typically have 60+ hours of lessons each, so there’s lots of material to learn.

Additionally, learners are able to repeat lessons as many times as necessary. This is beneficial when reviewing material or if there’s been a break in schedule. Forget a key lesson? Just go back and redo it!

Originally, Rocket Languages simply called these “Culture Lessons,” but after taking some user feedback into consideration, they’re now called “Language & Culture Lessons.”

This is a step in the right direction, because I always associate “culture” with art, music, traditions and food. But these lessons are designed mostly to show how the target language works, focusing on fundamentals like grammar and vocabulary.

Culture content includes audio of thousands of common words and phrases, and also covers navigating various language topics. In short, it teaches how to discuss past events, nail down proper pronunciation and other essentials that aren’t fully explained in the lessons themselves.

These lessons also have the same five types of exercises as regular lessons to aid with understanding and reinforcement.

So, while the lessons may not deal with “culture” in a literal sense (or in a semantic sense), they are vital to a well-rounded learning regimen with Rocket Languages.

FluentU takes authentic videos—like music videos, movie trailers, news and inspiring talks—and turns them into personalized language learning lessons.

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Rocket Languages has done a super job of making it easy for learners to see how they’re doing.

Progress is clearly noted on the dashboard page —and it’s simple to resume with lessons wherever you left off. I liked that I could see what I’d done, how I did and what I needed to do next all from one page.

Learners accumulate points to earn various badges, which is a fun incentive to keep studying your target language. It feels a little like a game. Coupled with a leader board that allows users to view their progress in comparison to others, this progress and competition feature has its appeal.

And for those who believe their biggest competition is themselves, the program keeps track of streaks  in order to keep self-motivated individuals consistently coming back. The streaks show how many continuous days a learner uses the program. Personally, I like this motivation tool!

We’re all so busy that any program that features a way to take language learning on the move is worth checking out. Sometimes a fantastic app can be a language learner’s best friend!

The Rocket Languages app makes this program totally mobile. It’s possible to learn and practice anywhere and anytime.

Random pockets of time all have language learning potential, after all. Also, it’s possible to download lessons so even if you’re in a situation without internet access you’re able to access some content.

Rocket Languages is available for iOS and Android .

There are no monthly subscription fees with this program. Learners pay one price that allows them unlimited, lifetime access to materials.

Even the free trial offers unlimited access to the first few lessons for life.

ASL isn’t offered by a lot of language learning sites, so having it here is a unique option. It’s sure to have wide appeal for those who have been waiting for it, myself included.

Due to the nature of the language, this course relies on video rather than audio for its lessons.

Voice recognition software is almost essential for language learners. It really assists with correct pronunciation.

Unfortunately, this program’s voice recognition feature was mildly disappointing. It just didn’t always recognize the voice on each first attempt. I wondered if it was my voice, specifically, that gave it issues so I asked two others to try it out and they had similar experiences.

My other issue with Rocket Languages is minor, but when you’re learning a language, it’s nice to be able to have your learning content in the form you want it in.

If you’re not keen on downloading the whole app to your phone, there’s not many download options. On your computer, you can download the full audio track of lessons, but that’s about it.

It would be nice to be able to export a vocabulary list, or even the transcript of the audio as well, but so far, this is not an option on Rocket Languages.

Price is often a big consideration for language learners, and I understand why. Language learning programs can be expensive.

Rocket Languages’ free trial seems to be indefinite, but it only allows learners to access select lessons of each level.

Other features are available during the free trial, such as most resources under the “Tools” menu, but in order to unlock all lessons and levels, a one-time price is charged per language for unlimited lifetime access.

For languages that offer multiple levels, such as Spanish or German, learners can opt to pay for only the first level, the first two levels or all three levels. For languages where only one level is available, paying for the one level is the only payment option.

Prices are quite steep, even if users only want one level of lessons. For German, the first level is about $150. If buying more than one level of lessons, prices are discounted rather than multiplied. Even still, Rocket Languages’ pricing is similar to that of other major language learning programs and monthly subscription-based services.

If you’re interested in Rocket Languages, however, keep an eye out for deals. On the day that I checked out Rocket Languages’ pricing, an instant coupon was available for all three levels of the German course that would have knocked the price from $450 to $260.

Remember Rocket Languages’ two claims that we examined at the beginning of the post? To recap, Rocket Languages promises that its program will get you talking like a native speaker, and that you will understand how your target language actually works.

So, will you really end up talking like a native?

Based on what I’ve experienced, I think it’s safe to say that if you stick with the program all the way to the end, then yes, Rocket Languages can get learners speaking properly in their target language.

There are some conditions, however.

Mainly, I think this depends on the language you’re studying. For German, Spanish or French, for instance, the courses are quite expansive with lots of lessons. Because of this, you’ll hear many authentic conversations and have numerous opportunities to practice term pronunciations.

For a language like Hindi, however, your studies may fall a bit short of this claim. There aren’t always enough lessons in a single level to cover enough listening and speaking materials.

However, your lifetime membership may allow you to see your target language’s program built out, as has happened with the Rocket Languages Portuguese option.

Now, will you really understand how your target language works after completing your Rocket Languages course?

The simple answer to this question is “no.”

Sure, some Rocket Languages courses will get learners to have comfortable conversations on common topics in their target language, but to say they will truly understand the mechanics of the language itself is a stretch.

The grammar lessons included in the Language & Culture sections are helpful, to be sure. But overall, Rocket Languages definitely stands up to its “new learner” angle, meaning comprehensive grammar instruction is not the focus.

Further, opportunities for producing the language on your own are limited. Learners can only repeat after native speakers and answer predetermined questions aloud. That’s very far from the reality of actually speaking a language, where conversations can be unpredictable and learners may find themselves needing more than just what Rocket Languages has taught them.

In the same vein, Rocket Languages doesn’t give much opportunity for reading and writing, largely considered essential for truly proving that one understands the mechanics of a language.

Sure, learners must read in order to complete Rocket Languages lessons, but most of this reading is in English or transcripts of lesson dialogues. There’s no actual reading of real-world material in the target language.

Writing is limited to only lesson exercises where a one- or two-word translation is required, rather than sentences or essays that require grammatical knowledge.

In short, Rocket Languages is a great component of an overall language learning program, but there doesn’t seem to be enough material or resources to take learners to total fluency or even a highly proficient point.

In conclusion, Rocket Languages offers a lot of benefits for language learners.

The material is engaging, informative and interactive. It’s a solid resource that makes learning fast, focused and fun. Better yet, in conjunction with other language learning resources, Rocket Languages is an excellent addition to any language learning regimen.

After my positive experiences with German and Portuguese, I’m looking forward to trying my hand at ASL next. For beginners, Rocket Languages does know how to launch language learners towards success!

If you dig the idea of learning on your own time from the comfort of your smart device with real-life authentic language content, you'll love using FluentU .

With FluentU, you'll learn real languages—as they're spoken by native speakers. FluentU has a wide variety of videos as you can see here:

FluentU App Browse Screen.

FluentU has interactive captions that let you tap on any word to see an image, definition, audio and useful examples. Now native language content is within reach with interactive transcripts.

Didn't catch something? Go back and listen again. Missed a word? Hover your mouse over the subtitles to instantly view definitions.

Interactive, dual-language subtitles.

You can learn all the vocabulary in any video with FluentU's "learn mode." Swipe left or right to see more examples for the word you’re learning.

FluentU Has Quizzes for Every Video

And FluentU always keeps track of vocabulary that you’re learning. It gives you extra practice with difficult words—and reminds you when it’s time to review what you’ve learned. You get a truly personalized experience.

Start using the FluentU website on your computer or tablet or, better yet, download the FluentU app from the iTunes or Google Play store. Click here to take advantage of our current sale! (Expires at the end of this month.)

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