The JALT CALL Journal

JALTCALL Journal

Indexing

Editors-in-Chief: Glenn Stockwell & Nobue Tanaka-Ellis
First Published: April 2005
Frequency: Three times per year
ISSN: 1832-4215

Aims & Scope:

The JALT CALL Journal is an international refereed journal published by the Japan Association for Language Teaching Computer Assisted Language Learning Special Interest Group (JALT CALL SIG) since April, 2005. The Journal is committed to excellence in research in all areas within the field of Computer Assisted Language Learning, while at the same time offering teaching ideas and suggestions from teachers’ personal experiences. The JALT CALL Journal is published three times a year: April, August and December.

The journal includes full research papers which have an appropriate research method based on themes that are supported by relevant literature. Data collection and analysis methods need to be clearly explained, and discussion of results and implications for the field need to be logical and thorough.

Journal Metrics (2022):

CiteScore:
1.6 (77th percentile)
H Index:
8
SJR:
0.35

Journal Rankings (2021):

Language & Linguistics:
216/968 (Q1)
Social Sciences (Linguistics & Language):
245/1032 (Q1)
Education:
781/1406 (Q3)

Publication Details:
This is an open access journal.
All articles are freely available immediately on publication.
There are no fees for submitting to or publishing in this journal.

Publisher Information:
Ground Level, 470 St Kilda Road
Melbourne VIC 3004 Australia
Email: journals@castledown.com

Archives

Volume 1 Number 1 (2005)

Volume 1 Number 2 (2005)

Volume 1 Number 3 (2005)

Volume 2 Number 1 (2006)

Volume 2 Number 2 (2006)

Volume 2 Number 3 (2006)

Volume 3 Number 1-2 (2007)

Volume 3 Number 3 (2007)

Volume 4 Number 1 (2008)

Volume 4 Number 2 (2008)

Volume 4 Number 3 (2008)

Volume 5 Number 1 (2009)

Volume 5 Number 2 (2009)

Volume 5 Number 3 (2009)

Volume 6 Number 1 (2010)

Volume 6 Number 2 (2010)

Volume 6 Number 3 (2010)

Volume 7 Number 1 (2011)

Volume 7 Number 2 (2011)

Volume 7 Number 3 (2011)

Volume 8 Number 1 (2012)

Volume 8 Number 2 (2012)

Volume 8 Number 3 (2012)

Volume 9 Number 1 (2013)

Volume 9 Number 2 (2013)

Volume 9 Number 3 (2013)

Volume 10 Number 1 (2014)

Volume 10 Number 2 (2014)

Volume 10 Number 3 (2014)

Volume 11 Number 1 (2015)

Volume 11 Number 2 (2015)

Volume 11 Number 3 (2015)

Volume 12 Number 1 (2016)

Volume 12 Number 2 (2016)

Volume 12 Number 3 (2016)

Volume 13 Number 1 (2017)

Volume 13 Number 2 (2017)

Volume 13 Number 3 (2017)

Volume 14 Number 1 (2018)

Volume 14 Number 2 (2018)

Volume 14 Number 3 (2018)

Volume 15 Number 1 (2019)

Volume 15 Number 2 (2019)

Volume 15 Number 3 (2019)

Volume 16 Number 1 (2020)

Volume 16 Number 2 (2020)

Volume 16 Number 3 (2020)

Volume 17 Number 1 (2021)

Volume 17 Number 2 (2021)

Volume 17 Number 3 (2021)

Volume 18 Number 1 (2022)

Volume 18 Number 2 (2022)

Volume 18 Number 3 (2022)

Volume 19 Number 1 (2023)

Explore this Journal

The significance of instructional design: Analysis of content in Language MOOC forums

Paz Díez-Arcón – Language MOOC research has evolved over the last three years to a more mature stage in which researchers have gained a deeper comprehension of the theories that enable effective language learning in this format.

Attitudes towards digital game-based language learning among Japanese university students

Michael Hofmeyr – The notion that digital games can be effectively employed as tools for learning and teaching has steadily been gaining traction among educational theorists and researchers, with numerous empirical studies pointing to the potential benefits of games for…

An online training course on the use of corpora for teachers in public schools

Awatif Alruwaili – This paper describes the outcomes of a teacher-training course offered to inservice teachers in public education on the use of corpora in language education.

Online interaction, emotions, and EFL learners’ grit in collaborative writing

Hsien-Chin Liou, Pei-En Chiang – This case study addresses both online interaction and the EFL students’ emotions and grit in a collaborative writing project.

Student perceptions of Grammarly, teacher’s indirect and direct feedback: Possibility of machine feedback

Tomoyuki Kawashima – Empirical data on automated writing evaluation (AWE) has been accumulating over the past several years, but previous research has concentrated on the impact of using machine feedback alone, and only a little is known about how learners…

Teachers’ perceptions of machine translation as a pedagogical tool

Saziye Taşdemir , Elaine Lopez , Müge Satar , Nick G. Riches  – The current study details the development of a pilot translation app, Transpose, which then acted as discussion prompt to explore teachers’ attitudes towards MT in focus groups.

Teachers’ perceptions of machine translation as a pedagogical tool

Saziye Taşdemir , Elaine Lopez , Müge Satar , Nick G. Riches  – The current study details the development of a pilot translation app, Transpose, which then acted as discussion prompt to explore teachers’ attitudes towards MT in focus groups.

Student perceptions of Grammarly, teacher’s indirect and direct feedback: Possibility of machine feedback

Tomoyuki Kawashima – Empirical data on automated writing evaluation (AWE) has been accumulating over the past several years, but previous research has concentrated on the impact of using machine feedback alone, and only a little is known about how learners…

Online interaction, emotions, and EFL learners’ grit in collaborative writing

Hsien-Chin Liou, Pei-En Chiang – This case study addresses both online interaction and the EFL students’ emotions and grit in a collaborative writing project.

An online training course on the use of corpora for teachers in public schools

Awatif Alruwaili – This paper describes the outcomes of a teacher-training course offered to inservice teachers in public education on the use of corpora in language education.

Attitudes towards digital game-based language learning among Japanese university students

Michael Hofmeyr – The notion that digital games can be effectively employed as tools for learning and teaching has steadily been gaining traction among educational theorists and researchers, with numerous empirical studies pointing to the potential benefits of games for…

The significance of instructional design: Analysis of content in Language MOOC forums

Paz Díez-Arcón – Language MOOC research has evolved over the last three years to a more mature stage in which researchers have gained a deeper comprehension of the theories that enable effective language learning in this format.

Digital games and the development of plurilingual competence

Judith Buendgens-Kosten – The potential of games to support language learning and acquisition – be it in the digital wilds or in the foreign language classroom – has often been discussed.

Teachers’ perceptions of machine translation as a pedagogical tool

Saziye Taşdemir , Elaine Lopez , Müge Satar , Nick G. Riches  – The current study details the development of a pilot translation app, Transpose, which then acted as discussion prompt to explore teachers’ attitudes towards MT in focus groups.

Student perceptions of Grammarly, teacher’s indirect and direct feedback: Possibility of machine feedback

Tomoyuki Kawashima – Empirical data on automated writing evaluation (AWE) has been accumulating over the past several years, but previous research has concentrated on the impact of using machine feedback alone, and only a little is known about how learners…

Attitudes towards digital game-based language learning among Japanese university students

Michael Hofmeyr – The notion that digital games can be effectively employed as tools for learning and teaching has steadily been gaining traction among educational theorists and researchers, with numerous empirical studies pointing to the potential benefits of games for…

Online interaction, emotions, and EFL learners’ grit in collaborative writing

Hsien-Chin Liou, Pei-En Chiang – This case study addresses both online interaction and the EFL students’ emotions and grit in a collaborative writing project.

In-service teachers’ perceptions of technology integration and practices in a Japanese university context

Yijen Wang – This current study aims to investigate experienced in-service teachers’ perceptions around technology use for pedagogical purposes in order to better understand how teachers change (or resist change in) their way of teaching with the use of technology.

The significance of instructional design: Analysis of content in Language MOOC forums

Paz Díez-Arcón – Language MOOC research has evolved over the last three years to a more mature stage in which researchers have gained a deeper comprehension of the theories that enable effective language learning in this format.

An online training course on the use of corpora for teachers in public schools

Awatif Alruwaili – This paper describes the outcomes of a teacher-training course offered to inservice teachers in public education on the use of corpora in language education.

Selected Linguistics Articles

EFL learners’ peer negotiations and attitudes in mobile-assisted collaborative writing

EFL learners’ peer negotiations and attitudes in mobile-assisted collaborative writing

Shiou-Wen Yeh, Cheng-Ting Chen - Based on the advantages of collaborative writing and the advanced development of mobile technology, this study investigated the communication process and attitudes of a group of college students toward collaborative writing using a Google Docs…
Exploring the Effectiveness of Deliberate Computer-Assisted Language Learning

Exploring the Effectiveness of Deliberate Computer-Assisted Language Learning

Andrew Obermeier - This article presents a work-in-progress focused on developing an experiment to investigate the effectiveness of different types of deliberate paired-associate computer-assisted language learning (CALL).
E-pals to motivate students: How a fully integrated email exchange can help motivate low-level students

E-pals to motivate students: How a fully integrated email exchange can help motivate low-level students

Marie-Nancy Bourques - This article describes how an email exchange (epal) can motivate low-level college students.
Multimodal literacy practice and identity in standard English learning: A case study in Taiwan

Multimodal literacy practice and identity in standard English learning: A case study in Taiwan

Hsiao-Ping Wu - The purpose of this qualitative case study is to understand the impact of four high school students' multimodal literacy practices in blogging and instant messaging (IM) on academic writing and how they construct their identities in terms…
Chronicling Indonesian EFL students’ engagement in podcast-based speaking in online learning milieu: A self-determination theory perspective

Chronicling Indonesian EFL students’ engagement in podcast-based speaking in online learning milieu: A self-determination theory perspective

Khusnul Khotimah , Bambang Yudi Cahyono, Deisyi Anna Batunan - The abrupt shift of teaching and learning to the online mode due to the covid-19 outbreak has inevitably called for technology integration to better engage students in online instruction.
Do you know who we are? Undergraduate students’ access to technology: A survey report

Do you know who we are? Undergraduate students’ access to technology: A survey report

Nicolas Gromik - This report presents findings from a quantitative survey of Japanese second-year undergraduate students about their access to and ownership of technology.
A survey of online teaching by native-speaker English instructors at Japanese universities

A survey of online teaching by native-speaker English instructors at Japanese universities

John Bracher - This study investigates how native-speaker English teachers working at Japanese universities use the Internet in their classes.