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 (79th percentile)
H Index:
8
SJR:
0.327

Journal Rankings (2022):

Language & Linguistics:
210/1001 (Q1)
Social Sciences (Linguistics & Language):
246/1078 (Q1)
Education:
830/1469 (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

All Issues

Explore this Journal

The effect of Rapid Serial Visual Presentation Technology (RSVP) in the form of subtitles on enhancing EFL learners’ online reading speed, motivation, and attitudes

Al-Shaimaa M. Al-Rashidy , Marwa F. Hafour – The current study aimed at enhancing online reading speed and motivation of EFL learners through subtitled series as Rapid Serial Visual Presentation (RSVP).

The effects of mobile-assisted concept mapping on EFL learners’ writing fluency and motivation

Ardalan Kaveh, Ehsan Hadipourfard , Mohammad Baval  – The present study examined the effects of mobile-based concept mapping on EFL learners’ writing fluency and motivation.

Effects of using corpus-based instruction on students’ critical thinking skills and perceptions in academic writing classes

Amare Tesfie Birhan – This study aimed at examining the effects of corpus-based instruction on students’ critical skills in academic writing classes.

Student engagement with teacher and automated written corrective feedback on L2 writing: A multiple case study

Sara Afifi , Mohammad Rahimi , Joshua Wilson – The present multiple-case study set out to scrutinize students’ behavioral, cognitive, and affective engagement with written corrective feedback provided by teacher WCF and automated written corrective feedback (AWCF) provided by Writing…

Implementing web applications in the English as a foreign language classroom to develop learners’ productive skills: The case of Kazakhstan

Tatyana Shelestova , Aizhan Nabiyeva , Anna Kalizhanova – The paper reports the results of an exploratory quantitative study investigating the potential of VoiceThread and Flipgrid as learning tools for the development of learners’ productive skills and enhancing learners’ performance…

The nexus between emotional intelligence, learning engagement, motivation, and achievement in team-based mobile language learning

David Imamyartha, Utami Widiati, Mirjam Anugerahwati – This study presents an analysis of structural equation modeling (SEM) which explores the association between trait-emotional intelligence (TEI), online learning engagement (OLE), EFL learning motivation, and their grades in English for Academic Purposes…

Student voice in distance foreign language course design and its practical implications in higher education

Barbara Muszyńska, Cristina A. Huertas-Abril  – The study identified five dimensions and feedback as the basic constructs to analyze students’ preferences about learning design of distance foreign language courses.

The nexus between emotional intelligence, learning engagement, motivation, and achievement in team-based mobile language learning

David Imamyartha, Utami Widiati, Mirjam Anugerahwati – This study presents an analysis of structural equation modeling (SEM) which explores the association between trait-emotional intelligence (TEI), online learning engagement (OLE), EFL learning motivation, and their grades in English for Academic Purposes…

Implementing web applications in the English as a foreign language classroom to develop learners’ productive skills: The case of Kazakhstan

Tatyana Shelestova , Aizhan Nabiyeva , Anna Kalizhanova – The paper reports the results of an exploratory quantitative study investigating the potential of VoiceThread and Flipgrid as learning tools for the development of learners’ productive skills and enhancing learners’ performance…

Student engagement with teacher and automated written corrective feedback on L2 writing: A multiple case study

Sara Afifi , Mohammad Rahimi , Joshua Wilson – The present multiple-case study set out to scrutinize students’ behavioral, cognitive, and affective engagement with written corrective feedback provided by teacher WCF and automated written corrective feedback (AWCF) provided by Writing…

Effects of using corpus-based instruction on students’ critical thinking skills and perceptions in academic writing classes

Amare Tesfie Birhan – This study aimed at examining the effects of corpus-based instruction on students’ critical skills in academic writing classes.

The effects of mobile-assisted concept mapping on EFL learners’ writing fluency and motivation

Ardalan Kaveh, Ehsan Hadipourfard , Mohammad Baval  – The present study examined the effects of mobile-based concept mapping on EFL learners’ writing fluency and motivation.

The effect of Rapid Serial Visual Presentation Technology (RSVP) in the form of subtitles on enhancing EFL learners’ online reading speed, motivation, and attitudes

Al-Shaimaa M. Al-Rashidy , Marwa F. Hafour – The current study aimed at enhancing online reading speed and motivation of EFL learners through subtitled series as Rapid Serial Visual Presentation (RSVP).

Learners’ willingness to communicate in face-to-face versus oral computer-mediated communication

Inigo Yanguas, Alayne Flores – The present study had two main goals: to explore performance differences in a task-based environment between face-to-face (FtF) and oral computer-mediated communication (OCMC) groups, and to investigate the relationship between trait-like willingness to communicate (WTC)…

The effect of task types on foreign language learners’ social presence in synchronous computer-mediated communication (SCMC)

Chao-Jung Ko – This study aims to clarify the relationship between task types and foreign language learners’ social presence (SP) in text-based SCMC learning modes.

A comparison of computer-mediated peer corrective feedback between high and low-proficiency learners in a Japanese EFL writing classroom

Bradley D. F. Colpitts, Travis Hunter Past – The present study compared the efficacy of computer-mediated peer corrective feedback (CF) among two groups of high-proficiency (n=11) and low-proficiency (n=19) postsecondary Japanese EFL students.

Mobile and blended, please! Migrants and refugees’ learning choices in a language MOOC

Timothy Read , Elena Martín-Monge – In this article, a study is presented of two socially inclusive Language MOOCs undertaken by refugees and migrants as part of the MOONLITE project.

Collaborative early EFL reading among distributed learners: A simulation pilot study

Yu-Ju Lan, Yao-Ting Sung, Kuo-En Chang – It is widely accepted that reading provides important opportunities for second language (L2) development, however, in Taiwan sources of L2 input are often limited for learners in English as a Foreign Language (EFL)…

Designing CMS modules to support language learning

Paul Daniels – This article presents an overview of Course Management Systems [CMS] and how a CMS can be modified to support language learning environments.

Learning to use technological support for self-organised EFL learning: Web-based tasks and YouTube relayed instructional videos

Jason R. Byrne – This article examines an action research project concerned with the need for Japanese university students to learn how to use technological support for self-organised EFL learning.

Selected Linguistics Articles

Theory of Mind development and narrative writing: A longitudinal study

Theory of Mind development and narrative writing: A longitudinal study

Birgitta E. Svensson - The purpose of this paper is to study the development of Theory of Mind capacities in one individual's narrative writing from year 1 in elementary school through high school and onwards.
Evaluating the effectiveness of an online pre-sessional course for Japanese and international university students

Evaluating the effectiveness of an online pre-sessional course for Japanese and international university students

Kelly Hansen , Prajakta Khare - This study examines the role of an online pre-sessional program in easing the transition for students preparing to matriculate into an English-medium bachelor' s program at a Japanese university.
Post-predicate that-clauses controlled by verbs in native and non-native academic writing: A corpus-based study

Post-predicate that-clauses controlled by verbs in native and non-native academic writing: A corpus-based study

Samet Taşçı , Yusuf Öztürk - Post-predicate that clauses are one of the indicators of evaluative language which shows the attitude, position, and personal evaluation of the writers in academic discourse.
Learner perceptions on the usefulness of a blended learning EFL program

Learner perceptions on the usefulness of a blended learning EFL program

Kaoru Kobayashi, Andrea Little - To identify best practices for blended learning in English as a foreign language (EFL) programs, it is essential to understand how learners perceive and evaluate such programs, taking into consideration such variables as learner attitude,…
Students’ evaluation of a classroom bring-your-own-device (BYOD) policy

Students’ evaluation of a classroom bring-your-own-device (BYOD) policy

Simon Thomas - A bring-your-own-device (BYOD) policy advocates student's unrestricted classroom access to their own technology devices to assist in the completion of learning objectives.
Practical PowerPoint group projects for the EFL classroom

Practical PowerPoint group projects for the EFL classroom

Matthew Apple, Keita Kikuchi - Using PowerPoint for student-created group projects can be motivating and enjoyable for both students and instructors while fostering a sense of student self-reliance and autonomy.
Translanguaging as a boundary crossing mechanism: A Turkish-American Youngster and her linguistic negotiation of three discursive spaces

Translanguaging as a boundary crossing mechanism: A Turkish-American Youngster and her linguistic negotiation of three discursive spaces

Tuba Yilmaz , Ester de Jong - In order to effectively respond to the increased linguistic and cultural diversity in the U.S. schools and close the consistently documented achievement gap between culturally and linguistically diverse students and mainstream students, teachers…
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