journal: Journal of China Computer-Assisted Language Learning

Open Access Published since August 20, 2021

Journal of China Computer-Assisted Language Learning

ISSN: 2748-3479

Editors-in-chief: Yuego Gu, Jinlan Tang

About this journal

Journal of China Computer-Assisted Language Learning (eISSN: 2748-3479), initiated by Beijing Foreign Studies University, is the official journal of ChinaCALL, an affiliate of China Association for Comparative Studies of English and Chinese. The journal seeks to provide an international platform for exchanging ideas, innovations and findings regarding computer-assisted language learning. Research articles and critical reviews are especially welcome in related promising fields. The journal is peer-reviewed, published in English, open-access and issued twice a year by De Gruyter and Foreign Language Teaching and Research Press.

All manuscript submissions will undergo a double-blind, peer review. Final decision regarding acceptance/revision/rejection will be based on the reviews received from at least two　independent, anonymous expert referees.

Its scope includes but is not limited to the following topics:

Technology and language education
CALL environment
CALL & L2 teacher education
Web-based instructional design for foreign language instruction
Web-based language assessment
CALL learners
Modality of learning
Web-based and resource-driven learning
Using the Internet for cultural exchange
Corpus-based and data-driven learning
Mobile language learning
Fostering autonomous learning through technology
Lessons learnt in CALL
E-learning, collaborative learning and blended learning
MOOCs
Managing multimedia/hypermedia environments
CALL in vocational education
Using Artificial Intelligence in education

Article Types

Research articles: Within 7,000-10,000 words (excluding abstract, references and appendixes) with at least 20 references. The papers should engage qualitative or quantitative analysis based on experiments or data. The author should bring about new views or evidence, or argue against present views or evidence.

Review papers: Within 7,000-10,000 words (excluding abstract, references and appendixes) with at least 50 references. The papers should reflect the most recent research achievements in related disciplines and should focus on discussion and evaluation. The author should bring his/her originality to the reviewed topic and look into the prospects of future research.
Practice-oriented papers: Within 3,000-4,000 words (excluding abstract, references and appendixes). The style should be “teacher friendly” to provide practical significance for curriculum, pedagogical innovation, learning practice, teacher education, etc.
Book/Technological tool reviews: The reviews should go beyond a mere listing of the contents of a book/technological tool, and should normally include a critical evaluation of the main ideas being discussed. Book/Technological reviews should be within 1,500-2,000 words, but the editors will accept longer reviews where seminal books or important technological tools are concerned.

Abstracting and Indexing

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Supplementary Materials

Topics

Volume 3 Issue 2

December 2023

Publicly Available October 11, 2023

Frontmatter

Page range: i-iii

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Research Articles

Open Access April 7, 2023

Emerging technologies and language learning: mining the past to transform the future

Philip Hubbard

Page range: 239-257

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Abstract

This paper is an expanded version of a keynote presentation for the 2022 ChinaCALL Conference on the theme of “emerging technologies”. Today’s emerging technologies—artificial intelligence, machine learning, conversational robots, virtual worlds, virtual reality, augmented reality, automated assessment, and so on—are full of promise and seem poised to revolutionize language teaching and learning over the next decade. However, rather than looking forward, I review lessons I have learned over a four-decade career in CALL, focusing on those lessons that have continuing relevance for accommodating these and future technologies as they emerge. In the first part, I present a simple model for technology-mediated language learning as a foundation for the remaining discussion. In the second, I review seven challenges that I worked on in CALL, starting in the 1980s. I describe how I came to be aware of the issues involved and how through a combination of reviewing research, collaborating with colleagues, and drawing on my own experience, I came to learn lessons of enduring value. The final part briefly explores the potential for converting these and other lessons learned into principles to guide current and future encounters with technologies for language teaching and learning.

Open Access May 9, 2023

AI-writing tools in education: if you can’t beat them, join them

Waverly Tseng, Mark Warschauer

Page range: 258-262

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Abstract

The release and rapid diffusion of ChatGPT has forced teachers and researchers around the world to grapple with the consequences of artificial intelligence (AI) for education. For second language educators, AI-generated writing tools such as ChatGPT present special challenges that must be addressed to better support learners. We propose a five-part pedagogical framework that seeks to support second language learners through acknowledging both the immediate and long-term contexts in which we must teach students about these tools: understand, access, prompt, corroborate, and incorporate. By teaching our students how to effectively partner with AI, we can better prepare them for the changing landscape of technology use in the world beyond the classroom.

Open Access February 28, 2023

Becoming smart “digital natives”: cultivating Chinese English majors’ new media literacy via Journalism English Reading and Listening

Danyang Zhang, Yang Wu

Page range: 263-286

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Abstract

In the current era, digital technologies, including multimedia and communication technologies, have penetrated almost every aspect of our lives. English majors are responsible for learning English languages and western cultures and serve as interlocutors between the East and the West. Therefore, such students need to be new media literate to retrieve, understand and evaluate information from multimedia sources and actively and critically participate in the digital environment. Nevertheless, very few studies have explored this group of students’ new media literacy (NML) level or their NML development via instructed training. This mixed methods study explores a group of Chinese English majors’ current NML level. It attempts to cultivate their NML via a course named Journalism English Reading and Listening . In total, by applying purposive sampling, 70 Chinese English majors were invited to participate in the study. The participants completed a pre- and post-course questionnaire based on Lin et al.’s (2013). Understanding new media literacy: An explorative theoretical framework. Journal of Educational Technology & Society , 16(4), 160–170) NML framework to quantitatively self-evaluate their NML. Results demonstrate that the participants’ consuming media literacy significantly improved. Regarding the participants’ prosuming media literacy, three constructs, including prosuming skill , production, and creation, exhibited significant improvements, but no significant differences were found in distribution and participation . This paper also introduces examples of the students’ group work to qualitatively showcase their NML development. Finally, the study offers insights into Chinese English majors’ professional training and development.

Open Access March 3, 2023

A microanalysis study of EFL teacher self-regulation in COVID-19 emergency remote teaching

Li Dong

Page range: 287-309

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Abstract

Teacher self-regulation is under-studied yet important especially for teachers of English as a foreign language (EFL) who need to conduct remote teaching over the internet due to COVID-19, known as emergency remote teaching (ERT). In light of the teacher development and self-regulation model that consists of the three phases of forethought, performance and self-reflection, this qualitative study applies the microanalysis method to explore how one novice-level and two master-level Chinese university EFL teachers self-regulated their ERT teaching. After synthetical term frequency analysis using jiebaR, we summarised a total of 14 teacher self-regulation strategies corresponding to the three phases and categorised them into ERT goals (three strategies), motivation for ERT (three strategies), self-control in ERT (three strategies), self-observation in ERT (one strategy), self-judgment from the ERT class (two strategies) and self-reaction from the ERT class (one strategy). We ended by proposing a tentative EFL teacher self-regulation model for ERT context. Implications are provided.

Open Access March 31, 2023

What’s in, and what’s out? A study of student choice of learning activities in a flipped EFL classroom

Yan Shen

Page range: 310-334

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Abstract

Flipping pedagogy has gained popularity in higher education. Learning activities are decisive to the effectiveness of a flipped classroom. However, research dedicated to learning activities in flipped classrooms is limited in quantity and even scarcer from learners’ perspectives. This paper explores students’ choice of learning activities in and out of a flipped EFL classroom to find more targeted measures to enhance teaching and learning practices in flipped classrooms. Student proposals ( n = 30) for learning activities from 30 sophomores in an integrated English course (IEC) were used as media for data collection. The technology acceptance model (TAM) was used as the analytical framework. The findings showed that the participants proposed a conventional learning method emphasising lectures and revisions, which can result from students’ understanding of effective learning and their perceived usefulness of technology. This study concluded that successful flipped teaching entails considering student needs in the e-learning environment, quality learning activities and sufficient support for students to develop their autonomy.

Open Access April 13, 2023

Adopting online flipped teaching to improve learner engagement in an English for specific purposes (ESP) course in China: a mixed-methods study

Zhiyong Li, Yang Wang

Page range: 335-361

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Abstract

In this study, we evaluated the effect of online flipped teaching on learner engagement in an English for specific purposes (ESP) listening and speaking course at a Chinese university. We also aimed to understand the factors influencing learner engagement in an online environment. For this study, an e-learning platform called Yunbanke was used for asynchronous teaching in a flipped class, and Tencent Meeting was employed for synchronous teaching in the non-flipped and flipped class, respectively. We used a mixed-methods approach. First, we conducted a quasi-experiment to compare engagement levels between the experimental group (flipped class, n = 34) and control group (non-flipped class, n = 35) before and after 16 weeks of online instruction. Then, we used lesson logs and conducted interviews with the students and the instructor. The results showed that online flipped teaching could significantly improve the learners’ behavioural and cognitive engagement compared to the non-flipped class. However, no significant difference was found in emotional engagement between the two classes. Qualitative data supported our quantitative findings, and five key factors leading to different dimensions of learner engagement were identified: learners’ prior English attainment, learners’ perceived affordance of online learning and teaching, interpersonal factors, instructor presence and learning tasks. Our findings can shed light on online ESP learners’ engagement and improve online ESP teaching practices.

Book Reviews

Open Access June 7, 2023

Stefania M. Maci, Michele Sala: Book Review on Corpus Linguistics and Translation Tools for Digital Humanities: Research Methods and Applications

Fulu Liang

Page range: 362-368

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Open Access June 7, 2023

Dorothy Kenny: Book Review on Machine Translation for Everyone: Empowering Users in the Age of Artificial Intelligence

Junsong Wang, Shuai Zhang

Page range: 369-373

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Ahead of Print / Just Accepted

Ahead of Print / Just Accepted

Volume 3 (2023)

Volume 2 (2022)

Volume 1 (2021)

Issue 1

No ranking information is available for this journal.

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Preparing your manuscript

Before submitting your manuscript to the Journal of China Association for Computer-Assisted Language Learning, please ensure you have read the Objective to make sure that the topic of your contribution is relevant to this journal. Please note that your manuscript will be checked for plagiarism via Crossref Similarity Check.

Please submit your papers here: https://mc.manuscriptcentral.com/jccall　
For inquiries send an email to ai@bfsu.edu.cn

Call for Papers

Special issue: Using VR, AR, MR, and XR in language learning
Publication date: December 2023
Deadline for abstract submissions: September 30th, 2022
Further information

Special issue: Online Technologies for Language Learning and Teaching
Publication date: February 2024
Deadline for abstract (within 500 words) submissions: October 31th, 2022
Feedback for abstracts AND Invitation for full papers: November 30th, 2022
Further information

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Before submitting your article please have a look at the Instructions for authors, and our Ethical Guidelines
Do not submit work that has been submitted elsewhere or has been published previously
Manuscripts must be written in clear and concise English
A Publication Ethics Statement and a signed copyright agreement are required before publication
If you have any general questions please visit our FAQ page for authors

We look forward to receiving your manuscript!

Editorial

Advisory Board (顾问委员会)

WEN Qiufang (文秋芳), Beijing Foreign Studies University (CHN)
SUN Youzhong (孙有中), Beijing Foreign Studies University (CHN)
Agnes KUKULSKA-HULME, The Open University (UK)

Editors-in-Chief (主编)

GU Yueguo (顾曰国), Beijing Foreign Studies University (CHN)
TANG Jinlan (唐锦兰), Beijing Foreign Studies University (CHN)

Associate Editors (副主编)

MA Qing (马清), The Education University of Hong Kong (CHN)
Prithvi N. SHRESTHA, The Open University (UK)

Editorial Board (编审委员会)

Mohamed ALLY, Athabasca University (CA)
FAN Lin (范琳), Beijing Foreign Studies University (CHN)
Michelle Mingyue GU (谷明月), The Education University of Hong Kong (CHN)
GU Peiya (顾佩娅), Soochow University (CHN)
Christoph HAFNER, City University of Hong Kong (CHN)
Philip HUBBARD, Stanford University (USA)
JIN Limin (金利民), Beijing Foreign Studies University (CHN)
KAN Qian (阚茜), The Open University (UK)
LAI Chun (赖春), The University of Hong Kong (CHN)
LI Liwen (李莉文), Beijing Foreign Studies University (CHN)
LI Wei (李嵬), University College London (UK)
LI Yanyan (李艳燕), Beijing Normal University (CHN)
LI Zuowen (李佐文), Beijing Foreign Studies University (CHN)
LIU Hongyan (刘红艳), Beijing Foreign Studies University (CHN)
LIU Shijuan（刘士娟), Indiana University of Pennsylvania (USA)
SHI Lijing (施黎静), London School of Economics and Political Science (UK)
Glenn STOCKWELL, Waseda University (JP)
Tony MCENERY, Lancaster University (UK)
Thomas ROBB, Kyoto Sangyo University (JP)
THANG Siew Ming, HELP University (MY)
XIAO Junhong (肖俊洪), The Open University of Shantou (CHN)
XU Jiajin (许家金), Beijing Foreign Studies University (CHN)
YU Shengquan (余胜泉), Beijing Normal University (CHN)
ZHAO Ke (赵珂), Shanghai University of Finance and Economics (CHN)
ZHENG Chunping (郑春萍), Beijing University of Posts and Telecommunications (CHN)
ZOU Bin (邹斌), Xi’an Jiaotong-Liverpool University (CHN)

Editorial Office 编辑部

Manager (主任)
TANG Jinlan (唐锦兰), Beijing Foreign Studies University (CHN)

Executive Manager (责任编辑)
ZHANG Shuai (张帅), Beijing Foreign Studies University (CHN)
email: ai@bfus.edu.cn

Copy Editors (文字编审)
WANG Qi (王琦), Beijing Foreign Studies University (CHN)
ZHANG Shuai (张帅), Beijing Foreign Studies University (CHN)
ZHAO Xue (赵雪), Foreign Language Teaching and Research Press (CHN)

(Deutsch)

Type: Journal
Language: English
Publisher: De Gruyter
First published: August 20, 2021
Publication Frequency: 2 Issues per Year