Online journals for language learning in the 21st century

ReCALL is the journal of the European Association for Computer Assisted Language Learning (EUROCALL). It seeks to fulfil the stated aims of EUROCALL as a whole, and more particularly to promote the use of foreign languages within Europe and beyond, providing an international focus for the promulgation of innovative research in the area of computer-assisted language learning and technology-enhanced language learning in education and training.Typical subjects for submissions include theoretical debate on second language acquisition and development in technology-rich learning environments and their influence on design practical applications at developmental stage evaluative studies of the use of technology in the teaching and learning process assessment of the potential of technological advances in the delivery of language learning materials and enactment of language learning activities exploitation of on-line information systems and discussions of policy and strategy at institutional and discipline levels. Survey papers are welcome provided that they are timely, up-to-date and well-structured.

We are established as a not-for-profit association under French law since September 2010, and we are committed to making edited collections of peer-reviewed research papers a freely available public resource.

La revue Apprentissage des langues et systèmes d'information et de communication, Alsic est un lieu fédérateur permettant la présentation et l'échange de travaux menés dans les disciplines ou champs pertinents pour ce domaine : didactique des langues, sciences de l'éducation, sciences du langage, psychologie, sciences de l'information et de la communication, informatique, etc.

This international journal is devoted to the applications of educational technology and applied linguistics to problems of foreign language teaching...

The CALICO Journal is the oldest journal publishing exclusively on topics related to computer-assisted language learning, dating back to 1983. It is the journal of the Computer Assisted Language Instruction Consortium (CALICO). It is fully refereed.

Sponsored by the National Foreign Language Resource Center (NFLRC) at the University of Hawai’i, University of Hawai‘i Center for Language and Technology (CLT), and the Center for Language Education, and Research (CLEAR) at Michigan State University

                        Edited by Dorothy Chun and Trude Heift

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Online Learning (formerly JALN) promotes the development and dissemination of new knowledge at the intersection of pedagogy, emerging technology, policy, and practice in online and blended environments. The goal of the journal is to bridge theory and practice to advance this evolving field. More...

International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT): 2155-7098, 2155-7101: Educational IS&T Journals

We are excited to announce that MLJ is now part of Wiley’s Early View service. Fullly peer reviewed, edited articles will now be published online on a rolling basis in advance of their appearance in a print issue. To view all the articles currently available, simply click on the “Early View” heading in the menu bar on the left of the screen.

Language Teaching Research is a peer-reviewed journal that publishes research within the area of second or foreign language teaching. Although articles
are written in English, the journal welcomes studies dealing with the teaching of languages other than English as well.

This is an open-access journal which provides a platform both for established and early-career researchers. JSLTR is engaged with building a community of practice (both online and offline) and supports debate and scholarship in second language

This study examined five instructional techniques for teaching complex grammar online and their effect on learners’ ability to notice and process the Spanish subjunctive when it appeared in authentic input post experimental exposure. All participants were online learners of Spanish in their second semester of language study. Computerized visual input enhancement (VIE), operationalized as word animation, was used to increase the visual salience of the targeted grammatical form for web-based delivery. Four experimental groups – processing instruction with visual input enhancement (+PI +VIE), processing instruction without visual input enhancement (+PI –VIE), structured input with visual input enhancement (+SI + VIE), and structured input without visual input enhancement (+SI -VIE) – were compared with a group that received traditional instruc-tion (+TI). The results indicated that the +PI +VIE group outperformed the +TI group and the two SI groups (+SI +VIE and +SI -VIE) on an awareness measure and both PI groups (+PI +VIE and +PI -VIE) outperformed the +SI -VIE group on an input processing measure.

This is the home for The Language Teacher, the bimonthly publication of the Japan Association for Language Teaching (全国語学教育学会). It publishes articles and other material related to language teaching, particularly in an Asian context. TLT also serves the important role of publicizing information about the organization and its many events.

Journal of Language Teaching and
Research
(JLTR, print ISSN 1798-4769; online ISSN 2053-0684)
http://www.academypublication.com/jltr/

SCILT site

Multilingual Education is a peer-reviewed open access journal published under the brand SpringerOpen. It publishes high-quality empirical research on education in multilingual societies. The journal publishes research findings that examine language learning, development and use in language contact and multilingual contexts, and that will shape language education policy and practices in multilingual societies.

The range of topics covered includes the effects of multilingual education and literacy education on the maintenance and development of multilingualism; the roles of vernaculars and 'local' languages, national languages, and English in education; the effects of multilingual and/or English language education on school dropout and retention rates; the effects of the 'internationalization' of universities worldwide; bilingual/multilingual acquisition of non-cognate and 'different-script' languages; and the role in multilingual education of other major languages such as Arabic, French, Hindi, Mandarin and Spanish.

Language learner’s errors are often seen as a vital resource for understanding their learning process. However, error diagnosis can be a big challenge for language teachers, especially in second language learning contexts when there are discrepancies between the prescribed standard and prevailing uses. This article explores Singaporean students’ Chinese language (CL) learning “errors” with an aim to understanding their difficulties in error diagnosis and correction, and proposing possible solutions to this practical problem in CL instruction. The students’ language outputs have many deviations in pronunciation, vocabulary and grammar vis-à-vis the Putonghua standards, yet the lack of a clearly stated standard at the official level leads to a dilemma for CL teachers in the management of such variations. It is suggested that in Singapore’s language environment, the localised usages be tolerated rather than treated as errors and corrected in order to minimise the percept/practice gap.

A refereed international online journal of research on computer resources in foreign language learning (ISSN: 1988-1746)

Journal, German as a Foreign Language, GFL

Journal on generic teaching and learning research:
Teaching & Learning Inquiry: The ISSOTL Journal