language games dissertation

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THE USEFULNESS OF GAMES IN FOREIGN LANGUAGE LEARNING Using Games as an Aid and Motivation in Language Lessons

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American Journal of Educational Research

sciepub.com SciEP

This article is dedicated to a problem in language education – using game as a basic strategy in learning process of all age learners. The author describes main features of game as a learning method and its advantages in comparison with traditional methods. Game sustains student motivation and interest and makes education effective and pleasant. In the paper a short presentation of Suggestopedia is given, an efficient method created by Bulgarian scientist Dr G. Lozanov (1926-2012), which is based on game. In the article some terms used in language education are also discussed.

Online Submission

Mania Mubaslat

Dr. Ahmed A A M Raba' , Ziyad Tanni

The aim of this study is to find out the role of games in promoting students’ attitudes towards learning English from the teachers' perspective. To achieve this aim, the researchers used a 30-item questionnaire which was given to 20 male and female UNARWA teachers who teach English for the Palestinian young children aged 6-10 years old (grades 1-4) in the schools of Jenin Refugee Camp, Ya’bad, Araba, and Rommana where the whole authority belongs to United Nations Educational, Relief and Work Agency (UNERWA) during the second semester of the scholastic year 2010-2011. The researchers used different statistical procedures such means, t- test and one way ANOVA in analyzing the collected data. After the analysis of the collected data, the researchers found out that most of the teachers of English in the above-mentioned schools agree that games have a great influence on the students' attitudes towards learning English and that the use of them in the class is not just for fun but it also serves many educational purposes such as creative thinking, critical thinking, problem solving, role playing and collaborative work among others. In the light of these findings, the researchers suggested using games as energizers and short warm-up activities not only to sustain attractiveness to learning, but also to bring real life to learning

Educational Research and Reviews

melek alpar

Fitri Aliningsih

This study aimed at describing the use of games in enhancing students' motivation in English learning at SMP N 3 Gubug, Grobogan Regency. In order to achieve the goal of the study, a case study research was utilized. In this case, 4 classes of the seventh graders were investigated. In collecting the data, classroom observations focused on the process of learning were conducted. Besides, to know the students' motivation, a questionnaire and a semi structured interview were applied. Then the data were analyzed through 3 stages namely data reduction, data presentation, and data interpretation. In the process of English teaching learning, the teacher applied some games, including-Hidden Words, Crosswords Puzzle, Scrabble, Who am I?, Jumbled Words, Thematic Dominoes, and Snakes & Ladders‖. The study revealed that the students have positive responses toward the use of the games in learning. They agreed that the use of games makes English learning become more exciting. Besides, the...

JURNAL PENDIDIKAN GLASSER

mukmin mukmin

This research aims at analyzing correlation between the use of games and students’ motivation. Quantitative method with correlation research design was used in this research. Its population consists of 65 students taken as research sample. Total sampling technique was applied in this research. Two independent variables correlated were the use of games as variable X and students’ motivation as variable Y. Questionnaires used to collect data consisted of 40 items, in which 20 items related to the use of games and another 20 items concerning with students’ motivation. The data were analyzed by applying computer program of SPSS (statistical package for social science) 18. Findings of the research indicate that the coefficient correlation (rxy) is 0.571, with the degree of freedom df = N-2 and the level of significance 0.05 or 5%. Value of r-table 0.244 indicates that the value of rxyis higher than rt (0.571 > 0.244). Thereby, alternative hypothesis (Ha) is accepted and null hypothesi...

Teaching English as a Second Language

Johansen Quijano

The ever increasing numbers of EFL learners adds greater urgency to the need to prioritize the most effective means by which language proficiency can be enhanced; developing language skills through games being one such method. This study examines the overall effects of using games on the improvement of young children " s English proficiency in relation to the following criteria: motivation; vocabulary acquisition; and anxiety due to peer pressure. The overarching aim of the research is to investigate the relationship between the usage of games and students " English proficiency. In this study, the subjects numbered 50 grade-six EFL students from one elementary school. By applying quantitative and qualitative research methods, the major findings demonstrate that students evidenced significant improvements in their learning motivation and vocabulary acquisition, and that their anxiety levels due to peer pressure were reduced when learning included games. Other findings reveal that there is a significant relationship/difference in the utilization of games and students " English performance, most notably with regards to proficiency levels. The various implications for pedagogical application of gaming components in regards to enhancing young learners " English performance and attitudes are also presented.

Procedia - Social and Behavioral Sciences

ŞULE ÇELİK KORKMAZ

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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/

Lai, C. (2006). An exploration into factors that affect student perception of their online foreign language learning experience. Michigan State University.  (Doctoral dissertation).

Liang, M.-Y. (2006). Interaction in EFL online classes: How Web-facilitated instruction influences EFL university students' reading and learning. (Doctoral dissertation, Indiana University). Retrievable from en.zl50.com

Lin, C.-C. (2006). Applying computer-assisted language learning in EFL classrooms in Taiwan: Attitude, autonomy, and activity preference. Kingsville, TX: Texas A&M University–Kingsville.  (Doctoral dissertation).

Michieka, M. M. (2006). Accessibility and presence of English in rural Kisii, Kenya: Implications for English language education. West Lafayette, IN: Purdue University. (Doctoral dissertation).

Nemeth, L. R. (2006). Assessing the effectiveness of the Puentes de Vida program as a means of teaching English to immigrant Hispanic adults. Wilmington, DE: Wilmington College. (Doctoral dissertation).

Pacheco, M. G. (2006). Computers in language development for second language learners: The students' views. Las Cruces, NM: New Mexico State University. (Doctoral dissertation).

Rodriguez, J. C. (2006). Weaving technology in the design of learning experiences in world language teacher education: The development of a cognitive tool, an instructional device and an exploration. Ames, IA: Iowa State University. (Doctoral dissertation).

Ruellot, V. M. (2006). French pronunciation learning and computer-mediated visual feedback. Urbana, IL:  University of Illinois at Urbana-Champaign.  (Doctoral dissertation).

Sanchez, A. D. (2006). Enhancing vocabulary acquisition through synthetic learning experiences: Implementing virtual field trips into classrooms. Orlando, FL: University of Central Florida.  (Doctoral dissertation).

Shams, A. N. (2006). The use of computerized pronunciation practice in the reduction of foreign language classroom anxiety. Tallahassee, FL: The Florida State University. (Doctoral dissertation).

Sidman-Taveau, R. L. (2006). Computer-assisted project-based learning in second language: Case studies in adult ESL. Austin, TX: The University of Texas at Austin. (Doctoral dissertation).

So, C. K. L. (2006). Effects of L1 prosodic background and AV training on learning Mandarin tones by speakers of Cantonese, Japanese, and English. Burnaby, CA: Simon Fraser University. (Doctoral dissertation).

Toussaint, J. L. (2006). Using computer technology to stimulate second language acquisition. Minneapolis, MN: Capella University. (Doctoral dissertation).

Wang, Y. (2006). Internet use among Chinese students and its implication for cross-cultural adaptation. (Doctoral dissertation, Kent State University). Retrievable from ProQuest Dissertations & Theses. (AAT 3230008)

Yang, M.-L. (2006). Exploring Taiwanese EFL students' responses to synchronous CMC: Effects on language use, learning and transfer, and perceptions. (Doctoral dissertation, The University of Texas at Austin). Retrievable from University of Texas Digital Repository,  http://repositories.lib.utexas.edu/handle/2152/3008

Zha, S. (2006). The effects of a technology-supported training system on second language use strategies for international teaching assistants. (Doctoral dissertation, University of Missouri–Columbia). Retrievable from MOspace,  https://mospace.umsystem.edu/xmlui/handle/10355/4480

Zheng, D. (2006). Affordances of three-dimensional virtual environments for English language learning: An ecological psychological analysis. (Doctoral dissertation, University of Connecticut.) Retrievable from DigitalCommons@UConn,  http://digitalcommons.uconn.edu/dissertations/AAI3221577/

Al-Jamhoor, M. M. (2005). Connecting Arabs and Americans online to promote peace and to increase cultural awareness: A descriptive study about Arab EFL learners' perceptions, practices, behaviors and attitudes towards computer-supported collaborative writing strategies and technologies. (Doctoral dissertation, Indiana University of Pennsylvania). Retrievable from Indiana University of Pennsylvania DSpace,  http://dspace.iup.edu/handle/2069/20?show=full

Blin, F. (2005). CALL and the development of learner autonomy: An activity theoretical study. (Doctoral dissertation, Open University). Retrievable from author’s personal website,  http://francoiseblin.wordpress.com/research/my-phd-thesis/

Chiu, C. -Y. (2005). Teacher roles and autonomous language learners: Case study of a cyber English writing course. (Doctoral dissertation, The Pennsylvania State University). Retrievable from PennState electronic Theses and Dissertations,  https://etda.libraries.psu.edu/paper/6809/

Chuarayapratib, N. (2005). The role of reading for pleasure on English websites on language acquisition: A study at a Thai university. Memphis, TN: The University of Memphis.  (Doctoral dissertation).

Cummings, A. D. (2005). Administrative and pedagogical uses of computers in foreign language classrooms: A survey of Spanish teachers' beliefs and practices. Iowa City, IA: The University of Iowa.  (Doctoral dissertation).

Dabrowski, R. (2005). Criteria for appraising computer-based simulations for teaching Arabic as a foreign language. Bloomington, IN: Indiana University. (Doctoral dissertation).

González-Méndez, C. R. (2005). The effect of computer-assisted language learning on Puerto Rican university students' writing achievement in a Basic English course. Río Piedras, PR: University of Puerto Rico, (Doctoral dissertation).

Hincks, R. (2005). Computer support for learners of spoken English.  Stockholm, SE: Kungliga Tekniska Hogskolan. (Doctoral dissertation).

Huh, K. (2005). The role of CALL in the language learning and creative thinking development of ESL students. Pullman, WA: Washington State University. (Doctoral dissertation).

Kaminski, J. M. (2005). The evolution of language learning materials, realia, archives, and metadata resources: An agenda for formative research. West Lafayette, IN: Purdue University. (Doctoral dissertation).

Kessler, G. (2005). Computer-assisted language learning within masters programs for teachers of English to speakers of other languages. (Doctoral dissertation, Ohio University). Retrievable from OhioLINK Digital Resource Commons ( https://www.ohiolink.edu ).

Kitade, K. (2005). Interactional features of asynchronous computer-mediated communication for language learning: From cognitive and sociocultural perspectives. Honolulu, HI: University of Hawai'i Mānoa,  (Doctoral dissertation).

Konovaliouk, V. V. (2005). Integration of technology into the teaching of foreign languages and cultures with particular reference to Russian studies. Stony Brook, NY: State University of New York at Stony Brook.  (Doctoral dissertation).

Lee, Y. (2005). Implementing synchronous chat-based curriculum in an advanced-level ESL classroom. Raleigh, NC: North Carolina State University. (Doctoral dissertation).

Park, Y. J. (2005). Instructional design theory for entirely Web-based courses in higher education: A case study on ESL pragmatic teaching. Bloomington, IN: Indiana University. (Doctoral dissertation).

Pellerin, M. (2005). Shifting paradigm in the use of the new technologies of communication in the language classroom: a video ethnography study. Calgary, CA: University of Calgary. (Doctoral dissertation).

Reeder, F. M. (2005). Improving machine translation evaluation using language learner evaluation techniques. Fairfax, VA: George Mason University. (Doctoral dissertation).

Sands, T. D. (2005). Assessment of effective teaching practices and the use of technology in English as a second language first-year composition courses. (Doctoral dissertation, The University of Arizona). Retrievable from ProQuest Dissertations & Theses. (AAT 3173240)

Tsai, S.H.E. (2005). The effect of EFL reading instruction by using a WebQuest learning module as a CAI enhancement on college students' reading performance in Taiwan. Pocatello, ID: Idaho State University. (Doctoral dissertation).

Yim, Y. -K. K. (2005). Second language speakers' participation in computer-mediated discussions in graduate seminars. (Doctoral dissertation, University of British Columbia). Retrievable from The University of British Columbia cIRcle,  https://circle.ubc.ca/handle/2429/17333

Yuan, R. (2005). A probe into learning approaches and attitudes towards technology-enhanced language learning (TELL) in Chinese instruction. (Doctoral dissertation, University of Central Florida). Retrieved from UCF Libraries,  http://etd.fcla.edu/CF/CFE0000829/Yuan_Rong_200512_phD.pdf

Alrumaih, A. A. (2004). Multimedia instructional applications for pronunciation instruction in English as a foreign language setting in Saudi Arabia: A study of attitudes, beliefs, and pedagogies. Manhattan, KS: Kansas State University. (Doctoral dissertation).

Banafa, F. (2004). The impact of the Internet and multimedia on pronunciation and oral communication of Arab college students learning English in the United States.  Las Cruces, NM: New Mexico State University.  (Doctoral dissertation).

Bartoshesky, A. (2004). Cyber resources for language education: Accessing and using Web-based target language materials. Washington, DC: The George Washington University. (Doctoral dissertation).

Chen, L. K. (2004). Experiences of students participating in a computer-assisted language learning environment: An example of Chinese language learning. Athens, OH: Ohio University. (Doctoral dissertation).

Chiu, C. Y. (2004). Effectiveness of implementing computer-assisted language learning technology in the English for specific purposes training program. Boca Raton, FL: Lynn University. (Doctoral dissertation).

Colpaert, J. (2004). Design of online interactive language courseware: Conceptualization, specification and prototyping. Research into the impact of linguistic-didactic functionality on software architecture. (Doctoral dissertation, University of Antwerp). Retrievable from University of Antwerp.

Fiori-Agoren, M. L. (2004). The development of grammatical competence through synchronous computer-mediated communication. University Park, PA: The Pennsylvania State University. (Doctoral dissertation).

Gánem-Gutiérrez, G. A. (2004) The processes of collaborative activity in computer-mediated tasks: In search of microgenesis. Southampton, UK: Southampton University. (Doctoral dissertation).

Goda, Y. (2004). Feedback timing and learners' response confidence on learning English as a foreign language (EFL): Examining the effects of a computer-based feedback and assessment environment on EFL students' language acquisition. Melbourne, FL: Florida Institute of Technology. (Doctoral dissertation).

Gunder, P. A. (2004). Situating and transforming technology integration professional development for language teachers: A comparative multiple case study. Tucson, AZ: The University of Arizona. (Doctoral dissertation)

. Hernández, S. S. (2004). The effects of video and captioned text and the influence of verbal and spatial abilities on second language listening comprehension in a multimedia learning environment. New York, NY: New York University. (Doctoral dissertation).

Hoover, C. G. (2004). Foreign language teachers' use of technology in instruction: An exploratory study. Omaha, NB: University of Nebraska at Omaha. (Doctoral dissertation).

Ives, K. S. (2004). Computer mediation experiences by language-and-culturally diverse global teams. Phoenix, AZ: University of Phoenix.  (Doctoral dissertation).

Kim, J. A. (2004). A teacher education course in integrating educational technology in L2 classrooms: Teachers' perspectives. New York, NY: New York University. (Doctoral dissertation).

Kost, C. R. (2004). An investigation of the effects of synchronous computer-mediated communication (CMC) on interlanguage development in beginning learners of German: Accuracy, proficiency, and communication strategies. Tucson, AZ: The University of Arizona.  (Doctoral dissertation).

Lee, B. C. (2004). Korean EFL inservice teachers' experiences with native-speaking teachers of EFL using two computer-mediated communication modes: A qualitative case study. Edmonton, CA: University of Alberta. (Doctoral dissertation).

LeMond, M. M. (2004). Synchronous computer-mediated team-based learning in the Spanish foreign language classroom. (Doctoral dissertation, The University of Texas at Austin). Retrievable from University of Texas Digital Repository,  http://repositories.lib.utexas.edu/handle/2152/1353

Lin, Y. A. (2004). An assessment of the international students' attitudes toward technology-based learning: English as a second language (ESL) implication. University, MS: Mississippi State University. (Doctoral dissertation). Lugo Morales, E. (2004). Exploring the use of CALL in a content-based ESL college course. Río Piedras, PR: University of Puerto Rico. (Doctoral dissertation).

Mambo, B. E. (2004). Technology integration in second language learning: Exploring emerging cultural and linguistic patterns in technology-supported learning environments. Manhattan, KS: Kansas State University. (Doctoral dissertation).

Oxford, R. M. N. (2004). Effects of technology-enhanced language learning on second language composition of university-level intermediate Spanish students. (Doctoral dissertation, University of North Texas). Retrieved from UNT Digital Library,  http://digital.library.unt.edu/ark:/67531/metadc4688/

Rende, L. M. (2004). The teaching of Italian in a technology-enhanced environment. Toronto, CA: University of Toronto. (Doctoral dissertation).

Roberts, R. (2004). Computer-mediated communication patterns in online learning environments. San Francisco, CA: University of San Francisco.  (Doctoral dissertation).

Ware, L. (2004). The evolution of an open computer laboratory for English as a second language (ESL) in a community college context. (Doctoral dissertation: Northern Illinois University). Retrievable from ProQuest Dissertations & Theses. (AAT 3132439)

Baltrus, J.M. (2003). A model-based comparison of traditional and technology-integrated English language arts middle school classrooms. Albany, NY: State University of New York at Albany. (Doctoral dissertation).

Bangou, F. (2003). A situated approach to knowledge construction related to technology-enhanced foreign language teaching and learning for preservice teachers in a large Midwestern Master of Education program. (Doctoral dissertation, The Ohio State University). Retrievable from OhioLINK ETD Center ( https://etd.ohiolink.edu/ap/1?0 )

Bearden, R.J. (2003). Chatting in a foreign language: An interactional study of oral vs. computer-assisted discussion in native speaker and non-native learner dyads. (Doctoral dissertation, The University of Texas at Austin). Retrievable from the University of Texas Digital Repository,   http://hdl.handle.net/2152/452

Buscemi, C.E. (2003). Computer-enhanced and non-computer-enhanced Spanish language instruction: A case study. (Doctoral dissertation, The University of Texas at Austin). Retrievable from the University of Texas Digital Repository,  http://hdl.handle.net/2152/478

Chen, C.E. (2003). The use of email for interpersonal communication in a second language: A comparative case study of two Chinese speakers' email practices in English. (Doctoral Dissertation, State University of New York at Albany). Retrievable from University of Hong Kong Libraries. (2761227)

Dobson, M.C. (2003). Preparing teachers to use technology: The WebQuest in the secondary English language arts methods classroom. Kalamazoo, MI: Western Michigan University. (Doctoral dissertation).

Ducate, L.C. (2003). Culture, communication, community: Co-constructing knowledge and cultural images through computer-mediated communication. (Doctoral dissertation, The University of Texas at Austin). Retrievable from the University of Texas Digital Repository,  http://hdl.handle.net/2152/553

Echavez-Solano, N. (2003). A comparison of student outcomes and attitudes in technology-enhanced vs. traditional second-semester Spanish language courses. Minneapolis/ St. Paul, MN: University of Minnesota. (Doctoral dissertation).

Gardner, D. (2003). Evaluating user interaction with interactive video: Users' perceptions of self-access language learning with MultiMedia Movies (China). Milton Keynes, UK: Open University. (Doctoral dissertation).

Han, K. (2003). ESL learner's self-efficacy and language anxiety in computer-networked interaction. (Doctoral dissertation, The University of Texas at Austin). Retrievable from the University of Texas Digital Repository,  http://hdl.handle.net/2152/11981

Heather, J.C. (2003). The validity of computer-mediated communicative language tests. Tucson, AZ: The University of Arizona. (Doctoral dissertation).

Jung, H.J. (2003). Language, literacy, and technology: A qualitative study of opportunities in technology-enhanced language learning classroom environments. Pullman, WA: Washington State University. (Doctoral dissertation).

Kim, H.K. (2003). A study of three ESL teachers' beliefs about the roles of teachers and L2 learning and their integration of computers. Buffalo, NY: State University of New York at Buffalo. (Doctoral dissertation).

Kung, S.C. (2003). Virtual native speakers of English for an increasingly global need: Factors affecting participation in a key-pal program for language exchange. New York, NY: Columbia University Teachers College. (Doctoral dissertation).

Ma, L. (2003). Knowledge-driven language learning: A virtual environment for learning elementary spoken Chinese. (Doctoral dissertation, Universiteit Gent). Retrievable from Universiteitsbibliotheek Gent (lib.ugent.be).

Oscoz, A.R. (2003). Jigsaw and free discussion in synchronous computer-mediated communication (S-CMC). Iowa City, IA: The University of Iowa. (Doctoral dissertation).

Qi, D.S. (2003). Language switching in the thinking processes underlying second-language composing task performance among Mandarin-English bilinguals in the context of computer studies. Toronto, CA: University of Toronto. (Doctoral dissertation).

Roux-Rodriguez, R. (2003). Computer-mediated peer response and its impact on revision in the college Spanish classroom: A case study. (Doctoral dissertation, University of South Florida). Retrievable from the University of South Florida Scholar Commons,  http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=2461&context=etd

Suda-Dunn, K. (2003). The effects of three computer-assisted programs on the acquisition of transitive/intransitive verbs by beginning-level Japanese language students. San Francisco, CA: University of San Francisco.  (Doctoral dissertation).

Varner, S.V. (2003). Attitudes and perceptions of secondary language arts teachers towards computer technology and its use in curriculum and instruction. Tuscaloosa, AL: The University of Alabama. (Doctoral dissertation)

. Ware, P.D. (2003). From involvement to engagement in online communication: Promoting intercultural competence in foreign language education. (Doctoral dissertation, University of California, Berkeley). Retrievable from ResearchGate. (34496317)

Wei, J.K. (2003). The effect of meaningful-making technology on learning a foreign language: Integrating video clips with two captioning modes on a simulated German-learning website. Pocatello, ID: Idaho State University. (Doctoral dissertation).

Williams, L.F. (2003). The nature and complexities of chat discourse: A qualitative case study of multi-level learners of French in an electronic environment. Philadelphia, PA: The Pennsylvania State University. (Doctoral dissertation).

Abalhassan, K.M.I. (2002). English as a foreign language instruction with CALL multimedia in Saudi Arabian private schools: A multi-case and multi-site study of CALL instructors' pedagogies and beliefs. Indiana, PA: Indiana University of Pennsylvania. (Doctoral dissertation).

Arnold, M.N. (2002). Computer-mediated communication: Writing to speak without foreign language anxiety. (Doctoral dissertation, The University of Texas at Austin.  Retrievable from the University of Texas Digital Repository  http://repositories.lib.utexas.edu/handle/2152/11202

Ballou, E.A.G. (2002). Teaching language and culture with computer-mediated communications technologies. (Doctoral dissertation, University of Massachusetts Amherst). Retrievable from ProQuest Dissertations & Theses. (AAT 3068539)

Chiang, T. (2002). Collaboration-based instruction and second language writing: How teachers impact the quality of student work in collaborative writing classrooms. San Diego, CA: Alliant International University. (Doctoral dissertation).

Evans, C.A. (2002). The effects of computer-assisted main idea instruction on foreign language reading comprehension. Albany, NY: State University of New York at Albany. (Doctoral dissertation).

Fu, Y. (2002). The effect of computer-assisted language learning (CALL) on fifth-grade Taiwanese students' English vocabulary learning through reading. (Doctoral dissertation, The University of Mississippi). Retrievable from ResearchGate. (35486588)

Hashimoto, S. (2002). Computer and networking technology usage for world language education in post-secondary education in Tennessee. (Doctoral dissertation, The University of Tennessee). Retrievable from ResearchGate. (34273287)

Lin, N.N. (2002). Motivation and attitude toward integrated instruction through technology in college-level EFL reading and writing in Taiwan (China). (Doctoral dissertation, University of Pittsburgh). Retrievable from enZL50. (20111209282143250)

Medina, M. (2002). A study of Hispanic EFL students learning English within a CALL classroom: Student introspection on learning, technology, and community. (Doctoral dissertation, Indiana University of Pennsylvania). Retrievable from The University of Hong Kong Libraries. (2988424)

Rodriguez-van Olphen, M.M.C. (2002). Integrating technology into the foreign language teacher education curriculum: A phenomenological study. (Doctoral dissertation, Purdue University). Retrievable from ProQuest Dissertations & Theses. (AAT 3099201)

Rushubirwa, L.F.R. (2002). Experiences of faculty and students integrating multimedia and Web-based technologies into university foreign language learning: A study of three languages (Japanese, Swahili, Yoruba). (Doctoral dissertation, Ohio University). Retrievable from the University of Hong Kong Libraries (2988428)

Shaughnessy, M.R. (2002). Educational software evaluation: A contextual approach. (Master’s thesis, University of Cincinnati). Retrievable from OhioLink.

Shih, J. (2002). A study of Web-based higher education courses: An intellectual autobiography. New York, NY: Columbia University Teachers College. (Doctoral dissertation).

Valle, M. (2002). Communicative language testing: Integrating a listening comprehension section and communicative features in a computer-based Spanish test. (Doctoral dissertation, University of Massachusetts Amherst). Retrievable from ProQuest Dissertations & Theses. (AAT 3039399)

Watanabe, Y. (2002). A survey of computer-mediated communication (CMC) applications in teaching Japanese as a foreign language. Lawrence, KS: The University of Kansas. (Doctoral dissertation).

Abraham, L.B. (2001).  The effects of multimedia on second language vocabulary learning and reading comprehension . (Doctoral dissertation, The University of New Mexico). Retrievable from the University of South Florida Scholar Commons,  http://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=3477&context=etd

Al-Kahtani, S.A. (2001).  Computer-assisted language learning in EFL instruction at selected Saudi Arabian universities: Profiles of faculty . Indiana, PA: Indiana University of Pennsylvania. (Doctoral dissertation).

Beers, M. (2001).  Subjects-in-Interaction version 3.0: An intellectual system for modern language student teachers to appropriate multiliteracies as designers and interpreters of media texts . (Doctoral dissertation, University of British Columbia). Retrievable from  https://circle.ubc.ca/handle/2429/12851

Bradley, W.S. (2001).  Technology, risk and education: English language teaching with computers in Japanese universities.  Tucson, AZ: The University of Arizona. (Doctoral dissertation).

Chang, M. (2001).  Effects of embedded relevance enhancement within a computer-based interactive multimedia program for English as a foreign language learners.  (Doctoral dissertation, Purdue University). Retrievable from Retrievable from ProQuest Dissertations & Theses. (AAT 3037548)

Chen, I. (2001).  A constructivist computer-assisted language learning environment for second language/cultural learners in northern Taiwan (China) . (Doctoral dissertation, The Pennsylvania State University). Retrievable from ResearchGate. (35639006)

Kim, H. (2001).  Initial efforts of three ESL teachers to effectively utilize network-based language teaching . Buffalo, NY: State University of New York at Buffalo. (Doctoral dissertation).

Kourtis-Kazoullis, V. (2001).  DiaLogos: Bilingualism and the teaching of second languages on the internet . Rhodes, GR: University of the Aegean. (Doctoral dissertation).

Ngai, G. (2001).  Maximizing resources for corpus-based natural language processing.  (Doctoral dissertation, The Johns Hopkins University). Retrievable from ResearchGate. (34766289)

Patterson, P.J. (2001).  Computer-assisted language learning: An analysis of discourse produced in computer-assisted and oral class discussions by Spanish learners . (Doctoral dissertation, The University of Texas at Austin). Retrievable from ResearchGate. (35003079)

Reynard, R. (2001).  Internet-based distance training for adult ESL learners: a framework for dynamic language learning . (Doctoral dissertation, University of Toronto). Retrievable from ResearchGate. (34270666)

Samsonov, P.V. (2001).  Effectiveness of teaching a part of a foreign language course through computer-mediated communication as perceived by the students of Texas A&M University and military reservists: A case study . College Station, TX: Texas A&M University. (Doctoral dissertation).

Smith, D.B. (2001).  Taking students to task: Task-based computer-mediated communication and negotiated interaction in the ESL classroom . Tucson, AZ: The University of Arizona. (Doctoral dissertation).

Bohlke, O.E. (2000). A comparative discourse analysis of output produced by learners of German in a chatroom and a face-to-face discussion group, and its potential implications for foreign language instruction. East Lansing, MI: Michigan State University. (Doctoral dissertation).

Chism, R.L. (2000). A Vygotskian perspective on electronic bulletin boards: An exploratory study (Lev Vygotsky). Tallahassee, FL: The Florida State University. (Doctoral dissertation).

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Language games and the emergence of discourse

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• Published: 15 April 2022
• Volume 200 , article number  159 , ( 2022 )

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• Jeffrey A. Barrett 1 &
• Jacob VanDrunen 1  

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Wittgenstein (Philosophical investigations, Basil Blackwell Ltd., 1958) used the notion of a language game to illustrate how language is interwoven with action. Here we consider how successful linguistic discourse of the sort he described might emerge in the context of a self-assembling evolutionary game. More specifically, we consider how discourse and coordinated action might self-assemble in the context of two generalized signaling games. The first game shows how prospective language users might learn to initiate meaningful discourse. The second shows how more subtle varieties of discourse might co-emerge with a meaningful language.

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1 Introduction

Ludwig Wittgenstein was concerned with how meaningful language was interwoven with action. Footnote 1 As he put it, in learning a language “children are brought up to perform these actions, to use these words as they do so, and to react in this way to the words of others” ( 1958 , §6). Footnote 2 Learning a language involves establishing an association between words and actions. To illustrate how meaningful language is interwoven with action, Wittgenstein described a simple language meant to serve for communication between a builder A and her assistant B :

A is building with building-stones: there are blocks, pillars, slabs and beams. B has to pass the stones, and that in the order in which A needs them. For this purpose they use a language consisting of the words “block”, “pillar”, “slab”, “beam”. A calls them out;— B brings the stone which he has learnt to bring at such-and-such a call. Conceive this as a complete primitive language. ( 1958 , §2)

In using the language, one agent calls out the words and the other acts on them. To know how to do so is to know the rules of a game. More generally, “[w]e can ... think of the whole process of using words in [the builder-assistant language] as one of those games by means of which children learn their native language.” The language game associated with the primitive builder-assistant language is “the whole, consisting of language and the actions into which it is woven” ( 1958 , §7).

Inasmuch as it involves learning how to use the language, a language game on Wittgenstein’s conception is an evolutionary game. As the players repeatedly interact, they update their strategies on the basis of what has happened in past plays. They are playing the game well when their language use facilitates successful action.

Our aim here is not to reconstruct Wittgenstein’s philosophical views generally nor his account of how one might learn an established language more specifically. We are concerned, rather, with how a language game, where words are inextricably interwoven with action, might emerge from prelinguistic interactions between potential language users. This forging of a language game might also be characterized as an evolutionary game. It is a game that shows how language and action might come to form an integrated whole in the first place. In particular, we will consider how this might happen in the context of generalized signaling games that allow for self-assembly.

David Lewis ( 1969 ) introduced the idea of a signaling game to show how linguistic conventions might be established. Brian Skyrms ( 2006 ) subsequently showed how the classical games Lewis described might be reformulated as evolutionary games that illustrate how even low-rationality learners might evolve simple signaling languages. Barrett and Skyrms ( 2017 ) have more recently shown how both simple and more generalized signaling games might self-assemble by means of ritualized interactions. Better understanding the self-assembly of games is a key motivation for the present models. Footnote 3

A self-assembling game is characterized by what the players do when they interact and how their structure of interactions evolves. The sender in a signaling game observes nature, then sends a signal. The receiver waits for the signal, observes the signal, then acts. Then the agents each update their dispositions based on what happened and do it all again. This sequence of interactions forms a network that is manifest across time. It is a structure where players take turns. The theory of self-assembling games is concerned with the self-assembly of such diachronic structures.

The generalized signaling games we consider here illustrate how a meaningful language and the diachronic structure of the players’ interactions might coevolve to facilitate successful action. Footnote 4 The first game shows how a player might learn to initiate meaningful discourse by asking a question rather than immediately acting. The second game shows how agents may evolve to ask new questions with coordinated meanings that coevolve on repeated plays. We will also consider variants of each game that illustrate features of self-assembly. Together, these games show how language and the structure of discourse itself may come to be interwoven with action and how the diachronic structure of an evolutionary game may coevolve with the play of the game.

2 The emergence of discourse

We will start with something akin to Wittgenstein’s builder-assistant game. It shows how agents might come to be involved in meaningful discourse using an evolved language instead of simply acting in the first place. It also shows how they might learn to end discourse and to act instead of talking. While this game is very simple, it allows for self-assembly. It is this that determines the structure of discourse between the two agents.

The question game begins with nature randomly determining whether the builder needs a slab or a block with unbiased probabilities. The assistant knows that the builder needs a slab or a block but does not know which. He may guess at what the builder needs and hand her a slab S or a block B at random, or he may produce a signal Q instead of immediately acting. Footnote 5

If the assistant decides to guess and hands the builder what she needs given the current state of nature, then the round is a success. In this case, the assistant is rewarded in a way that may influence his future actions, something we will discuss in more detail in a moment. If the assistant hands the builder the wrong thing given the current state of nature, then the round is a failure. In this case, neither the assistant nor the builder are rewarded, and they may even be punished, something else we will discuss in a moment. So if the assistant hands the builder a block or slab, players succeed or fail and the current round of the game ends.

If the assistant decides instead to signal Q , then the builder observes the signal and replies with one of two signals \(A_0\) or \(A_1\) . Footnote 6 In this case, the assistant has a second chance to guess what the builder needs by handing her a slab S or a block B , or he may again signal Q . If the assistant chooses to hand something and hands the builder what she needs given the current state of nature, then the round is a success and both players are rewarded. If the assistant hands the builder the wrong thing, then the round is a failure. In this case, neither player is rewarded and both may be punished. If the assistant chooses to signal Q again, then we will also count the round as a failure on the present version of the game.

Note that the question game may be played without any discourse at all if the assistant always just chooses to guess what the builder needs. In that case, one should expect the builder and her assistant to be successful about half the time as a result of blind luck. For the builder and her assistant to do better than chance, they must coevolve an integrated set of dispositions. Specifically, the assistant must learn to initiate discourse with Q , the builder must learn to use \(A_0\) and \(A_1\) to represent the current state of nature, and the assistant must learn to respond by handing the builder the building material that has come to be represented by the builder’s signal. If the builder and her assistant evolve to be uniformly successful, Q must come to initiate discourse much as the question “What do you need?” might, and \(A_0\) and \(A_1\) must come to specify each of the two building materials: slab and block.

In order to characterize an evolutionary game, we need to say how the players learn from their experience. To this end, we will consider two learning dynamics: simple reinforcement and reinforcement with punishment . Footnote 7 One might represent how the players’ dispositions evolve under each of these dynamics by considering a process of adding and drawing balls from urns. The urns and the types of ball each contains represent the degrees of freedom of the players’ dispositions and the proportion of each type of ball in each urn represent their first-order dispositions to act on states of nature and signals. Some of their actions will serve to structure their discourse. The question game on simple reinforcement learning proceeds as indicated in Fig.  1 read from top to bottom. The events on each round of play are as follows.

question game (simple reinforcement):

assistant move i : Nature randomly determines whether the builder needs a slab or a block with unbiased probabilities. The assistant draws a ball from his start urn . This urn begins with one ball each of types Q , S , and B . If he draws S or B he just hands the builder a slab or a block. If the builder gets what she needs given the state of nature, then the assistant returns the ball he drew to the urn from which he drew it and adds a duplicate ball of the same type. Else, the assistant just returns the ball he drew to the urn from which it was drawn. But if the assistant draws Q , he signals Q .

builder move i : If the assistant signals Q , the builder in turn draws a ball from an urn corresponding to the building material she needs. Specifically, if nature tells her that she needs a slab, then she draws from her slab urn ; and if nature tells her that she needs a block, then she draws from her block urn . Each of these urns initially contains one ball each of types \(A_0\) and \(A_1\) . If the builder draws an \(A_0\) ball, she signals \(A_0\) ; and if she draws an \(A_1\) ball, she signals \(A_1\) .

assistant move ii : When the assistant hears the builder’s reply, he draws from one of two reply urns, \(A_0\) and \(A_1\) , each initially containing one ball each of types Q , S , and B , then either signals Q again, or hands a slab S or block B to the builder. If the builder gets the building material she needs, then the round was successful and both players return the balls they drew to the urns from which they drew them and add a duplicate ball. Else, each agent just returns his or her balls to the urns from which they were drawn.

The question game. Play begins in the top left and zig-zags towards the bottom right. The far right column of text represents nature’s play, while the middle column represents signals and/or actions taken by players. The boxes represent urns which the respective players draw from, conditioned on nature’s play and/or the signals received

A closely analogous description characterizes the question game under reinforcement with punishment. The difference is that here when a round leads to a successful action, each of the players returns the ball that he or she drew to the urn from which it was drawn and adds a copy of that ball; but when a round leads to failure, each of the players discards the ball that he or she drew unless it was the last ball of its type in the urn; in which case, he or she just returns the drawn ball to the urn from which it was drawn.

On simulation the builder and her assistant begin by acting randomly, but on repeated plays, the assistant typically evolves to ask what the builder needs rather than just guess, and the builder’s reply coevolves to represent what she needs. With \(10^7\) plays per run, on simple reinforcement, the players end up with dispositions that are reliable more than 0.9 of the time on 0.895 of the runs. For (+ 1, − 1) reinforcement with punishment, all of the runs were observed to yield a final reliability better than 0.9.

Figure  2 provides a more more detailed sense of these results. The blue distribution represents the number of simulation runs out of 1000 where the final accuracy was less than or equal to the specified value on simple reinforcement learning. The dots indicate the actual final accuracy of each run. The orange distribution does the same for (+ 1, − 1) reinforcement with punishment. Footnote 8

Final accuracies for the question game, displayed as an empirical CDF. Individual dots indicate the results of actual simulations, rank-ordered so that the corresponding value on the ordinate indicates the number of simulations out of 1000 which had less than or equal to the specified final accuracy. The blue distribution indicates the results for simple (+ 1, − 0) reinforcement, while the orange distribution the results for reinforcement with punishment (+ 1, − 1)

Inasmuch as Q , \(A_0\) , and \(A_1\) are initially meaningless, they are neither questions nor answers. But as the players interact with each other and the world and update their dispositions in accord with their learning dynamics, Q comes to serve as a question and \(A_0\) and \(A_1\) come to serve as answers, answers that communicate precisely what the assistant needs to know to hand the right thing to the builder given the current state of nature.

We have supposed that the builder simply gives up if the assistant asks a second question. A more subtle model would allow the conversation to continue at a cost for each question and reply. The cost might represent the time and effort the agents expend in the exchange. Footnote 9

Consider the question game under simple reinforcement learning with a base reinforcement payoff of 2.0 for success and a fixed signal cost of 0.5 for each signal sent in the round. Here the assistant’s expected return for randomly guessing is 1.0. This is less than the 1.5 expected return for asking one question if the builder and assistant have evolved a perfectly reliable signaling system. But it is more than the 0.75 expected return for asking one question when they have not yet evolved the ability to communicate. Footnote 10 So the question is whether the builder and assistant are able to evolve reliable enough signalling conventions fast enough to make discourse more attractive than guessing.

On simulation of the costly question game the builder gets what she needs with a final accuracy better than 0.75 on 0.534 of the runs and an accuracy of better than 0.9 on 0.398 of the runs with \(10^7\) plays per run. The assistant usually evolves to ask precisely one question then act on the builder’s reply. This happens even in the case of suboptimal pooling as the expected return for asking one question using a language with a reliability of 0.75 is 1.125. On successful runs, the builder and assistant learn to signal reliably enough early on that the assistant is sufficiently likely to initiate discourse in future plays so that they have the chance to evolve a yet more reliable language which makes future discourse yet more likely. This feedback reinforces both the likelihood of future discourse and the accuracy of the evolved language. As a result, the agents coevolve a diachronic structure of interactions and a simple signaling language where the builder gets what she needs.

Unsurprisingly, the likelihood of discourse decreases as signaling costs increase. That said, reliable discourse is sometimes found to evolve on reinforcement learning in the present game with a signaling cost of 1.0. In this case, there is no expected advantage for the assistant to ask a question even after having evolved a perfectly reliable signaling system. Nevertheless, on simulation the builder gets what she needs with an accuracy better than 0.75 on 0.008 of the runs and with an accuracy better than 0.9 on 0.002 of the runs. If a reliable signaling system evolves quickly, the assistant may be regularly reinforced early on for initiating discourse in a round. As a result, the assistant may learn to communicate effectively with the builder and prefer doing so even when he might do slightly better in the medium run by guessing on his own.

To do better than chance in each version of the question game, the assistant must learn to initiate discourse and the builder and the assistant must together forge a language with sufficient expressive resources to tell the assistant what the builder needs. This requires them to coevolve dispositions that bind their signals and actions in such a way as to form an integrated whole that both structures their discourse and gives it content. Just as with Wittgenstein’s language game, the game that self-assembles, when successful, allows for basic communication between the builder and her assistant.

The sequential structure of the language game they ultimately produce coevolves with the meanings of the players’ signals. The options each player has on a round of play and the significance of those options depend on what the players did in earlier rounds, what happened when they did it, and how they updated their dispositions. The self-assembling game evolves a language game with a fixed diachronic structure together with the players’ strategies for playing that game.

Important for the present argument, the agents cannot even begin to evolve a language with sufficient expressive resources for the task at hand without first getting involved in discourse. Self-assembly explains how the language part of the language game comes to be played at all. In brief, the agents talk because discourse eventually has salutary consequences. If they do not begin to play the language part of the game, they have no chance of evolving the stable linguistic practice that ultimately allows them to coordinate their practical actions. When they do start talking, it does not take long to get some measure of success. And this leads to further talk.

Also concerning the structure of discourse, the agents are only successful if the assistant learns when it is appropriate to stop asking questions and to act on the information shared by the builder. Knowing how to stop talking is as important as knowing how to start. But ending the conversation is only successful if the assistant gives the builder the right thing. It is in this way that the very structure of discourse co-emerges with meaningful language. Together they allow for successful action.

3 Meaning and the structure of discourse

In the question game, the assistant’s one linguistic act evolves to serve as a prompt to get the builder to say something that might come to represent the material the builder needs. One can imagine a self-assembling dialogue game that allows for the evolution of more subtle language games.

Suppose that the builder needs one of four possible building materials on each round (red slab RS , red block RB , blue slab BS , or blue block BB ) and that the assistant has two potential linguistic acts ( \(Q_0\) and \(Q_1\) ) that may come to represent the same or different questions. There are a number of ways to fill in the details to characterize a particular self-assembling game. We will discuss one of these in some detail, then briefly describe what happens in a natural variant.

Part of filling in the details involves saying what options and resources each player has and what might affect each player’s actions at each step in the game. To begin, we will suppose that the builder has the same four responses available to answer each of her assistant’s two potential questions ( \(A_0\) , \(A_1\) , \(A_2\) , and \(A_3\) ) and that she conditions her actions on what she needs and the question that her assistant just asked and on nothing else. We will further suppose that the assistant conditions his actions on everything the builder has said so far in the round and on nothing else. Footnote 11

The dialogue game proceeds from the top left to the bottom. Note that the builder uses the same urns to reply to both questions. Which she draws from depends on the question asked and what she needs

The dialogue game on simple reinforcement proceeds as indicated in Fig.  3 read from top to bottom. The events on each round of play are as follows.

dialogue game (simple reinforcement):

assistant’s move i : Nature randomly determines what the builder needs with unbiased probabilities from among the four possible materials: red slab RS , red block RB , blue slab BS , or blue block BB . Her assistant then draws a ball from an urn that begins with one ball of each of the six types RS , RB , BS , BB , \(Q_0\) , and \(Q_1\) . If he draws RS , RB , BS , or BB , he simply hands the corresponding material to the builder. If it is what the builder needs, the round ends with success and the assistant returns his ball to the urn and adds a duplicate ball of the same type. If it is not what the builder needs, the play ends in failure and the assistant just returns the ball he drew to the urn. If the assistant draws \(Q_0\) or \(Q_1\) , he sends the corresponding signal.

builder’s move i : The builder draws from an urn corresponding to her assistant’s signal and the building material she needs. She has eight urns for this purpose labeled \(Q_0RS, Q_1RS, Q_0RB, \ldots \) each initially containing one ball each of four types \(A_0, A_1, A_2,\) and \(A_3\) . The builder sends the signal corresponding to the type of ball drawn.

assistant’s move ii : The assistant observes the builder’s reply and draws a ball from one of four new urns \(A_0, A_1, A_2,\) and \(A_3\) , each corresponding to one of the possible replies. Each reply urn begins with one ball of each of the six types RS , RB , BS , BB , \(Q_0\) , and \(Q_1\) . If he draws RS , RB , BS , or BB , he hands the corresponding material to the builder. If the assistant gives the builder what she needs, the round ends with success and both players return the balls they have drawn to the urns from which they were drawn and add a duplicate ball of the same type. If it is not what is needed, the round ends in failure and each just returns the ball(s) to the urns from which they were drawn. Else, if the assistant draws \(Q_0\) or \(Q_1\) , he sends the corresponding signal.

builder’s move ii : This is exactly the same as builder move (i). The builder has only one set of urns, so the dispositions that the builder uses to reply to the first question are precisely the same as the dispositions she uses to reply to the second question.

assistant’s move iii : The assistant observes the builder’s second reply and draws from one of sixteen new urns depending on both the builder’s first and second replies labeled \(A_0A_0, A_0A_1, \ldots \) . Each of these reply urns begins with one ball of each of the six types RS , RB , BS , BB , \(Q_0\) , and \(Q_1\) . If he draws RS , RB , BS , or BB , he gives the corresponding material to the builder, and the round ends in success or failure depending on whether the builder got what she needs. The players reinforce on all draws that led to success in the round and do not reinforce on failure. If the assistant draws \(Q_0\) or \(Q_1\) , he asks another question and the round ends in failure as the builder has lost patience. The players do not reinforce.

Again, an analogous description characterizes the dialogue game under \((+1,-1)\) reinforcement with punishment. Success works just as described above, but failure leads to each ball drawn in the round being discarded unless it was the last ball of its type in the urn from which it was drawn.

In order to be optimally successful, the builder and assistant must learn to communicate within an evolved structure of interactions using questions and answers that have coevolved coordinated meanings. The assistant must learn to initiate discourse, to ask the right questions given their evolving meanings, and eventually to stop asking questions. And the builder must evolve answers to the two questions the assistant may ask that together communicate what she needs.

Note that only the first question and answer are in principle needed in this initial version of the game. That said, asking both questions may still serve a purpose if the first question does not end up eliciting a response that fully specifies what the builder needs. If the agents do evolve to play beyond the first question on a round, the two questions might come to mean different things that together determine the assistant to provide the builder with the material she needs. Indeed, this often happens under simple reinforcement learning.

Final accuracies for the dialogue game

On simulation the players initially signal and act randomly, but on repeated plays, they again typically evolve nearly optimal dispositions. With \(10^7\) plays per run on simple reinforcement, they end up with actions that are reliable more than 0.9 of the time on 0.890 of the runs. On \((+1,-1)\) reinforcement with punishment, all of the runs were observed to yield a nearly optimal final reliability. The blue distribution in Fig.  4 represents the number of simulation runs out of 1000 that did less than or equal to the specified final accuracy value on simple reinforcement. The orange does the same for \((+1,-1)\) reinforcement with punishment. A significant proportion of the runs on simple reinforcement 0.072 exhibited a final success rate of less than 0.8. These suboptimal pooling equilibria can be seen in the blue distribution’s inflection point at 0.75 in Fig.  4 .

The agents are so successful in evolving an efficient language game on the \((+1,-1)\) reinforcement with punishment game, that there is not much to say. Here the players evolve a highly accurate language that only requires one question. In contrast, language games with different diachronic structures may evolve on simple reinforcement. The evolved diachronic structure of a game depends in part, then, on the adaptive dynamics.

On different runs of the simple reinforcement game, the players sometimes evolve linguistic practice that does not require a second question. The assistant needs two bits of information to know what material the builder needs. As Fig.  5 shows, the probability of the second question being asked at all in the language game resulting from a full run decreases as the evolved information content of the first answer increases.

Note, however, that sometimes both questions get asked even when the first answer is fully informative. Indeed, the second question sometimes evolves to mean precisely the same thing as the first, as indicated by the answers it elicits and the subsequent actions it produces. There are a number of ways that this may happen. If the meaning of the first question were slower to evolve on a run than that of the second, such redundancy may have played a role in early success on the run. Since asking a second question is cost free in the present game, the evolution of this sort of redundancy is unsurprising. One would expect it to occur less frequently if there were a cost to asking a second question. In this spirit, there is a very high cost to asking a third question in the present game, and it comes to be almost never asked on either of the two dynamics.

More interesting, the two questions sometimes evolve different meanings and only allow for optimal success by dint of the systematically interrelated meanings of the questions and the replies they elicit. Two examples of this can be seen in Fig.  6 . Both of these are from runs that produced language games that allow for nearly optimal success.

The probability that the assistant asks a second question given the information (in bits) communicated by the first question. Once again, individual dots indicate actual simulations, with the blue dots corresponding to those simulations with final accuracies greater than 0.9, the orange dots to those with final accuracies between 0.9 and 0.75, and the green dots to those with final accuracies less than 0.75

Two examples of evolved languages (left and right) in which each question elicits insufficient information but together precisely specifies the material needed

In the first run (left), the builder uses \(A_0\) for both RS and RB in reply to \(Q_0\) , and she uses \(A_1\) for both RS and BB in reply to \(Q_1\) , but her two answers together serve to determine the required building material. Footnote 12 In the second run (right), the builder sometimes uses \(A_0\) and sometimes uses \(A_3\) for RS and uses \(A_2\) for both RB and BB in reply to \(Q_0\) , and she uses \(A_3\) for both RS and BB and does not use \(A_0\) at all in reply to \(Q_1\) , but again her two answers together serve to determine the required building material. Footnote 13

The two questions here provide two chances for the agents to evolve a reliable system of communication on simple reinforcement. Sometimes one works and the other is not needed. And sometimes they both work and one sees a form of redundancy. This is akin to what provides success on a learning dynamics like reinforcement with invention. Footnote 14 But in the present game there is also another phenomenon at work. The agents sometime evolve to ask different, but coordinated, questions.

Consider a costly version of the dialogue game where the players may continue to talk indefinitely with a base reinforcement payoff of 3.0 for success and a cost of 1.0 for each question and reply. On simulation the assistant almost always evolves to ask precisely one question then to act on the builder’s reply. The assistant’s expected return by guessing here is 0.5, and his expected return after asking one question is 2.0 if the assistant and builder are able to evolve a perfect language. So given what we saw in the costly question game, it is not surprising that the assistant learns to initiate discourse. When he does so and when the builder and assistant are able to evolve a working language, they are also forging a diachronic structure of interactions. Future plays of the game will involve less guessing and more extended discourse. Again, the diachronic structure of the game coevolves with what happens when the agents interact on repeated plays.

That the assistant does not evolve to ask more than one question also makes sense on reflection. The players usually 0.619 evolve a signaling language that gets the builder what she needs better than 0.9 of the time with \(10^7\) plays per run. But even when they get stuck in a suboptimal pooling equilibrium in the evolution of their language, the assistant only asks one question. At a suboptimal pooling accuracy of 0.75, he still has an expected return of 1.5, which is better than the expected return of 1.0 that he would get if he asked two questions even with a perfect language. So the builder and assistant are doing well enough playing a suboptimal pooling equilibria that the assistant does not have any reason to continue the conversation beyond one question. The distribution of payoffs in Fig.  7 illustrates this feature of the results. The upshot is that the assistant asking precisely one question is the optimal strategy if the builder and assistant are able to evolve a language with any real expressive power. And this is what the players are always found to do under the reinforcement dynamics.

Final average payoffs for the costly dialogue game

Asking just one question is in principle enough for perfect success on the games we have discussed so far. But more than one question is always required for success in a slightly modified version of the dialogue game.

Consider a cost-free version of the dialogue game but where the builder only has the expressive resources for two possible answers \(A_0\) and \(A_1\) to each of the assistant’s potential questions. On simulation the agents sometimes evolve optimal linguistic practice on both learning dynamics in this game as well. Here the only way that the builder can fully specify which of the four materials she needs is if her assistant asks both questions and if the answers to the two questions come to be systematically interrelated by means of evolved crosscutting properties. On successful runs the assistant learns to ask precisely two questions and the builder’s reply to each question comes to pick out one of two coevolved cross-cutting kinds such that the two answers together serve to specify the precise building material needed. Footnote 15

The various dialogue games illustrate how the meanings of the assistant’s questions and the builder’s replies might coevolve with the assistant’s learning to ask questions then learning to stop asking when he has enough information to act successfully. The players self-assemble the structure of discourse and action that is needed for success given the evolving meanings of the terms. And they tune the meanings of their terms to the evolving structure of the game that they are playing. In this way, the resulting language game comes to exhibit a systematically interrelated whole, that ties together the evolved meanings of their words and the structure of their discourse and actions.

4 Discussion

Wittgenstein used the notion of a language game to illustrate how language is interwoven with action. We have shown here how a systematically interrelated whole, where the agents’ words and the structure of their discourse and actions are thoroughly integrated to facilitate successful cooperative action, might be forged in the context of a simple learning dynamics. This explains how a simple language game like that described by Wittgenstein might come to be.

Self-assembly is essential to the agents’ success in each of the games we have considered. The agents cannot even begin to evolve a language without first getting involved in discourse. And they cannot benefit from having evolved a language that allows for reliable communication without learning when to stop talking and use what they have learned.

The self-assembly of such diachronic structure is central to the theory of self-assembling games. It explains how the dispositions that allow for sequential interactions between agents might coevolve with other aspects of the game. It shows how agents may learn to take turns even as they coevolve what they will do on their turns.

Importantly, the present games illustrate only a part of the full self-assembly process. Just as the assistant learns to ask questions, the builder may learn to reply to the assistant’s questions rather than to remain silent. To investigate how such a feature of discourse might evolve, one would give the builder the option of not replying at all or replying with one of a set of responses and see what happens under the adaptive dynamics. And so on for other structural features of the games we have considered. In short, there are yet more subtle models to investigate.

Such stories are thoroughly pragmatic. The agents learn to take part in discourse because it allows them to evolve a linguistic practice that eventually facilitates success in action. Achieving some measure of success leads to further talk. And that talk leads to further success. The feedback ritualizes their linguistic practice as a piece with their pragmatic practice more generally.

Ritualization of successful action under the adaptive dynamics of the self-assembling game is what structures the interactions of the agents and determines the significance of their actions at every step. It is what explains how they might come to use language at all.

The self-assembly of increasingly subtle language games allows for richer forms of meaningful discourse. In each evolved game, one’s language and actions are inextricably interwoven.

We would like to thank Brian Skyrms and the anonymous reviewers for their helpful comments on earlier versions of the paper.

The Wittgenstein references are to the numbered sections of his 1958 Philosophical Investigations .

See also Barrett et al. ( 2018 ), and Barrett ( 2020 ). See Barrett et al. ( 2020 ) and Steinert-Threlkeld ( 2020 ) for two accounts of how nontrivial linguistic compositionality might evolve in the context of signaling games under reinforcement learning.

Skyrms ( 2010 , pp. 154–155) describes a dialogue game with a fixed diachronic structure. Here we are concerned with how a diachronic structure like that might coevolve with the evolution of meaningful discourse.

The signal is just a state of nature produced by the assistant to which the builder has epistemic access and on which she might consequently condition her actions. The various signals we will consider are assumed to be distinguishable from each other so that the listener can act in a way that depends on the particular signal sent.

We are concerned here with how the assistant might learn to initiate discourse. Importantly, a similar story might be told for how the builder might learn to continue discourse by replying to Q . In each case, the process is one where the structure of the players’ interactions self-assembles through the ritualization of successful actions. How this might work for various aspects of the structure of a language game is a recurring theme in the present paper. See Barrett and Skyrms ( 2017 ) and Barrett ( 2020 ) for discussions of how self-assembly works more generally.

See Herrnstein ( 1970 ), Roth and Erev ( 1995 ), and Erev and Roth ( 1998 ) for a description of various forms of reinforcement learning and how they may be used to characterize human learning. See Barrett ( 2006 ) for a description and an early investigation of a number of learning dynamics and Barrett and Zollman ( 2009 ) for a discussion of the role of punishment and forgetting in learning. See Alexander et al. ( 2012 ), Barrett et al. ( 2017 ), Cochran and Barrett ( 2021 ), Cochran and Barrett ( 2022 ), Barrett and Gabriel ( 2021 ) for discussions of increasingly subtle learning strategies.

There are 1000 runs on each game. The final accuracy is determined by running each game \(10^3\) additional non-learning plays after the initial \(10^7\) and tracking how well the players do just in these last \(10^3\) plays. There is nothing special about this cutoff other than that it represents an accuracy higher than any observed suboptimal pooling equilibrium. See the e-version of the paper for color figures.

Costly signaling in nature is ubiquitous and well-studied. See Maynard Smith ( 1965 ), Sherman ( 1977 ), Zahavi and Zavahi ( 1997 ) , and Searcy and Nowicki ( 2006 ) for discussions.

For two questions, the assistant’s expected return is the same as if he had just guessed up front; and for more questions, it is less. We will discuss what happens in such cases in a moment.

One might consider games where the players condition on anything to which they have epistemic access. What they in fact find salient evolves by means of a learning dynamics that serves to ritualize whatever behavior leads to successful action. See Barrett and Skyrms ( 2017 ) and Barrett ( 2020 ) for details regarding how this works.

If she needs RS , she answers \(A_0\) to \(Q_0\) and \(A_1\) to \(Q_1\) . If she needs BB , she answers \(A_1\) to \(Q_0\) and \(A_1\) to \(Q_1\) . And for RB and BS she answers both questions \(A_0\) and \(A_3\) respectively.

If she needs RS , she answers \(A_0\) or \(A_1\) to \(Q_0\) and \(A_3\) to \(Q_1\) . If she needs BB , she answers \(A_2\) to \(Q_0\) and \(A_3\) to \(Q_1\) . And for BS and RB she answers both questions \(A_1\) and \(A_2\) respectively.

On this dynamics, new terms are invented during play. Since each new term has a chance of evolving a reliable meaning under simple reinforcement, each increases the chance that the signaling game will be successful. But they dynamics also produces a lot of redundancy in the form of evolved synonyms. See Alexander et al. ( 2012 ).

This is similar to the natural-kind games described in Barrett ( 2007a , 2007b ) except, most saliently, here the game self-assembles to involve two questions as the meanings of the answers coevolve to represent conventional kinds. This modified dialogue game is significantly more difficult than these earlier natural-kind games or the dialogue games discussed above. On simple reinforcement in the present game, only 0.162 of the simulations have final accuracies greater than 0.75, with 0.078 having final accuracies greater than 0.9. On \((+1,-1)\) reinforcement with punishment, 0.548 of the simulations reached final accuracies greater than 0.9.

Alexander, J. M., Skyrms, B., & Zabell, S. L. (2012). Inventing new signals. Dynamic Games and Applications, 2, 129–145.

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Title: enhancing dialogue generation in werewolf game through situation analysis and persuasion strategies.

Abstract: Recent advancements in natural language processing, particularly with large language models (LLMs) like GPT-4, have significantly enhanced dialogue systems, enabling them to generate more natural and fluent conversations. Despite these improvements, challenges persist, such as managing continuous dialogues, memory retention, and minimizing hallucinations. The AIWolfDial2024 addresses these challenges by employing the Werewolf Game, an incomplete information game, to test the capabilities of LLMs in complex interactive environments. This paper introduces a LLM-based Werewolf Game AI, where each role is supported by situation analysis to aid response generation. Additionally, for the werewolf role, various persuasion strategies, including logical appeal, credibility appeal, and emotional appeal, are employed to effectively persuade other players to align with its actions.

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SLMming Down Latency: How NVIDIA’s First On-Device Small Language Model Makes Digital Humans More Lifelike

Editor’s note: This post is part of the AI Decoded series , which demystifies AI by making the technology more accessible, and showcases new hardware, software, tools and accelerations for RTX PC and workstation users.

At Gamescom this week, NVIDIA announced that NVIDIA ACE — a suite of technologies for bringing digital humans to life with generative AI — now includes the company’s first on-device small language model (SLM), powered locally by RTX AI.

The model, called Nemotron-4 4B Instruct , provides better role-play, retrieval-augmented generation and function-calling capabilities, so game characters can more intuitively comprehend player instructions, respond to gamers, and perform more accurate and relevant actions.

Available as an NVIDIA NIM microservice for cloud and on-device deployment by game developers, the model is optimized for low memory usage, offering faster response times and providing developers a way to take advantage of over 100 million GeForce RTX -powered PCs and laptops and NVIDIA RTX -powered workstations.

The SLM Advantage

An AI model’s accuracy and performance depends on the size and quality of the dataset used for training. Large language models are trained on vast amounts of data, but are typically general-purpose and contain excess information for most uses.

SLMs, on the other hand, focus on specific use cases. So even with less data, they’re capable of delivering more accurate responses, more quickly — critical elements for conversing naturally with digital humans.

Nemotron-4 4B was first distilled from the larger Nemotron-4 15B LLM. This process requires the smaller model, called a “student,” to mimic the outputs of the larger model, appropriately called a “teacher.” During this process, noncritical outputs of the student model are pruned or removed to reduce the parameter size of the model. Then, the SLM is quantized, which reduces the precision of the model’s weights.

With fewer parameters and less precision, Nemotron-4 4B has a lower memory footprint and faster time to first token — how quickly a response begins — than the larger Nemotron-4 LLM while still maintaining a high level of accuracy due to distillation. Its smaller memory footprint also means games and apps that integrate the NIM microservice can run locally on more of the GeForce RTX AI PCs and laptops and NVIDIA RTX AI workstations that consumers own today.

This new, optimized SLM is also purpose-built with instruction tuning, a technique for fine-tuning models on instructional prompts to better perform specific tasks. This can be seen in Mecha BREAK, a video game in which players can converse with a mechanic game character and instruct it to switch and customize mechs.

ACE NIM microservices allow developers to deploy state-of-the-art generative AI models through the cloud or on RTX AI PCs and workstations to bring AI to their games and applications. With ACE NIM microservices, non-playable characters (NPCs) can dynamically interact and converse with players in the game in real time.

ACE consists of key AI models for speech-to-text, language, text-to-speech and facial animation. It’s also modular, allowing developers to choose the NIM microservice needed for each element in their particular process.

NVIDIA Riva automatic speech recognition (ASR) processes a user’s spoken language and uses AI to deliver a highly accurate transcription in real time. The technology builds fully customizable conversational AI pipelines using GPU-accelerated multilingual speech and translation microservices. Other supported ASRs include OpenAI’s Whisper, a open-source neural net that approaches human-level robustness and accuracy on English speech recognition.

Once translated to digital text, the transcription goes into an LLM — such as Google’s Gemma, Meta’s Llama 3 or now NVIDIA Nemotron-4 4B — to start generating a response to the user’s original voice input.

Next, another piece of Riva technology — text-to-speech — generates an audio response. ElevenLabs’ proprietary AI speech and voice technology is also supported and has been demoed as part of ACE, as seen in the above demo.

Finally, NVIDIA Audio2Face (A2F) generates facial expressions that can be synced to dialogue in many languages. With the microservice, digital avatars can display dynamic, realistic emotions streamed live or baked in during post-processing.

The AI network automatically animates face, eyes, mouth, tongue and head motions to match the selected emotional range and level of intensity. And A2F can automatically infer emotion directly from an audio clip.

Finally, the full character or digital human is animated in a renderer, like Unreal Engine or the NVIDIA Omniverse platform.

AI That’s NIMble

In addition to its modular support for various NVIDIA-powered and third-party AI models, ACE allows developers to run inference for each model in the cloud or locally on RTX AI PCs and workstations.

The NVIDIA AI Inference Manager software development kit allows for hybrid inference based on various needs such as experience, workload and costs. It streamlines AI model deployment and integration for PC application developers by preconfiguring the PC with the necessary AI models, engines and dependencies. Apps and games can then orchestrate inference seamlessly across a PC or workstation to the cloud.

ACE NIM microservices run locally on RTX AI PCs and workstations, as well as in the cloud. Current microservices running locally include Audio2Face, in the Covert Protocol tech demo, and the new Nemotron-4 4B Instruct and Whisper ASR in Mecha BREAK .

To Infinity and Beyond

Digital humans go far beyond NPCs in games. At last month’s SIGGRAPH conference, NVIDIA previewed “James,” an interactive digital human that can connect with people using emotions, humor and more. James is based on a customer-service workflow using ACE.

Changes in communication methods between humans and technology over the decades eventually led to the creation of digital humans. The future of the human-computer interface will have a friendly face and require no physical inputs.

Digital humans drive more engaging and natural interactions. According to Gartner, 80% of conversational offerings will embed generative AI by 2025, and 75% of customer-facing applications will have conversational AI with emotion. Digital humans will transform multiple industries and use cases beyond gaming, including customer service, healthcare, retail, telepresence and robotics.

Users can get a glimpse of this future now by interacting with James in real time at ai.nvidia.com .

Generative AI is transforming gaming, videoconferencing and interactive experiences of all kinds. Make sense of what’s new and what’s next by subscribing to the AI Decoded newsletter .

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Community Question of the Week: What was your first programming language?

From C# to BASIC, our Discord community shares the programming languages that helped them get where they are today.

Each week we pose a question to our game developer community on the Microsoft Game Dev Discord. The beating heart of our online developer community, our Discord server allows developers to connect with each other, share their projects, get support, and network with peers in a thriving discussion space.

This week’s question is: What was your first programming language?

NotBlue : “I started off with C# for Unity game development, and then went on to learn a bit of python, which I’ve mostly forgotten, and some JavaScript for a very simple website. Now I’m learning new things for C# just about every day.”

Drew Van Camp, head of Cosmic Misfit Studio , creator of REVO : “For me it all started with a book on programming from the juvenile section of our public library that my mom picked up one day when I showed some interest in computers. It introduced me to the BASIC language, and I heavily relied on the IBM Basic Compiler ring-bound manual to learn even more. I was simply enamored with my ability to give the computer some instructions and watch it follow them. It didn't take long before I had our family's IBM PCjr filling the screen with all eight colors in a Mystify -like display that predated most screensavers. My goal was to eventually create a flying saucer computer game inspired by Spaceman Spiff comic strips. (Ask your parents).” Thomas “fehaare” Gravgaard, Lead Developer of Bird Island Studio : “I started with Basic on a Lambda 8300 then on to the Spectrum where it was still basic until I learned Z80 assembler to actually be able to do cool stuff. Then on to 6800 assembler until I learned Pascal at university. The first commercial programming I did (which was not games) was in Turbo Pascal/Delphi.

Later I started in games with writing my own engines in XNA/C# and ended up shipping a couple of Windows Phone games with that technology ( Max & The Magic Marker , Tentacles ) before moving on to Unity that I have worked with since version 2 where it was only on Mac.

C# is the language I feel most productive in and is therefore my weapon of choice. I gotta have my compiler and my rigid type system.”

Blueamcat, photographer and MSFT Game Dev Discord moderator: “I taught myself HTML and PHP for a fan site I wanted to create when I was 10 years old back in the 90s. I was SO proud of my work and had a blast learning. I didn't keep it up, but I could probably pick up a coding language easily nowadays. Possibly.”

[Playgig]Cliff, Playgig : “STI BASIC, then x86 assembly, 6800 assembly, Z80 (yeah, did that one after x86). With Turbo Pascal I thought I could do anything, then C entered my life, and I thought I had all the power in the world. Some 5 years or so later and C++ compilers started showing up. By about '95 I was almost entirely C++ and even now that's my language of choice

If I were to elaborate: To this day, I still love popcorn like Alan Bradley and have written more than one system called ‘The Grid’ (in reference to Tron ).” Want to join in on the fun? Visit the Microsoft Game Dev community on Discord to hang out with us, we’d love to see you there! Note: The background art for this article’s cover image: REVO In The Springtime © 2024 Cosmic Misfit Studio LLC. Design by Drew Van Camp and is used with permission.

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