The JALT CALL Journal ISSN 1832-4215
Published by JALT CALL SIG

[Volume 7, No. 3, December 2011]

[Regular Papers]

Meskill, Carla. Online instructional environments for language teaching: Designing the conversation, 249-254.

Warschauer, Mark et al. Transofrming digital reading with visual-syntactic text formating, 255-269.

Hagerman, Craig. An evaluation of automated writing assessment, 271-292.

Byrne, Jason. English Internet usage: An indicator of EFL progress, 351-372.

Al Fadda, Hind et al. A preliminary study of the effec of WebQuests on the writing performance of Saudi female EFL elementary school students, 373-390.

Mynard, Jo. Learning environments that facilitate reflection on language learning, 293-305.

Murray, Adam & Blyth, Andrew. Asurvey of Japanese university students computer literacy levels, 307-318.

Collins, William & Hunt, Justin. Improved student motivation and confidence through self-access listening, video forums and talking journals, 319-333.

Broadaway, Rick. Content-based instruction using Moodle: Creating a website to mirrow and enhance a print textbook, 335-349.

Tanaka-Ellis, Nobue. Interactional behaviour of foreign language learners in asynchronous CMC: Are they really interacting?, 391-408.

Lin, Jung-Ts & Kuo, Chih-Hua. Online peer conferencing in academic writing, 121-136.

Chang, Ching-Fen. Exploring genres and mediated actions in Taiwanese college students' blog writing, 137-150.

Cunningham, Joyce. Learning in student-generated TV commercials enhanced by computer technology, 151-175.

Ito, Ryu. EFL learners' proficiency differences and their CMC interaction during an asymmetrical convergent task, 177-193.

Wolff, Gary. Japanese university students' use Content 2.0 online forum to share thier views of the world, 195-205.

York, James. Reasons for using YouTube in the language classrooom including practical usage examples, 207-215.

Campbell, Aaron & Silver, Richard. TOEFL iBT training in the CALL classroom, 217-229.

Thomas, Simon. Virtual communities of practice: An inquiry into the creation, benefits, motivations, enablers and barriers to participation, 230-243.

Daniel, Paul. Developing iPhone apps for language learning, 143-148.

Tai, Yaming & Ting, Yu-Liang. Adoption of mobile technology for language learning: Teacher attitudes and challenges, 3-18.

Fageeh, Abdulaziz Ibraheem. EFL students' readiness for e-learning: Factors influencing e-learners' acce@tance of the blackboard in a Saudi university, 19-42.

Mackenzie, Dirk et al. Blended learning spaces: Synchronous blending, 43-60.

Huang, Lo-Li & Lin, Chih-Cheng. EFL learners' reading on mobile phones, 61-78.

DuQuette, Jean-Paul. Buckling down: Initiating an EFL reading circle in a casual online learning group, 79-92.

Lockley, Thomas. Japanese studnets' experience of ICT and other technology prior to university: A survey, 93-102.

Kobayasi, Kaoru & Little, Andrea. Learner perceptions on the usefulness of a blended learning EFL program, 103-1117.