Source: https://www.lltjournal.org/dissertations/
Timestamp: 2019-04-20 23:08:48+00:00

Document:
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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, 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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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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).
Jones, J. (2012). Immersion within call. University, MS: The University of Mississippi. (Master's thesis).
Lin, C. (2012). Language learning through social networks: Perceptions and reality. Irvine, CA: University of California, Irvine. (Doctoral dissertation).
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).
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).
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).
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).
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).
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).
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).
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).
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).
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).
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).
Tour, E. Technoliteracy and ESL at the intersection: Contradictions and challenges. Clayton, AU: Monash University. (Doctoral dissertation).
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).
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).
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).
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).
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).
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).
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).
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).
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).
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).
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).
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).
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).
Lai, C. (2006). An exploration into factors that affect student perception of their online foreign language learning experience. Michigan State University. (Doctoral dissertation).
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).
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).
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).
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).
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).
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).
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).
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).
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).
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).
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).
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).
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).
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).
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).
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).
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).
Bradley, W.S. (2001). Technology, risk and education: English language teaching with computers in Japanese universities. Tucson, AZ: The University of Arizona. (Doctoral dissertation).
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).
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).
Gousseva-Goodwin, J.V. (2000). Collaborative writing assignments and on-line discussions in an advanced ESL composition class. Tucson, AZ: The University of Arizona. (Doctoral dissertation).
Ketterer, K.A. (2000). Second language immersion, integrated curriculum, constructivism, and information technology: A case study of the blending of frames through the lens of information technology. Eugene, OR: University of Oregon. (Doctoral dissertation).
Norton, D.P. (2000). Electronic mentoring: A qualitative study on mentoring preservice English language teachers through asynchronous computer-mediated communication. Indiana, PA: Indiana University of Pennsylvania. (Doctoral dissertation).
Scricco, F.A. (2000). The use of technology in the modern foreign language classroom: A constructivist approach using a secondary school test case. Stony Brook, NY: State University of New York at Stony Brook. (Doctoral dissertation).

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