This study illustrates a teaching model that utilizes a Blackboard (Bb) course management system (CMS) to support English writing instruction. It was implemented in a blended English research paper (RP) writing course, with specific learning resources and activities offered inside and outside the Bb CMS. A quasi-experimental study in which the results of two academic years were analyzed is presented. The results showed that the experimental group significantly outperformed the control group in their final drafts. The research methodology includes the technology acceptance model (TAM) to evaluate the course. The results of the survey showed that most students displayed positive learning outcomes, indicating that the instruction model could contribute to the effectiveness of learning English writing. Major factors influencing the improvement of writing performance included technical support, perceived usefulness, perceived ease of use, and attitude; however, the influence of writing activities on the Bb was limited in comparison to the other variables.

This study is aimed at identifying reading strategies of beginning learners of Chinese as a foreign language (CFL) with and without a pop-up dictionary and at determining if learners retain the reading comprehension gained from using the dictionary. Beginning CFL learners at a Midwestern university answered questions about their reading strategies after reading passages in Chinese with and without a pop-up dictionary, did think-aloud protocols, and wrote recalls. Qualitative analyses of answers and thinkaloud protocols identified generally-used strategies both with and without the pop-up dictionary: engaging in bottom-up strategies, monitoring comprehension, using the first language, and focusing on lexical cues. Qualitative analyses also revealed different reading strategies in obtaining character and word meanings and in constructing sentence meanings. Statistical results indicated that much of the improvement gained from using the pop-up dictionary during the first reading was not retained over a short period of time. It may be concluded that the use of the pop-up dictionary may not alter CFL learners’ general reading strategies, yet the dictionary does provide additional resources to facilitate meaning construction. Hence, it is relevant to guide students to effectively use the pop-up dictionary.

Mobile-Assisted Language Learning (MALL) has existed now for nearly two decades with its application to foreign language instruction chronicled in some 340 implementation studies. For several years already, proponents have claimed that MALL is commonplace in foreign language instruction. In reality, with few exceptions, published studies of MALL implementations have not progressed much beyond pilot testing, i.e., design proposals, proof of concepts, limited experiments, class trials. Above all, what is most striking about published MALL implementation studies is the virtual lack of follow-up reports of curricular integration. In order to put MALL applications into perspective, this paper is organized into three sections. The first gives an overview of published MALL implementation studies, the second provides a comparative analysis of MALL applications, and the last addresses the issue of MALL curricular integration. On the basis of this review, the paper concludes that MALL remains marginal in terms of the number of students and courses involved, the duration of implementations, the language skills targeted, the kinds of learning activities undertaken and the methodological approach used. Nonetheless, it also maintains that the necessary technological base and pedagogical expertise are in place to bring MALL in from the fringes to the core of foreign language teaching.

KoreanClass101.com is a website for self-learning where learners can select the curriculum and customize their learning with simple and easy interface. Focusing on oral and aural skills, all the lessons are delivered via audio blog, and the lesson files and lesson notes are downloadable even in mobile devices. However, because there is no pressure for learning, the program requires high motivation with self-discipline. Moreover, since the program mainly for developing oral and aural skills, advanced level learners who also need to develop literacy in Korean may not fit the program. Nonetheless, the program deals with contemporary up-to-date Korean language and cultural events, which usually cannot be taught in regular classroom-based courses.