Volume 17 Issue 3
Regular Articles
Learner engagement with corrective feedback using think-aloud protocols
Pedro Fernández-Michels, Laia Canals Fornons
The JALT CALL Journal. Published: 28 December, 2021, Volume 17(3), 203–232. 
Language learner attitudes, technology attitudes, and technology prevalence at the secondary level
Pamela Wesely, Elizabeth Plummer
The JALT CALL Journal. Published: 28 December, 2021, Volume 17(3), 233–255.
Mobile and blended, please! Migrants and refugees’ learning choices in a language MOOC
Timothy Read, Elena Martín-Monge
The JALT CALL Journal. Published: 28 December, 2021, Volume 17(3), 256–276.
The construction of a L2 composition MOOC using Google Classroom
Mei-Hung Lin
The JALT CALL Journal. Published: 28 December, 2021, Volume 17(3), 277–297.
Team New Zealand-Sweden-Germany: A joint venture exploring language learning in digital spaces
Vera Leier, Alice Gruber
The JALT CALL Journal. Published: 28 December, 2021, Volume 17(3), 298–324.
Computer-related metacognitive and self-efficacy beliefs of university students: A Japanese case study
James Saunders-Wyndham, Eleanor Smith, Travis H. Past
The JALT CALL Journal. Published: 28 December, 2021, Volume 17(3), 325–348.
Emergency Remote Language Learning: Student perspectives of L2 learning during the COVID-19 pandemic
Gilbert Dizon, Benjamin Thanyawatpokin
The JALT CALL Journal. Published: 28 December, 2021, Volume 17(3), 349–370.
Officer Reports
Officer Reports
JALT CALL SIG
The JALT CALL Journal. Published: 31 December, 2021, Volume 17(3), 371–372.
Balancing old and new: Integrating competency-based learning into CALL teacher education
Joy Egbert, Seyed Abdollah Shahrokni
The JALT CALL Journal Published: 3 April, 2019, Volume 15(1), 3–18.
Using ALC Press Inc.’s NetAcademy next as the main resource in lower-level university English CALL classes in Japan: A case study
Glen Andrew Stewart
The JALT CALL Journal Published: 3 April, 2019, Volume 15(1), 19–41.
Enhancing peer feedback practices through screencasts in blended academic writing courses
Bradley Irwin
The JALT CALL Journal Published: 30 April, 2019, Volume 15(1), 43–59.
A comparison of computer-mediated peer corrective feedback between high and low-proficiency learners in a Japanese EFL writing classroom
Bradley D. F. Colpitts, Travis Hunter Past
The JALT CALL Journal Published: 31 August, 2019, Volume 15(2), 23–39.
Students’ and teachers’ perceptions of Moxtra as an online space for blended learning
Renaud Jonathan Davies
The JALT CALL Journal Published: 31 August, 2019, Volume 15(2), 3–22.
The role of EFL learners’ autonomy, motivation and self-efficacy in using technology-based out-of-class language learning activities
Radin Honarzad, Ehsan Rassaei
The JALT CALL Journal Published: 31 December, 2019, Volume 15(3), 23–42.
Evaluating a flipped intermediate Spanish course through students and instructor’s perceptions
Nadia V. Jaramillo
The JALT CALL Journal Published: 31 August, 2019, Volume 15(2), 41–62.
Postgraduate instructors’ formative feedback on EFL students’ assignments in email communication: A gender-based study
Souad Belgrimet
The JALT CALL Journal Published: 31 August, 2020, Volume 16(2), 85–105.
Students’ evaluation of a classroom bring-your-own-device (BYOD) policy
Simon Thomas
The JALT CALL Journal Published: 30 April, 2020, Volume 16(1), 29–49.
Promoting social inclusion for migrant populations through media, technologies and languages
Mercedes Rico, Laura Fielden, Héctor Sánchez
The JALT CALL Journal Published: 31 December, 2019, Volume 15(3), 3–22.