The study uses technology acceptance model (TAM) to gain insights into user reactions to the technology adopted for language learning. The study aims to analyze the correlation between the variables of TAM on using Zoom application in language learning, in addition to examining how gender and experience influence the use of technology. The participants of this study comprise of 75 undergraduate English-as-Foreign-Language learners who have studied for their courses online during the COVID-19 pandemic. The results of the study reveal a strong positive correlation between the actual use of Zoom and the students' attitudes and behavioral intention. In addition, there is a positive correlation between computer self-efficacy and other variables (i.e. PU, actual use, PEU, attitude and behavioral intention). Further, while the results reveal that there is no correlation between the gender and any variables of the model, it has been found that experience is positively correlated with the variables of TAM.

Mobile devices are considered as the most widely used information and communication technologies. They have provided great advantages in language learning. This study reports a meta-analysis of the effectiveness of using mobile devices on vocabulary learning. A meta-analysis was conducted on research that compared the outcomes from students learning vocabulary using mobile devices to those learning vocabulary using traditional ways of learning. The meta-analysis examined how effect sizes varied based on learners’ age, type of vocabulary learning (receptive or productive), and aspects of vocabulary used (form, meaning, and use). This meta-analysis examined the effect of using mobile devices on vocabulary learning by reviewing 16 studies involving 986 participants. The use of mobile devices in learning vocabulary was associated with greater achievement in comparison with traditional ways. The findings of the meta-analysis indicate a medium effect of using mobile devices on vocabulary learning ( g = .67). Major findings of the current meta-analysis include the following: (a) Mobile devices have moderate effect sizes on both ways of vocabulary learning (productive and receptive), (b) adult learners get benefit from using mobile devices in vocabulary learning better than young learners, and (c) mobile devices have moderate effect on all aspects of vocabulary learning.

The integration of information and communication technology (ICT) into language teaching and learning depends on many factors. Some of these factors are associated with teachers. Teachers play a crucial role in the integration of ICT. This study investigates the impact of teacher's age, experience, and gender on the integration of ICT into language teaching. This study utilized a mixed-method approach of investigation, which applies both qualitative and quantitative methods. The instruments used for data collection were a survey and an interview. The survey was administered to 46 in-service EFL teachers working at Najran University, Saudi Arabia. Ten out of these participants were interviewed. The results indicate that there is no significant difference in using ICT between the two groups of teachers according to their age and experience. However, the results indicate that there is a difference between male and female teachers in using ICT in language teaching. Female teachers reported less use of ICT in their instruction than male teachers. Some suggestions are offered to improve the situation of ICT integration into language learning in EFL contexts.

Computers are used in almost all aspects of language learning and have also created numerous opportunities in this area. This study aims to examine the overall effectiveness of using a computer in pronunciation learning and training. A meta‐analysis of studies was conducted, which compared the outcomes of students learning the pronunciation of a foreign language (FL) using a computer with the results from those learning pronunciation based on traditional methods of teaching. This meta‐analysis examined how effect sizes varied depending on the learners’ age, learners’ target language proficiency, features of pronunciation, educational level, settings, treatment duration, and assessment tasks. This meta‐analysis examined the effect of using a computer on pronunciation learning by reviewing 20 studies involving 1014 participants. The findings of the meta‐analysis suggest that computer‐assisted training has a positive effect on FL pronunciation (d = 0.68), and is equally effective for both young and adult learners, but more effective for beginner and intermediate learners than advanced learners. The studies also suggest that computer‐assisted pronunciation training (CAPT) is more beneficial for university students than for school students. However, caution has to be exercised in interpreting the results. The small number of studies, all of very low quality (most with fewer than 100 participants, conducted within the same institution using intervention‐related assessments) means that the evidence of effectiveness can only be indicative and not conclusive. More robust, large‐scale studies involving several institutions and using objective standardised tests would be needed for more conclusive results.

This article reviews the literature on the implementation of computer-mediated communication (CMC) in language learning. This review aims at understanding how CMC environments have been implemented to foster language learning. The review draws on 40 recent research articles selected form 10 peer-reviewed journals, 2 book chapters and one conference proceeding. This review investigates the studies that have dealt with the CMC environments used for language learning. It reviews the studies that have explored the benefits of CMC in language learning; factors affecting the use of CMC in language learning, and current CMC environments used for language learning (such as emails, wikis, YouTube, Facebook). Only peer-reviewed articles have been selected. The review discusses the findings of these studies and suggests guidelines for future research studies in this area. It concluded that further studies are necessary to investigate how language teachers can integrate CMC environments and organize suitable tasks. Also, further studies are necessary to determine the principles that are required to implement CMC in language learning.