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International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)
Emerging Sources Citation Index

International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)

This journal will be converting from Hybrid Open Access to full Gold Open Access on January 1, 2023. All article manuscripts (in process and newly submitted) will be processed through as open access submissions in preparation for the 2023 conversion.
Editors-in-Chief: Bin Zou (Xi'an Jiaotong-Liverpool University, China) and Michael Thomas (Liverpool John Moores University, UK)
Indexed In: INSPEC, SCOPUS, Web of Science Emerging Sources Citation Index (ESCI) and 16 more indices
Published: Continuous Volume |Established: 2011
ISSN: 2155-7098|EISSN: 2155-7101|DOI: 10.4018/IJCALLT
Latest Published Articles
Published: Nov 23, 2022
DOI: 10.4018/ijcallt.314567
Volume 12
This study explored the impact of the fully implementing an English e-learning course on students' learning performance. Technology acceptance model was used to examine the factors influencing... Show More
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MLA

Zhao, Qun,et al. "A Study of English E-Learning Courses in Improving Student Learning Performance in Higher Education." vol.12, no.1 2022: pp.1-15. http://doi.org/10.4018/ijcallt.314567

APA

Zhao, Q., Toshiyuki, H., Liu, S., & Wang, J. (2022). A Study of English E-Learning Courses in Improving Student Learning Performance in Higher Education. , 12(1), 1-15. http://doi.org/10.4018/ijcallt.314567

Chicago

Zhao, Qun and Hasumi Toshiyuki, Shih-Hao Liu, and Jin-Long Wang. "A Study of English E-Learning Courses in Improving Student Learning Performance in Higher Education," 12, no.1: 1-15. http://doi.org/10.4018/ijcallt.314567

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Mendeley
Published: Nov 15, 2022
DOI: 10.4018/ijcallt.2011070105
Volume 1
This research investigates the interaction between English students learning Chinese in the UK and Chinese students learning English in China via a wiki platform. Activity theory and legitimate... Show More
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MLA

Wang, Dongshuo,et al. "Interactive Learning Between Chinese Students Learning English and English Students Leaning Chinese on the Platform of Wiki." vol.1, no.3 2011: pp.1-16. http://doi.org/10.4018/ijcallt.2011070105

APA

Wang, D., Zou, B., & Xing, M. (2011). Interactive Learning Between Chinese Students Learning English and English Students Leaning Chinese on the Platform of Wiki. , 1(3), 1-16. http://doi.org/10.4018/ijcallt.2011070105

Chicago

Wang, Dongshuo and Bin Zou, and Minjie Xing. "Interactive Learning Between Chinese Students Learning English and English Students Leaning Chinese on the Platform of Wiki," 1, no.3: 1-16. http://doi.org/10.4018/ijcallt.2011070105

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Mendeley
Published: Nov 15, 2022
DOI: 10.4018/IJCALLT.2017100101
Volume 7
This article reports on a study involving experienced university lecturers from mainland China reflecting on how to blend FutureLearn MOOCs into their existing English Language Teaching (ELT)... Show More
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MLA

Orsini-Jones, Marina Erica,et al. "Chinese English Teachers' Perspectives on “Distributed Flip MOOC Blends”: From BMELTT to BMELTE." vol.7, no.4 2017: pp.1-14. http://doi.org/10.4018/IJCALLT.2017100101

APA

Orsini-Jones, M. E., Zou, B., Hu, Y., & Wei, L. (2017). Chinese English Teachers' Perspectives on “Distributed Flip MOOC Blends”: From BMELTT to BMELTE. , 7(4), 1-14. http://doi.org/10.4018/IJCALLT.2017100101

Chicago

Orsini-Jones, Marina Erica and Bin Zou, Yuanyan Hu, and Li Wei. "Chinese English Teachers' Perspectives on “Distributed Flip MOOC Blends”: From BMELTT to BMELTE," 7, no.4: 1-14. http://doi.org/10.4018/IJCALLT.2017100101

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Mendeley
Description, Mission, Scope & Coverage
Description:
The International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) serves as a forum for researchers, teachers, practitioners, and education professionals to discuss and share their ideas, experience, and knowledge in combining computer technology with language teaching and... Show More
Mission & Scope:
The mission of the International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) is to publish research, theory, and conceptually-based papers that address the use and impact of and innovations in education technologies in advancing foreign/second language learning and teaching. This journal expands on the principles, theories, designs, discussion, and implementations of... Show More
Coverage:
  • Artificial Intelligence (AI)
  • Augmented Reality (AR)
  • CALL and second language acquisition
  • Computer games in language learning and teaching
  • Corpus
  • Distance language education
  • Evaluation of CALL program
  • Language testing in CALL environments
  • Mobile learning and teaching
  • MOOCs
  • Research methodology in CALL
  • Social Networking in Language Learning and Teaching
  • Teacher Education
  • Teaching approaches in the CALL context
  • Translation and technology
  • Virtual Reality (VR)
Editorial Board

Editorial Board

Editors-in-Chief
Bin Zou, Xi'an Jiaotong-Liverpool University, China ORCIDhttps://orcid.org/0000-0002-4863-0998
Michael Thomas, Liverpool John Moores University, United Kingdom ORCIDhttps://orcid.org/0000-0001-6451-4439
Associate Editors
David Barr, Ulster University, United Kingdom ORCIDhttps://orcid.org/0000-0003-1421-319X
Gary Motteram, University of Manchester, United Kingdom
Hayo Reinders, Unitec Institute of Technology, New Zealand
Jinlan‎ Tang, Beijing Foreign Studies University, China
Lara Ducate, University of South Carolina, United States
Marina Orsini-Jones, Coventry University, United Kingdom ORCIDhttps://orcid.org/0000-0001-5250-5682
Qing Ma, The Education University of Hong Kong, China
Siew Ming Thang, HELP University, Kuala Lumpur, Malaysia
Editorial Review Board
Adrian Leis, Miyagi University of Education, Japan ORCIDhttps://orcid.org/0000-0002-4964-1293
Agnieszka Palalas, Athabasca University, Canada, Canada ORCIDhttps://orcid.org/0000-0001-9408-1152
Alex Barrett, Florida State University, United States ORCIDhttps://orcid.org/0000-0003-1229-9743
Alex Boulton, University of Lorraine, France
Amily Guenier, Lancaster University, United Kingdom
Austin Pack, Brigham Young University Hawaii ORCIDhttps://orcid.org/0000-0002-3861-5620
Danping Wang, The University of Auckland, New Zealand ORCIDhttps://orcid.org/0000-0002-5077-5678
Edo Forsythe, Hirosaki Gakuin University, Japan
Eleni Meletiadou, London Metropolitan University, United Kingdom ORCIDhttps://orcid.org/0000-0003-4833-1450
Eoin Jordan, University of St Andrews, United Kingdom ORCIDhttps://orcid.org/0000-0001-7382-0964
Hiroyuki Obari, Aoyama Gakuin University, Japan
Ingrid Barth, Tel Aviv University, Israel
Jonathan White, Högskolan Dalarna, Sweden
Ke Zhao, Shanghai University of Finance and Economics, China
Kean Wah LEE, University of Nottingham Malaysia ORCIDhttps://orcid.org/0000-0003-3644-0086
Kevin Rooney, United Arab Emirates University, United Arab Emirates
Mark Freiermuth, Gunma Prefectural Women's University, Japan ORCIDhttps://orcid.org/0000-0002-2463-2550
Michael Marek, Wayne State College, United States ORCIDhttps://orcid.org/0000-0003-3784-1287
Mimi Li, Texas A&M University-Commerce, United States
Minjie Xing, University of Manchester, United Kingdom
Selami Aydin, Istanbul Medeniyet University, Turkey ORCIDhttps://orcid.org/0000-0003-1614-874X
Simon Smith, Coventry University, United Kingdom ORCIDhttps://orcid.org/0000-0003-4794-5629
Stephen Jeaco, Xi’an Jiaotong-Liverpool University, China ORCIDhttps://orcid.org/0000-0002-3937-032X
Wen Jia, Nanjing Agricultural University, China ORCIDhttps://orcid.org/0000-0002-0395-9095
Xiaofei Lu, Pennsylvania State University, United States ORCIDhttps://orcid.org/0000-0003-2365-2581
Xiaoyun Wang, Nanyang Technological University, Singapore ORCIDhttps://orcid.org/0000-0002-4413-2078
Yan Jin, Shanghai Jiaotong University, China
Zhoulin Ruan, Xi’an Jiaotong-Liverpool University, China
International Advisory Board
Ana Gimeno, Universidad Politécnica de Valencia, Spain ORCIDhttps://orcid.org/0000-0003-3366-0729
Kate Borthwick, University of Southampton, United Kingdom ORCIDhttps://orcid.org/0000-0003-2251-7898
Mirjam Hauck, Open University, United Kingdom
Philip Hubbard, Stanford University, United States
Shona Whyte, Université du Havre, France
International Ambassadors
Antonie Alm, University of Otago, New Zealand
Emerita Bañados, Universidad de Concepción, Chile
Editorial Policy
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Article Processing Charges
Article Processing Charge (APC):

Payment of the APC fee (directly to the publisher) by the author or a funding body is not required until AFTER the manuscript has gone through the full double-blind peer review process and the Editor(s)-in-Chief at his/her/their full discretion has/have decided to accept the manuscript based on the results of the double-blind peer review process. 
Please note that IGI Global cannot schedule the article for publication or publish the article until payment has been received. It is also important to note that in scholarly publishing, utilizing an open access journal's resources and time with no intent to pay the open access Article Processing Charge (APC) if the article manuscript is accepted following the peer review process is considered to be unethical and exploitative.

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Submit to This Journal
This journal is currently actively seeking new submissions. Interested authors should ensure that their article manuscript adheres to the journal's submission guidelines and before you write page, which include originality of the manuscript, APA formatting information and examples, manuscript requirements, and more. To submit an article for consideration, please begin the submission process below.
Contact
All inquiries regarding IJCALLT should be directed to the attention of:

Bin Zou
Editor-in-Chief
International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)
E-mail: bin.zou@xjtlu.edu.cn

Michael Thomas
Co-Editor
International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT)
E-mail: mthomas4@uclan.ac.uk



All manuscript submissions to IJCALLT should be sent through the online submission system:

http://www.igi-global.com/authorseditors/titlesubmission/newproject.aspx
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All of IGI Global's content is archived via the CLOCKSS and LOCKSS initiative. Additionally, all IGI Global published content is available in IGI Global's InfoSci® platform.