Handbook of Research on Individual Differences in Computer-assisted Language Learning - 9781466685192

Language researchers from Iran, Europe, Brazil, and Asia present 20 articles that examine individual differences in computer-assisted language learning in English as a second language and English as a foreign language settings. Organized by type of research, the articles provide review studies on the significance of learner characteristics in this environment, the importance of studying differences, and teacher differences in technology use, and qualitative research on differences among student teachers in taking an online corpus linguistics course, the perspectives of Iranian English as a foreign language teachers on integrating technology, the use of digital storytelling, the impact of a laptop initiative in an urban middle school, and strategy training related to teaching writing skills using wikis. Subsequent sections outline mixed methods research on learner-centered corpus-designed activities integrated with cognitive styles, the use of mobile games in second language learning, the impact of differences in students' perceptions of writing practice on blogs, and the difference between the effects of asynchronous online peer written corrective feedback through blogging and face-to-face feedback, and quantitative research on learners' usability evaluation of an educational website in terms of gender, the attitude of mothers toward the use of computer-assisted language learning, developing learners' writing skills using wikis, teacher characteristics in Brazil, the impact of corpus-based vocabulary teaching and learning on vocabulary retention, the impact of a learning management system on student evaluation of teaching, and the relationship between online information-seeking anxiety and English reading proficiency in terms of gender. Annotation ©2015 Ringgold, Inc., Portland, OR (protoview.com)