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This is a case study using an interactive digital game to teach grammar via Mobile Assisted Language Learning (MALL). The interactive game via MALL is aimed to ease TESL students' fear and trigger their interest in learning grammar. The game uses the Theory of Variation (Marton & Booth) to design the grammar exercises in the game. A survey questionnaire and a semi-structured interview were administered to gauge the students' perceptions of using the game. The findings show that the game has somewhat improved students' grammar knowledge.

This article explores computer-mediated communication (CMC) and information communication technology (ICT) use in language learning. More specifically, the article addresses the impact or implications of CMC tools for computer enhanced language learning. The article attempts to present a review of key literature in adaptation of communication technologies to teaching or learning language in general and specifically second language acquisition. The article stresses the need to understand culture and contextual appropriateness of language, thus, it argues for communication technology to be used as a secondary resource rather than a primary tool for language learners. The discussion addresses the dimensions of cultural variability with respect to language learning. At the same time, features of synchronous and asynchronous CMC were analyzed in the context of language learning. Finally, the article addresses implications for language learning in computer mediated communication or computer assisted environments.

The predominant context for strategy research over the last three decades has focused on language learning situated in a conventional classroom environment. Computer technology has brought about many changes in language learning and has become ecological and normalized rather than a supporting tool in the language classroom. Consequently, the landscape of language learning has been rapidly and largely changed with the normalization of technologies in people's daily communication. The pervasive use of mobile technologies and easy access to online resources require that digital language learners understand and employ appropriate learning strategies for learning effectiveness and that their teachers are able and willing to teach these strategies as needed. This article provides an overview of the state-of-the-art research into technology-enhanced language learning strategies. The strategies under review include those for language learning skill areas, language subsystems, and self-regulated learning. At the end, we discuss the pressing issues that Digital Age language learning has posed to learners, teachers, and researchers and propose considerations for strategy research in digital realms.

Motivation in English Language Learning. The current study aims at investigating the relationship between the learners- integrative and instrumental motivation and English language among Arab EFL learners. Motivation plays an important part in improving and developing the learners' communicative ability. Attitudinal studies conducted on Arab students, such as those of Zughoul and Taminian (1984), Salih (1980) and Harrison et al. (1975), have consistently shown that Arab students are instrumentally motivated to learn English, and that they are well aware of the utility of knowing English. This means that the main stimulus for learning English is instrumental, to achieve a goal or a career. It is true that some learners are integrative motivated, but they are in a minority.
Rezumat. Motivație în învățarea limbii engleze. Acest studiu investighează relaţia dintre motivaţia integrativă sau instrumentală şi studiul limbii engleze la arabii din Israel. Motivaţia joacă un rol important în dezvoltarea şi perfecţionarea abilităţii comunicative a studenţilor. Studii atitudinale facute asupra studenţilor arabi (ca cele ale lui Yughoul şi Taminian, 1984, Salih, 1980 şi Harrison et al., 1975) au arătat convingător că studenţii arabi sunt motivaţi instrumental să înveţe limba engleză pentru că sunt perfect conştienţi de utilitatea stăpânirii limbii engleze în contextul din Israel. Acest lucru demonstrează că principalul stimul pentru învăţarea limbii engleze este instrumental, acela de a atinge un scop sau de a garanta o carieră. Este adevărat că unii studenţi sunt motivaţi integrativ, dar acestia formează o minoritate.
Cuvinte cheie: Engleza ca limbă străină, atitudine, etnicitate, Druzi, Musulmani, Creştini.

The article discusses the relevance of textbooks at Australian universities for learning European and Asian languages (especially Japanese). It is noted that few language textbooks are designed with an eye to context. (DÜI-Sen)

The language learning strategy question has been debated on a number of levels, including definition, the strategy/success relationship and strategy coordination. In addition, awareness has been steadily growing of the importance of taking an holistic view of the strategy phenomenon and examining strategies not just in isolation but as part of an overall picture which includes learning situation, learning target and individual learner characteristics. This article will first of all review the literature and the previous research on these controversial issues, and suggest a workable definition. Then, in order to illustrate the importance of such an holistic view, the results of a small scale study which looks at the strategies used by 16 successful language learners who were all either teaching English or teaching in English at university level will be reported. The quantitative results indicated that these successful learners used many strategies, especially those that suited their goals and their situations; they also frequently used and carefully orchestrated strategy repertoires which suited their own individual needs. The responses of one highly successful respondent were also examined qualitatively. The implications of these findings and the importance of viewing learners holistically are discussed and suggestions are made for ongoing research.

This literature review explores the best practices in the setting of a second language classroom. The review begins by discussing a historical perspective of best practices in second language learning, legislation on the subject area, and general information about foreign language classrooms. Following, the review covers "core effective practices" as detailed by the American Council on the Teaching of Foreign languages. Used interconnectedly, these practices support one another and provide curricular alignment with purpose; however, many questions remain as to the specificity of such practices as much of what is available remains vague.

The integration of international quality assurance standards into Indonesian higher education curricula, together with the enactment of the New Standard of Higher Education (NSHE), are creating new and significant pressures on the curriculum renewal as well as the reconstruction of course syllabus design in foreign language departments in Indonesian universities. Just like any other units (courses) in foreign language departments in Indonesia, Academic Writing course at English Language Teacher Education (ELTE) is impacted by the new government policies. Latest research suggest that both curriculum renewal and syllabus development project are integral part of the quality assurance system where it focuses on the transparency and accountability in curriculum design and delivery. The key elements of the course syllabus that are made transparent and accountable, for instance, gives hints at the shifting knowledge structures, the use of new technologies, the emphasis on the development of students' skills, and the extended responsibility being placed on students for their own learning development. This paper reports how these key elements are inserted into a learner-centred pedagogy of academic writing at ELTE department in Indonesia in order to meet the requirements of the 21st century learning that are individual, personalized, adaptive, modular, integrated, and non-sequential. The establishment of computer-assisted language learning environment combined with the new pedagogy of academic writing, in essence, opposes the existing traditional approaches to language learning and literacy pedagogy in Indonesia. The entire story presented in this paper is a significant excerpt from the preliminary phase of experiment of a PhD research project conducted in Indonesia. The insights presented in this paper should trigger a holistic reform in language teacher education in Indonesia.