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In:Technology and Instructed Second Language Acquisition: Connecting research and pedagogy
Edited by Shawn Loewen, Frederick J. Poole, Hyun-Bin Hwang and Matthew D. Coss
[Language Learning & Language Teaching 63] 2025
► pp. 314–334

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Chapter 14
Instructed second language acquisition in online language courses

Challenges and opportunities in opening doors to language education

 | Michigan State University
 | Yale University
Published online: 27 October 2025
DOI logo with link
https://doi.org/10.1075/lllt.63.14goe
Abstract
More and more learners are choosing to study languages online either through self-study programs or formal educational courses. In spite of concerns over the effectiveness of online language courses and their comparability to face-to-face (F2F) language classes, there is a rising trend of online course offerings at educational institutions across the world especially since the pandemic. This chapter aims to showcase the potential of online language education, introduce research-based principles that shape its best practices, and evaluate the language learning outcomes of online ISLA based on empirical evidence. The authors review key formats of online instruction, and summarize theoretical perspectives that inform online language instruction before analyzing prior research on the topic including language learning outcomes and factors impacting them, and questions of justice such as equity and ethics.
Article outline
  • Introduction
  • Research
  • Theoretical perspectives
  • Previous research
    • Language learning outcomes
    • Factors influencing language learning outcomes in online courses
      • Interaction
      • Establishing community
      • Self-directedness
    • Justice: Equity, ethics, and emotions in online language learning
      • Equity
      • Ethics
      • Emotions
  • Exemplary forced online course and ISLA study
  • Generalizability and representativeness
  • Pedagogical applications and considerations
  • Empirically-based best practices in online language courses
    • Course design
    • Preparedness
    • Technology
    • Interaction
    • Engagement and motivation
    • Assessment and evaluation
    • Equity
    • Well-being
  • Pedagogical challenges in online language courses requiring further research
  • Pedagogical scenario for reflection
  • Extension resources
  • Generative AI use acknowledgement
  • References
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2025. Text/video chat and other online collaboration tools. In Technology and Instructed Second Language Acquisition [Language Learning & Language Teaching, 63], ► pp. 271 ff. DOI logo

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