This study explored the benefits and drawbacks of synchronous voice-based computer-mediated communication (CMC) in a blended course of English for specific purposes. Quantitative and qualitative data from two groups following the same syllabus, except for the oral component, were compared. Oral tasks were carried out face-to-face with same L1 partners in the control group and through synchronous voice-based CMC with different L1 partners in the experimental group. The analysis included data from general proficiency pre- and post-test scores, oral Power Point presentation grades, students' questionnaires and students' and teachers' diaries. The results showed that achievements were significantly better in the experimental group and that there was also an increase of other positive factors which may effectively contribute both to second language acquisition (SLA) and to solving many of the problems which make speaking skills the weakest skill in foreign language contexts.

Communicative competence is the ultimate goal of most learners of a second language and intelligible pronunciation a fundamental part of it. Unfortunately, learners often lack the opportunity to explore how intelligible their speech is for different audiences. Our research investigates whether synchronous-voice computer-mediated communication could be an adequate tool both to promote more authentic interactions and to test the intelligibility of students´ pronunciation with different audiences. We also study whether the kind of dyad (NNS sharing L1, NNS different L1, and NS) affects improvement in pronunciation and amount of phonetically modified output as a result of interactions and investigate whether teachers’ considerations of the seriousness of phonetic errors are confirmed by interlocutors’ incomprehension.

This article attempts to analyse to what extent a distance collaboration project between two groups of university students sharing the same lingua franca (English), but with different course educational objectives can benefit its participants. We build on the knowledge gleaned from previous studies of second language telecollaboration which point to the advantages of such projects with regard to linguistic skills development, enhanced intercultural awareness, motivation and improved teaching skills as well as to constraints such as classroom, socio-institutional and interaction issues. Our article examines to what degree the different aims set up for two groups of English language teacher trainees and the design and implementation of the project influenced the perceptions of each group (Spanish B1 level students focusing on language development and Polish C1 level students concentrating on developing their pedagogical skills with technology) collaborating together to complete tasks using their L2 as a lingua franca. The results indicate that telecollaboration projects for groups with different course objectives offer a number of advantages, but may not benefit all participants to the same extent.

To date, several studies have investigated the potential benefits of using Quizlet and podcasts for vocabulary development. However, they have mainly focused on the use of available material, and its effects on receptive vocabulary acquisition and students’ motivation. In contrast, relatively little has been done to study the effects of student-generated podcasts and Quizlet flashcards sets on second language vocabulary acquisition including productive skills. Hence, the present study seeks to analyze and compare how student-created podcasts and Quizlet flashcards affect vocabulary retention, taking into account both receptive and productive vocabulary knowledge. Twenty-three adults, aged 18–61, participated in the study. The instruments used were vocabulary tests as pre-tests to check students’ prior knowledge, and as immediate post-tests to measure receptive and productive vocabulary acquisition, and a questionnaire to gauge students’ perceptions of the two methods. Results showed that although there was no significant difference between the two methods regarding receptive or productive vocabulary acquisition, and both techniques helped students to retain new vocabulary, participants expressed a greater preference for the Quizlet methodology.

This study investigated students’ perceptions of the usefulness of Information and Communication Technologies (ICT) in all the skills and areas of language in an English as a Foreign Language blended course, which integrated ICT fully, and compared these perceptions to those of pupils of a Spanish as a Second Language blended course with a lower level of ICT integration. Our results showed that both student populations had not used ICT much for language learning previously, that their ratings varied depending on use of ICT in their course and that students with an increased use of technology in their courses seemed to realize its true potential for productive skills, but also some of its disadvantages. The perceived usefulness of ICT for skills and different areas of language was also different. The students who had used ICT less in their course rated it as most useful for some areas of language (grammar and vocabulary) followed by receptive skills, and least useful for the development of pronunciation and productive skills. However, students who had used ICT more in their course rated it lower for its usefulness for areas of language and receptive skills, and rated it higher for the improvement of pronunciation and productive skills. This study encourages the use of ICT for language learning, showing that students had very positive perceptions of its usefulness, and recommends adding guides and training to blended learning experiences to diminish the number of students rejecting the use of ICT.