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It has been almost 20 years since Thornton and Houser (2002) investigated the potential of using cellphones in Japanese university language classrooms. Since then, thousands of research articles have demonstrated the practical, theoretical, and pedagogical foundations of mobile-assisted language learning (MALL) in Japanese educational contexts. This chapter is a review of recent literature in the field of MALL, specifically focusing on the use of iPods, iPads, and smartphones in language learning. The research from the previous seven years reviewed herein includes studies about the use of video creation, social media, content instruction, and student perceptions of MALL. The intent of this chapter is to provide an overview of current MALL practices in use in Japanese educational contexts with ideas for research-based, practical application and to provide suggestions for continued research in this field.

Online intercultural collaborations using wiki pages are becoming common in foreign language education. However, research into their effectiveness and the types of comments students make in their interactions remains scant. This study addresses this gap by exploring three years' worth of interactions among Japanese students of English and American students of Japanese. The data demonstrated that the focus of students' comments matches the overall topic of the collaboration, that interpersonal topics generate more interactions, and that logistical factors have a strong impact on the success of online collaborations. Based on these data-driven conclusions, this paper provides lessons learned and specific tips for conducting successful, online intercultural exchanges among foreign language students using wiki pages as a collaboration medium.

This chapter will explore the background of computer-assisted language learning (CALL) with a focus on how CALL methodologies and digital technology have enabled the implementation of flipped learning methods. The chapter briefly explores the beginning of CALL and its growth through current mobile technology uses. Successive sections explore learner autonomy and digital technology, language learner motivation, sociocultural learning theory, communicative language learning and teaching, language learning strategies, and finally, task-based language learning. Each of these pedagogical foundations of second language acquisition are explored with suggestions for practical application of the methodologies that are directly tied to or supportive of flipped learning and digital technology integration.

This chapter will explore the background of computer-assisted language learning (CALL) with a focus on how CALL methodologies and digital technology have enabled the implementation of flipped learning methods. The chapter briefly explores the beginning of CALL and its growth through current mobile technology uses. Successive sections explore learner autonomy and digital technology, language learner motivation, sociocultural learning theory, communicative language learning and teaching, language learning strategies, and finally, task-based language learning. Each of these pedagogical foundations of second language acquisition are explored with suggestions for practical application of the methodologies that are directly tied to or supportive of flipped learning and digital technology integration.