This document defines abbreviations used in research on technology-assisted language learning and summarizes several studies that examined the optimal blend of face-to-face and virtual learning hours for different languages. It also notes that technology can increase student engagement and motivation but has shown mixed results for learning outcomes, and that the best blend depends on students' meta-cognitive skills and ability to learn independently.

1. A.K. Kripps
www.polyglot12.pw

2.  ELT: English Language Teaching
 ELOTE: European Languages Other Than
English
 FL: Foreign Language pedagogy
 F2F: face-to-face instruction
 CALL: Computer-Assisted Language Learning
 GBL: Game-based Learning
 LCTL: Less Commonly Taught Languages
 MALL: Mobile-Assisted Language Learning

6.  finding the optimal blend between F2F and
virtual learning (i.e. blended or hybrid
learning)

7. Researchers L2 CALL hrs/wk F2F hrs/wk Total hrs per
semester
Peterson
(2002)
Arabic 2-3 2 60-70
Fleming &
Hiple (2004)
Chinese,
Japanese,
Korean
5 1 95
Payne &
Ross (2005)
Spanish 2 2 60
Blake et al.
(2008)
Spanish 7 3 150
Guth &
Petrucco
(2009)
Italian 4-6 2 60-80

8.  meta-cognitive skill
 learner preferences
 independent learning
 computer literacy

15.  can be hi-tech or low-tech
 increases engagement & motivation
 improves the learning environment
 shows mixed results for learning outcomes

16. Kripps 2015
quantitative
qualitative

17. Kripps 2015
ELT
FL

19.  shares features with CALL & GBL
 enhances learning, especially outside the
classroom

23.  more ELT research than Arabic or Chinese L2
 imbalanced research focus on use of
technology for reading/writing/vocabulary vs.
aural-oral & grammar skills
 value of technology: improvement of learner
motivation & engagement; mixed results for
learner outcomes
 balance of technology vs F2F: depends on
level of meta-cognitive skill & autonomous
learning

24. praise, encouragement and support from
• parents & siblings
• peers
• teachers
• significant others