- Review of Individual differences in computer assisted language learning research
-
...Pawlak and Kruk provide an overview of research
on select CALL tools, and in Chapter 2, they provide an overview of major ID variables. Next, Pawlak and
Kruk work their way toward more specific topi...
by Arif Bakla
in Volume 28 Number 1, 2024
- Emotional CALL: Reframing technology-mediated language learning
-
...Pawlak, 2022;
Pawlak & Kruk, 2022). In doing so, Emotional CALL shifts emotions from the margins of CALL
research to the level of theory, design, methodology, and evaluation.
The same point applie...
by Mariusz Kruk, Mirosław Pawlak
in Volume 30 Number 2, Special Issue: Emotional CALL
- Bringing Cinderella to spotlight: GenAI-assisted grammar acquisition in academic writing
-
...Pawlak’s
(2013) framework due to its learner-centred design (Pawlak, 2012) and relevance to university-level
learners (Pawlak, 2019). In particular, this study focuses on two core strategies: (a) Me...
by Shu Zhou, Gerhardus Du Preez
in Volume 29 Number 1, 2025
- Call for papers for a special issue on Emotional CALL
-
...Pawlak et al., 2022). Despite a few attempts by CALL researchers to
explore a variety of emotions in the field of CALL (e.g., Bashori et al., 2020; Kruk, 2022; Kruk & Pawlak,
2022; Sampson & Yoshida...
by Mariusz Kruk, Mirosław Pawlak
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Call for papers for a special issue on Emotional CALL
-
...Pawlak et al., 2022). Despite a few attempts by CALL researchers to explore a variety of emotions in the field of CALL (e.g., Bashori et al., 2020; Kruk, 2022; Kruk & Pawlak, 2022; Sampson & Y...
in News & Announcements
- Vocabulary grit, task emotions, and behavioral engagement during after-class app-assisted vocabulary learning among Chinese university EFL learners
-
...Pawlak et al., 2025; Pekrun, 2006), it is necessary to zoom in on more fine-grained, skill-specific
manifestations of L2 grit (e.g., Pawlak et al., 2025; Fathi et al., 2024). Vocabulary learning, whi...
by Banban Li, Yasser Teimouri, Shenglan Mao, Na Wang
in Volume 30 Number 2, Special Issue: Emotional CALL
- Task-specific emotions and EFL learners’ technology acceptance beliefs in AI-mediated English speaking
-
...Pawlak et al., 2020), little attention has been paid to task-specific emotions within hybrid ICALL settings.
This gap is significant because the unique blend of AI-supported tasks and human-centered ...
by Majid Elahi Shirvan, Tahereh Taherian
in Volume 30 Number 2, Special Issue: Emotional CALL
- Dynamicity of EFL learners’ emotions and WTC in Human-AI interactions
-
...Pawlak, 2022).
Addressing these gaps, this study offers a more nuanced understanding of how AI chatbots can support
L2 learning. It investigates fluctuations in emotions and WTC at the individual l...
by Qian Cheng, Xiuwen Chen, Yiyang Luo, Hao Wang
in Volume 30 Number 2, Special Issue: Emotional CALL
- The developmental trajectory of L2 students’ positive achievement emotions and flow experience within AI-enhanced classrooms: A latent growth curve modeling (LGCM)
-
...Pawlak, M. (Eds.). (2022). Understanding emotions in English language learning in virtual
worlds. Routledge. https://doi.org/10.4324/9781003240068
Li, C., Pawlak, M., & Kruk, M. (2023). Achievemen...
by Lili Qin, Ali Derakhshan
in Volume 30 Number 2, Special Issue: Emotional CALL
- Incorporating digital multimodal composing into game-enhanced language learning
-
...Pawlak et al., 2022), from skill-specific classes such as translation
(Zhang, 2022) and interpreting (Hu et al., 2024) to specific learning modes such as collaborative learning
(Zhang et al., 2024) ...
by Ke Li, Mark Peterson, Qin Fan
in Volume 30 Number 2, Special Issue: Emotional CALL
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