- Effects on learning logographic character formation in computer-assisted handwriting instruction
-
...Tsai is currently a lecturer at the Department of East Asian Languages & Cultures at the
Chen-hui Tsai, Chin-Hwa Kuo, Wen-Bing Horng, and Chun-Wen Chen Learning Logographic Character Formation
Lan...
by Chen-hui Tsai, Chin-Hwa Kuo, Wen-Bing Horng, Chun-Wen Chen
in Volume 16 Number 1, February 2012
- Effects of machine translation on L2 writing proficiency: The complexity accuracy, lexical diversity, and fluency
-
...Tsai, 2022). This challenge is even greater for beginners, who do not have sufficient language skills
to express their ideas in the L2 (Garcia & Peña, 2011; Tsai, 2022). L2 writing is also challengin...
by Sangmin-Michelle Lee, Nayeon Kang
in Volume 28 Number 1, 2024
- Re-envisioning vocabulary learning and testing in L2 Russian classes using Kahoot!: From choosing words to playing games
-
...Tsai & Tsai, 2018), DGBL tools such as Kahoot! have been
adopted in L2 education (Tao & Zou, 2021; Ruiz, 2021), including the teaching of LCTLs (Kapsalis et al.,
2020; Tsabei, 2020). Regarding speci...
by Dmitrii Pastushenkov, Olesia Pavlenko, Steven Clancy
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Exploring EFL teachers’ knowledge and competencies: In-service program perspectives
-
...Tsai, 2012; Lin, Tsai, Chai, & Lee, 2013).
Findings included high levels of technology knowledge that did not necessarily ensure TPACK, more
experienced teachers perceived having more TPACK, and a s...
by Mei-Hui Liu, Robert Kleinsasser
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Second language (L2) gains through digital game-based language learning (DGBLL): A meta-analysis
-
...Tsai and Tsai (2018) also conducted a meta-analysis
measuring the effect of DGBLL on L2 vocabulary. They included 26 studies that were published between
2001 and 2017. They reported a large effect (...
by Daniel H. Dixon, Tülay Dixon, Eric Jordan
in Volume 26 Number 1, 2022
- A review of technology-enhanced Chinese character teaching and learning in a digital context
-
...Tsai et al., 2012; Wen, 2018; Xu et al., 2020). Earlier empirical studies primarily focused on how
multimedia instructional materials using different media (visual, audio, graphic, and text) lead to ...
by Michael Li
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Different effects of machine translation on L2 revisions across students’ L2 writing proficiency levels
-
...Tsai, 2019). Accordingly, MT
can help improve students’ L2 writing, and L2 students consider MT outputs superior in terms of both
vocabulary and grammar (Briggs, 2018; Stapleton & Kin, 2019). Tsai (...
by Sangmin-Michelle Lee
in Volume 26 Number 1, 2022
- Augmented reality technology in language learning: A meta-analysis
-
...Tsai (2018) China 66 (Multiple
subgroups)
linguistic gains
Tsai (2020) China 42 (22/20) linguistic gains
affective gains
Wang (2017) China 30 (15/15) linguistic gains
affective gains
Weeras...
by Juan Wu, Huiting Jiang, Shiya Chen
in Volume 28 Number 1, 2024
- Big data and language learning: Opportunities and challenges
-
...Tsai et
al., 2020, p. 555; based on Kitchin, 2014). In contrast to partial, sampled data, big data is comprehensive
and not collected in order to address a specific issue or to answer a set of resea...
by Robert Godwin-Jones
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
- Second language processing of errors in Korean-to-English machine-translated output
-
...Tsai, 2019). Recent works compare students’ self-written
L2 texts to written products that are aided by MT and generally report advantages of MT use; the use of
MT not only resulted in a higher leve...
by Eun Seon Chung
in Volume 28 Number 1, 2024
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