- Discovering collocations via data-driven learning in L2 writing
-
...lair,
1991; Wray, 2002), is an essential component of L2 learners’ lexical knowledge. Nevertheless, L2 learners
struggle to accurately use collocation in language production because they are unaware...
by Yi-ju Ariel Wu
in Volume 25 Number 2, June 2021
- EFL adolescents’ engagement in artificial intelligence and peer interaction
-
...Lai, K. K.-W. (2020). Investigating college EFL learners’ perceptions
toward the use of Google Assistant for foreign language learning. Interactive Learning
Environments, 28(2), 1–16. https://doi....
by Juhee Lee
in Volume 29 Number 1, 2025
- Self-regulated and collaborative personalised vocabulary learning approach in MALL. Language Learning & Technology
-
...laish et
al. (2019).
Based on Nation's (2011) work, our vocabulary pedagogy uses Ma's (2014, 2015) four-stage, memory-
based vocabulary learning framework: (1) discovering a new word, (2) getting it...
by Qing Ma, Ming Ming Chiu
in Volume 28 Number 1, 2024
- Modelling students’ emotional engagement in AI-augmented English reading: Mediation of AI learning interest and reading enjoyment
-
...Lai, C.-F., Huang, Y.-C., Wu, P.-H., & Chang, J.-H. (2021). Exploring the impact of
artificial intelligence learning platforms on interest in and attitudes toward learning. In Y.-M.
Huang, C.-F. Lai...
by Honggang Liu, Jiqun Fan
in Volume 30 Number 2, Special Issue: Emotional CALL
- A systematic review of technology-enhanced L2 listening development since 2000
-
...lain the cognitive systems involved in L2 listening. For example, Anderson (1985)
divided the listening process into three phases. First, listeners hold L2 sound streams in their working
memory. Sec...
by Ruofei Zhang, Di Zou, Gary Cheng
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Does comprehension of L2 television programs improve through regular classroom viewing?
-
...Lai et al., 2021; Li, 2014; Matielo et al., 2017; Vulchanova et al., 2015) or multiple full-length
episodes of TV programs (for example, Pujadas & Muñoz, 2020, 2024; Rodgers & Webb, 2017). Studies
...
by Geòrgia Pujadas, Stuart Webb
in Volume 29 Number 1, 2025
- Effects of digital game elements on engagement and vocabulary development
-
...ai & Chen, 2023; Long, 1980).
It can also provide scaffolding to enhance learner competence (Vygotsky, 1980). Fantasy can
contextualise learning materials, reduce anxiety, and foster autonomy to fac...
by Ruofei Zhang, Gary Cheng, Di Zou
in Volume 29 Number 1, 2025
- Can I Say Something? The Effects of Digital Gameplay on Willingness to Communicate
-
...laining, and predicting L2 communication (MacIntyre et al., 1998) and has been
found to influence the frequency and amount of L2 communication (MacIntyre & Charos, 1996;
Yashima, 2002), which can, i...
by Hayo Reinders, Sorada Wattana
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Teaching social-emotional learning through AIDT in EFL classrooms
-
...lains
how the avatar and emotion check-in features were used in daily warm-ups. Next, it discusses practical
benefits and challenges during implementation and offers recommendations for language tea...
by Sooyeon Pak, Lee Jin Choi
in Volume 30 Number 1, 2026
- Profiling learners’ affective engagement: Emotion AI, intercultural pragmatics, and language learning
-
...laimed that AI chat experiences can help develop emotional intelligence, others
point out that AI can only simulate emotional engagement and therefore is ineffective—or even
pernicious—to situations...
by Robert Godwin-Jones
in Volume 30 Number 2, Special Issue: Emotional CALL
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