- Using an AI-powered chatbot for improving L2 Korean grammar: A comparison between proficiency levels and task types
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...Wang, J. Y., Chen, G. D., Wang, J. H., & Yang, S. H. (2020). A digital reality theater with the
mechanisms of real-time spoken language evaluation and interactive switching of scenario &
virtual cos...
by Ji-young Shin, Yujeong Choi
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Generative AI and metaverse in developing pre-service teachers’ content knowledge
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...Wang, C., Zou, B., Du, Y., & Wang, Z. (2024). The impact of different conversational generative AI
chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking
anx...
by Seongyong Lee, Jaeho Jeon
in Volume 30 Number 1, 2026
- How a Web-Based Course Facilitates Acquisition of English for Academic Purposes
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...Wang, & Li, 2002). Language learning through technology has become a fact of life with important
implications for second language acquisition (SLA; Chapelle, 2001). New theories and applications of
la...
by Jin Chen, Safia Belkada, Toshio Okamoto
in Volume 08 Number 2, May 2004
- Mobile english vocabulary learning based on concept-mapping strategy
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...wang & Chang, 2011; Hwang & Tsai,
2011; Hwang, Chu, Lin, & Tsai, 2011; Hwang, Shi, & Chu, 2011). Research has suggested that mobile
phones are useful learning tools which can support language learni...
by Pei-Lin Liu
in Volume 20 Number 3, October 2016
- Integrating chatbot technology in language teacher education: A TPACK-based analysis of pre-service teachers’ professional development
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...Wang & Petrina, 2013), have shown
their potential as L2 practice tools. More recent advancements in the field of chatbots have opened doors
for users with limited or no computer programming experien...
by Lee Jin Choi, Rakhun Kim, Sun Joo Chung
in Volume 29 Number 1, 2025
- Bots for language learning now: Current and future directions
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...Wang, Petrina, &
Feng, 2015). Chatbots can improve the user experience, making it more immersive as well as
setting the scene for the kind of interactions that might support pragmatics development. ...
by Luke Fryer, David Coniam, Rollo Carpenter, Diana Lăpușneanu
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- From particular to popular: Facilitating EFL mobile-supported cooperative reading
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...wang & Chen, 2011), lowering student motivation and
interest in English language learning. In spite of the fact that EFL teachers wish to increase student
interest in learning English through the us...
by Yu-Ju Lan, Yao-Ting Sung, Kuo-En Chang
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Effects of digital game elements on engagement and vocabulary development
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...ang,
2014).
Game Elements to Develop Vocabulary Knowledge
DGBVL employs two main methods to teach vocabulary: (1) instruction with word cards for spelling,
pronunciation, and meaning (Yang et al....
by Ruofei Zhang, Gary Cheng, Di Zou
in Volume 29 Number 1, 2025
- Using AI to enhance digital multimodal composing: EFL learners’ semiotic decision-making, self-efficacy, enjoyment, and continuance intention
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...Wang, 2024). However, emerging empirical research suggests a more nuanced relationship between AI
https://app.pictory.ai/
Danling Li, Sichen Xia, and Kai Guo 3
tools and learner age...
by Danling Li, Sichen Xia, Kai Guo
in Volume 29 Number 1, 2025
- Dissertations On Technology and L2 Learning
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...Wang, X. (2024). PawLingo: Bridging Virtual and Real-World Language Learning Through Mixed Reality (Doctoral Dissertation, Rochester Institute of Technology). Available from ProQuest Dissertations &am...
in Dissertations On Technology and L2 Learning
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