- Modelling students’ emotional engagement in AI-augmented English reading: Mediation of AI learning interest and reading enjoyment
-
...Derakhshan et al. (2024), who identified peer
interaction as a core trigger for foreign language engagement. It also supports Kibler's (2017) concept of
“emotional scaffolding”, where interaction pr...
by Honggang Liu, Jiqun Fan
in Volume 30 Number 2, Special Issue: Emotional CALL
- Vocabulary grit, task emotions, and behavioral engagement during after-class app-assisted vocabulary learning among Chinese university EFL learners
-
...Derakhshan et al., 2022). In technology-mediated learning, enjoyment also boosts
perceived success and engagement, while boredom undermines it (Harley et al., 2019). A few studies in
vocabulary-rela...
by Banban Li, Yasser Teimouri, Shenglan Mao, Na Wang
in Volume 30 Number 2, Special Issue: Emotional CALL
- Robot-Assisted Instruction of L2 Pragmatics: Effects on Young EFL Learners’ Speech Act Performance
-
...Derakhshan & Eslami, 2015; Soler & Pitarch, 2010; Taguchi & Roever, 2017). L2 learners, whether
child or adult, should learn how to convey their intention and interpret others’ intentions across
lan...
by Minoo Alemi, Nafiseh Haeri
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- AI-generated vs teacher feedback: A comparative study on EFL learners’ public speaking anxiety and oral presentation performance
-
...Derakhshan, 2025). Several studies have shown that AI and
Automatic Speech Recognition (ASR) technology may positively influence affective variables in EFL
contexts (Azizimajd, 2023; Bashori et al.,...
by Hafize Ayaz Yilmaz, Gülay Er
in Volume 30 Number 1, 2026
- Promoting revision in L2 writing: A mixed-methods study on the role of specialized AI feedback agents
-
...Derakhshan et al., 2026). Hybrid approaches combining automated scoring,
rule-based constraints, and human oversight further indicate that educational value emerges from
orchestrated system design (...
by Yujong Park, Jeeho Ryoo
in Volume 30 Number 1, 2026
- Generative AI, visual scaffolds, and metacognition in EFL writing
-
...Derakhshan, 2025; Teng et al.,
2025b; Wang et al., 2025).
Writing is a complex problem-solving activity that demands the orchestration of multiple cognitive
processes (Flower & Hayes, 1981; Xue, 2...
by Mei-Rong Alice Chen
in Volume 30 Number 1, 2026
- Effects of digital game elements on engagement and vocabulary development
-
...erakhshan and Khatir (2015). Hence, we
recommend incorporating rich HCI with meaningful and repetitive NPC interactions to effectively engage
learners and enhance vocabulary acquisition in DGBVL.
...
by Ruofei Zhang, Gary Cheng, Di Zou
in Volume 29 Number 1, 2025
- The AI chatbot interaction for semantic learning: A collaborative note-taking approach with EFL students
-
...Derakhshan, A., & Torabi, S. (2020). The effect of listening strategy instruction on second
language listening anxiety and self-efficacy of Iranian EFL learners. Sage Open, 10(2), 1–13.
https://doi....
by Mei-Rong Alice Chen
in Volume 28 Number 1, 2024
- Incorporating digital multimodal composing into game-enhanced language learning
-
...Derakhshan, A., Mehdizadeh, M., & Kruk, M. (2022). Boredom in online English language
classes: Mediating variables and coping strategies. Language Teaching Research, 29(2),
509–534. https://doi.org...
by Ke Li, Mark Peterson, Qin Fan
in Volume 30 Number 2, Special Issue: Emotional CALL
- Students’ emotions and cognitive loads in chatbot-versus peer-supported reading
-
...Derakhshan, A. (2024). Improving EFL learners’ speaking skills and willingness
to communicate via artificial intelligence-mediated interactions. System, 121, Article 103254.
https://doi.org/10.1016/...
by Xiaotian Guan, Yanfang Su, Tan Jin, Chun Lai, Yuanke Li
in Volume 30 Number 2, Special Issue: Emotional CALL
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