- Does digital multimodal composing help improve EFL students' metacognitive knowledge?
-
...Kohnke et al., 2021; Manchón, 2017).
More recent research on multimodal composing in L2 writing classrooms seeks to understand the
influence of DMC on two types of learning outcomes. The first one...
by Wei Xu, Xiao Tan, Chaoran Wang, Dan Fu
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- People
-
...Kohnke, The Education University of Hong Kong
Sangmin-Michelle Lee, Kyung Hee University
Atsushi Mizumoto, Kansai University
Grace Yue Qi, Massey University
Pia Sundqvist, University of Oslo ...
in People
- Profiling learners’ affective engagement: Emotion AI, intercultural pragmatics, and language learning
-
...Kohnke & Moorhouse, 2025; Y. Liu
et al., 2024; Zheng et al., 2025) and increase enjoyment and WTC (Hsu et al., 2023; Zhang et al., 2024;
T.-T. Wu et al., 2025). The meta-analyses by Y. Liu et al. (2...
by Robert Godwin-Jones
in Volume 30 Number 2, Special Issue: Emotional CALL
- Investigating pragmatic learning opportunities and outcomes in different SCMC modes
-
...Kohnke & Moorhouse, 2022).
Furthermore, few studies have compared video and text multimodal SCMC in the exploration of L2
pragmatic learning during interactions. This study aims to add some insight ...
by Yuchen Peng, Yuhong Lei
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Effects of virtual exchanges on learners’ affective and speaking outcomes
-
...Kohnke & Moorehouse, 2020).
file:///C:/Users/sho/Downloads/tabuchi@kansai-u.ac.jp
https://orcid.org/0009-0004-3018-3079
https://www.kansai-u.ac.jp/fl/en/
https://orcid.org/0000-0002-2549-3943
ht...
by Kanako Tabuchi, Sho Kobayashi, Yuya Nakagawa, John Roberts
in Volume 30 Number 1, 2026
- The effectiveness of Duolingo in developing receptive and productive language knowledge and proficiency
-
...Kohnke, 2020; Loewen et al., 2019, 2020; Rosell-Aguilar, 2018; Sporn et
al., 2020). Babbel users valued its content but faced declining motivation (Loewen et al., 2020), Duolingo
users liked gamific...
by Bryan Smith, Xiangying Jiang, Ryan Peters
in Volume 28 Number 1, 2024
- Vocabulary grit, task emotions, and behavioral engagement during after-class app-assisted vocabulary learning among Chinese university EFL learners
-
...Kohnke et
al., 2019; Yang & Song, 2025), foster positive emotions (Hwang et al., 2024), and enhance motivation
(Dong et al., 2022). However, despite their motivational appeal of gamified and adaptiv...
by Banban Li, Yasser Teimouri, Shenglan Mao, Na Wang
in Volume 30 Number 2, Special Issue: Emotional CALL
- Technology integration for less commonly taught languages: AI and pedagogical translanguaging
-
...Kohnke et al., 2023; Poole & Polio, 2023).
For less commonly taught languages (LCLTs), AI would seem to be ushering in a golden age of
educational possibilities in its potential to supply teaching...
by Robert Godwin-Jones
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Distributed agency in second language learning and teaching through generative AI
-
...Kohnke et al., 2023; Moorhouse, 2024).
Educational institutions around the world are issuing guidelines for AI, while professional language teacher
organizations are offering workshops on integratio...
by Robert Godwin-Jones
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Generative AI and metaverse in developing pre-service teachers’ content knowledge
-
...Kohnke, L., Ho, T. Y., & Kwong, T. (2024). Developing language
teachers’ professional generative AI competence: An intervention study in an initial language
teacher education course. System, 125, Ar...
by Seongyong Lee, Jaeho Jeon
in Volume 30 Number 1, 2026
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