- A review of technology-enhanced Chinese character teaching and learning in a digital context
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...lication/1097
Zhang, J.-Y., Zhang, T., Xue, F., Liu, L., & Yu, C. (2007). Legibility variations of Chinese characters and
implications for visual acuity measurement in Chinese reading population. I...
by Michael Li
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Collaboratively interpreting GenAI output in Chinese as an Additional Language classrooms: Creating an AI-mediated translanguaging space
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...lingual and biliterate’ policy, which
promotes spoken Cantonese, Putonghua, and English (trilingualism) alongside written proficiency in
Chinese and English (biliteracy) (e.g., D. Li & Chuk, 2015). ...
by Xinyi Wang, Kevin Wai Hin Tai, Chin-Hsi Lin
in Volume 30 Number 1, 2026
- Partnering with AI: Intelligent writing assistance and instructed language learning
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...li, 2018).
The case can be made that while specific and explicit CF likely improves the quality of writing, implicit
feedback may lead to longer-term L2 gains. S. Li’s (2010) meta-analysis of CF fou...
by Robert Godwin-Jones
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Effect of using texting on vocabulary instruction for English learners
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...liability of the scale, we applied Cronbach’s alpha to test the internal
consistency of the scale and an intra-class correlation test to examine the inter-rater reliability of the two
raters. The in...
by Jia Li, Jim Cummins
in Volume 23 Number 2, June 2019
- Charting Thai university students' group translation on Google Docs through DocuViz
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...Li & Storch, 2017; Yim et al., 2017). In this
area, research has considered students' development of English writing skills in a group environment (e.g.,
Storch, 2011; Zhang, 2010; Zhang, 2019), inc...
by Nakhon Kitjaroonchai, Daron Benjamin Loo, Tantip Kitjaroonchai
in Volume 27 Number 1, 2023
- Language teachers’ professional role identities and classroom technology integration
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...linary knowledge and their lifelong skills and attitudes, such as “thinking skills” (Li),
“learning strategies” (Jia), “cross-disciplinary skills”, and “learning how to learn” (Zhang).
Corresponding...
by Chun Lai, Boning Lyu, Lianjiang Jiang, Yang Gong
in Volume 29 Number 1, 2025
- Task-specific emotions and EFL learners’ technology acceptance beliefs in AI-mediated English speaking
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...LI > 0.95,
while acceptable fit was indicated by RMSEA < 0.08 and CFI/TLI > 0.90 (Hu & Bentler, 1999). To
ensure reliability in our study, we calculated four composite reliability coefficients (ω) a...
by Majid Elahi Shirvan, Tahereh Taherian
in Volume 30 Number 2, Special Issue: Emotional CALL
- A systematic review of research on AI in language education: Current status and future implications
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...lished before 2013 or after October 2023
Articles must be published in English. Non-English publications were excluded.
The screening process comprised several steps: (a) eliminating duplicated...
by Meina Zhu, Chaoran Wang
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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...ligns with
their expectations (e.g., Jiang, 2024; Liu, 2024). AI’s limitations in video generation—such as
inconsistencies in scene relevance (e.g., text-visual misalignment), content credibility (e...
by Danling Li, Sichen Xia, Kai Guo
in Volume 29 Number 1, 2025
- Exploring multimodality in technology-mediated collaborative writing: An activity theory
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...Line 73), and Ben (B) suggests that they could use the
library website (Line 76). Derick suggests using both Google Scholar to search and the library website to
access the paper (Line77–78). In Line...
by Annita Stell
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
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