- What does AI bring to second language writing? A systematic review (2014-2024)
-
...ship, this section
discusses, in comparison with Riazi et al.’s (2018) review of JSLW scholarship, how this burgeoning
body of literature differs from the traditional L2 writing research, and then s...
by Haiying Feng, Kexin Li, Lawrence Jun Zhang
in Volume 29 Number 1, 2025
- AI literacy in L2 writing and its association with L2 writing engagement
-
...ship between AI literacy and writing engagement exists. In a
multiple-case study, Zhang and Hyland (2025) revealed that L2 writers’ digital literacy (as a higher-order
construct of AI literacy) had ...
by Chenxi Du, Yingli Yang
in Volume 30 Number 1, 2026
- Mobile english vocabulary learning based on concept-mapping strategy
-
...Shi, & Chu, 2011). Research has suggested that mobile
phones are useful learning tools which can support language learning and teaching (Cavus & Ibrahim,
2009; Chinnery, 2006; Liu & Chen, 2014). In ...
by Pei-Lin Liu
in Volume 20 Number 3, October 2016
- A Framework for Developing Self-Directed Technology Use for Language Learning
-
...ships that may influence language
learners’ use of technology.
Below are the key constructs and hypothesized inter-relationships, as suggested by the relevant literature,
which may influence langu...
by Chun Lai
in Volume 17 Number 2, June 2013
- Distributed agency in AI-assisted L2 writing
-
...Shi, et al., 2025; Washington, 2023) associated with pre-writing uncertainties. With respect to
Pin-Hsi Patrick Chen and Yichun Liu 15
self-reactiveness, AI assumed a substantial regul...
by Pin-Hsi Patrick Chen, Yichun Liu
in Volume 30 Number 1, 2026
- Empowering learners through negotiated curriculum: Exploring its impact on WTC in a synchronous online language learning environment
-
...ship. This reinforces CDST's core idea that
small contextual shifts can generate significant changes in learners' communicative behavior, and
6 Language Learning & Technology
highlights ...
by Huan Huang, Michael Li
in Volume 29 Number 1, 2025
- Beyond borders and screens in China: L2 motivation, digital literacy, and virtual intercultural experience in GenAI-mediated informal digital learning of English
-
...Zhang, Y., & Zhang, R. (2024c). Examining the relationships among motivation, informal
digital learning of English, and foreign language enjoyment: An explanatory mixed-method
study. ReCALL, 36(1), ...
by Minlin Zou, Meiqi Li, Xueyun He
in Volume 30 Number 1, 2026
- GenAI-mediated activity theory (GMAT) for L2 teachers
-
...Shin & Lee, 2024). Recent research (e.g., Bui & Barrot,
2025; Lin & Chen, 2024; Shin & Lee, 2023; Shin et al., 2025) has explored the potential of GenAI-driven
automated item generation using variou...
by Jang Ho Lee, Yohan Hwang, Seongyong Lee
in Volume 30 Number 1, 2026
- Using a radical-derived character e-learning platform to increase learner knowledge of Chinese characters
-
...shi2, ten) — 時 (shi2, time),
than when they see unrelated pairs such as 馬 (m3, horse) — 弟 (di4, brother) or 小 (xio3, small) — 時
(shi2, time). These studies suggest that as the vocabulary size of CFL l...
by Hsueh-Chih Chen, Chih-Chun Hsu, Li-Yun Chang, Yu-Chi Lin, Kuo-En Chang, Yao-Ting Sung
in Volume 17 Number 1, February 2013 Special Issue on Less Commonly Taught Languages - Language Learning & Technology
- Building the porous classroom: An expanded model for blended language learning
-
...ships. Establishing a trusting relationship in online communal spaces is of
particular importance if course content includes topics beyond tourist-level views of the target culture,
venturing into p...
by Robert Godwin-Jones
in Volume 24 Number 3, October 2020
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