- Distributed agency in second language learning and teaching through generative AI
-
...Tseng and Warschauer (2023) and Warschauer et al. (2023). AI can be useful in L2
text creation for brainstorming writing ideas, for suggesting ways to model texts to particular styles or
genres, and...
by Robert Godwin-Jones
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- A review of technology-enhanced Chinese character teaching and learning in a digital context
-
...Tseng
(2016), Xu (2020), Tsai (2012)
Eye-tracking Technology 3 Liu (2021), Stickler (2015),
Wang (2019)
Embodied Interaction 2 Xu & Ke (2020), Yang (2017)
Augmented Reality (AR) 2 Wen (2018, 2019...
by Michael Li
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Genre-based AWE system for engineering graduate writing: Development and evaluation
-
...Tseng, 2011; Wang & Tu, 2014). For English language learners whose native language is tenseless such as
Chinese (Bastiaanse, 2013; Hinkel, 1997; Lin, 2006), the proper use of tense (and, by extension...
by Hui-Hsien Feng, Evgeny Chukharev-Hudilainen
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Investigating linguistic, literary, and social affordances of L2 collaborative reading
-
...Tseng, Yeh, & Yang, 2015) investigated the effects of annotating a text on three different
levels of reading: surface-based, text-based, and situation-based. The surface-based questions targeted
und...
by Joshua J. Thoms, Frederick Poole
in Volume 21 Number 2, June 2017
- Teaching ESL pronunciation to international teaching assistants with the ELSA Speak app
-
...Tseng et al., 2022), with some showing significant improvement for ASR-CAPT tool treatment groups
over non-ASR-based CAPT tool control groups (e.g., Liakin et al., 2014; Tejedor-Garcia et al., 2020),...
by Emilia Gracia
in Volume 29 Number 1, 2025
- Teachers’ technology-related self-images and roles: Exploring CALL teachers’ professional identity
-
...Tseng, 2018).
Zahra Shafiee, S. Susan Marandi, and Vahid Reza Mirzaeian 3
For instance, Tai (2015) adopted an experiential approach to TPACK and proposed the TPACK-in-Action
Model for the...
by Zahra Shafiee, S. Susan Marandi, Vahid Reza Mirzaeian
in Volume 26 Number 1, 2022
- Digital game-based learning’s effectiveness on EFL learners’ receptive and productive vocabulary knowledge
-
...Tseng et al., 2020); only a handful of studies make an
explicit distinction among vocabulary knowledge types and draw specifically on productive vocabulary
(deHaan et al., 2010; Franciosi, 2017) or ...
by Wen Jia, Liping Zhang, Austin Pack, Yi Guan, Bin Zou
in Volume 28 Number 1, 2024
- Vocabulary learning and retention through multimedia glossing
-
...Tseng (2012) found the opposite, and still other
studies reported an equal but positive effectiveness of the two modes (Akbulut, 2007; Mohsen &
Balakumar, 2011). Although several studies have attest...
by Nasrin Ramezanali, Farahnaz Faez
in Volume 23 Number 2, June 2019
- Riding the digital wilds: Learner autonomy and informal language learning
-
...seng,
Dörnyei, & Schmitt, 2006, p. 81). The effectiveness of a particular resource or strategy will depend on
where the learner is in the development process and how that new element interacts with ...
by Robert Godwin-Jones
in Volume 23 Number 1, February 2019 Special Issue: CALL in the Digital Wilds
- Announcements and news from our sponsors
-
...Tseng
Prof. Vincenza Tudini
Dr. Per Urlaub
Miss Katia Vanderbilt
Dr. Robert Vanderplank
Dr. Erik Voss
Dr. Nina Vyatkina
Dr. Ute Walker
Dr. Lara Wallace
Dr. Shudong Wang
Dr. Yanlin Wang
Prof...
in Volume 24 Number 1, February 2020
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