- Collaboratively interpreting GenAI output in Chinese as an Additional Language classrooms: Creating an AI-mediated translanguaging space
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...analysis and interpretative phenomenological analysis to classroom interactions that
naturally occurred in 14 CAL lessons, involving one teacher and 15 students, which were video-recorded
over two m...
by Xinyi Wang, Kevin Wai Hin Tai, Chin-Hsi Lin
in Volume 30 Number 1, 2026
- Online Learning: Patterns of Engagement and Interaction Among In-Service Teachers
-
...analysis
(Woods, Priest, & Roberts, 2002) and the emerging design approach (Lincoln & Guba, 1986). The
categories of analysis or the master codes (Woods et al., 2001) for the content analysis were der...
by Faridah Pawan, Trena M. Paulus, Semon Yalcin, Ching-Fen Chang
in Volume 07 Number 3, September 2003 Special Issue Distance Learning
- Discourse and Participation in ESL Face-to-Face and Written Electronic Conferences
-
...analysis. Detailed
information about the transcription of written electronic and face-to-face conferences can be found in
Appendix D.
Data Processing and Analysis
In this section, a brief descrip...
by Michael Fitze
in Volume 10 Number 1, January 2006
- AI-assisted English learning: A tool for all or only a select few?
-
...Analysis
(EFA) was conducted on pilot data (n = 120), confirming expected factor loadings (> .60) with no cross-
loading. Subsequently, a Confirmatory Factor Analysis (CFA) (n = 884) confirmed model ...
by EunJung Kim
in Volume 29 Number 1, 2025
- Computer-based multimodal composing activities, self-revision, and L2 acquisition through writing
-
...metacognitive skills could focus on too many issues in their reflection, which
could make data analysis very difficult (Gass & Mackey, 2007).
In addition to guiding students to reflect on the poster...
by Richmond Dzekoe
in Volume 21 Number 2, June 2017
- Adolescent English learners’ language development in technology-enhanced classrooms
-
...Analysis and Inquiry, indexing the facilitation of higher-order thinking,
opportunities for novel application of skills and concepts, and metacognition (ρ = .302, p < .01); Quality of
Feedback, refe...
by Avery Carhill-Poza, Jie Chen
in Volume 24 Number 3, October 2020
- Can software support children's vocabulary development?
-
...Analysis of Target Words
The analysis of the sample target words in this study includes a close examination of (a) the
way in which each product organizes potentially new vocabulary words, and (b) the...
by Julie Wood
in Volume 05 Number 1, January 2001
- Beyond grammar: How ChatGPT-4.0 shapes writing self-efficacy and performance in CSL writing
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...analysis and publication. New York University Press.
Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of
Educational Psychology, 99(3), 445–47...
by Guan Huang, Huijing Chen
in Volume 30 Number 1, 2026
- Can ChatGPT make reading comprehension testing items on par with human experts?
-
...Analysis
For the data analysis, the participants’ responses to the Likert-scale questionnaire items were first entered
into a SPSS worksheet, with their responses to the CSAT-sampled reading passage...
by Dongkwang Shin, Jang Ho Lee
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Exploring AWE-supported writing process: An activity theory perspective
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...meta-analysis. Educational Technology Research and Development, 68(4), 1855–1873.
https://doi.org/10.1007/s11423-020-09794-1
Chen, C.-F. E., & Cheng, W.-Y. E. (2008). Beyond the design of automated...
by Zhenzhen Chen, Weichao Chen, Jiyou Jia, Huixiao Le
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
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