- Generative AI, visual scaffolds, and metacognition in EFL writing
-
...Feng et al., 2025). The present
findings extend this literature by demonstrating that generative AI, when embedded within a structured
visual-procedural design, can function as process-oriented cogn...
by Mei-Rong Alice Chen
in Volume 30 Number 1, 2026
- Review of Innovations in flipping the language classroom: Theories and practices
-
...Feng Teng examines how
60 Language Learning & Technology
flipped learning can be employed in a cross-cultural communication course whose participants are 100
EFL students without any experience o...
by Yanli Jia, Liangping Wu
in Volume 24 Number 1, February 2020
- Task-specific emotions and EFL learners’ technology acceptance beliefs in AI-mediated English speaking
-
...Feng, et al., 2024; Pawlak et al., 2020). The scale
addressed three dimensions: TB-Self (personal disengagement during tasks), TB-Task Characteristics
(boredom from repetitive or unchallenging tasks...
by Majid Elahi Shirvan, Tahereh Taherian
in Volume 30 Number 2, Special Issue: Emotional CALL
- Integrating chatbot technology in language teacher education: A TPACK-based analysis of pre-service teachers’ professional development
-
...Feng, 2024). Additionally, pre-
developed chatbots, including "Ellie" (Kim et al., 2022) and "Lucy" (Wang & Petrina, 2013), have shown
their potential as L2 practice tools. More recent advancements i...
by Lee Jin Choi, Rakhun Kim, Sun Joo Chung
in Volume 29 Number 1, 2025
- Bots for language learning now: Current and future directions
-
...Feng, 2015). Chatbots can improve the user experience, making it more immersive as well as
setting the scene for the kind of interactions that might support pragmatics development. The
visual enviro...
by Luke Fryer, David Coniam, Rollo Carpenter, Diana Lăpușneanu
in Volume 24 Number 2, June 2020 Special Issue: Technology-enhanced L2 Instructional Pragmatics
- From particular to popular: Facilitating EFL mobile-supported cooperative reading
-
...Feng, & Tsai, 2008), but few successful
practical applications designed for regular teaching contexts. This study can be seen as a first step of
bridging academic research and practical pedagogical ...
by Yu-Ju Lan, Yao-Ting Sung, Kuo-En Chang
in Volume 17 Number 3, October 2013 Special Issue on MALL
- Review of CALL Research Perspectives
-
...Feng Yang describes the changing roles
and identities of students becoming immersed in CALL communities and how their roles change from
double learners (community and language), or "peripheral parti...
by Jesús García Laborda
in Volume 11 Number 2, June 2007
- Integrating corpus consultation in language studies
-
...feng, 2003).
Direct access to corpora by learners is the subject of a number of studies (see, e.g., Bernardini, 2002;
Chambers & O'Sullivan, 2004; Kennedy & Miceli, 2001, 2002), with a cautionary no...
by Angela Chambers
in Volume 09 Number 2, May 2005
- Immersion, interaction, and experience-oriented learning: Bringing virtual reality into FL learning
-
...Feng, 2017). Another important feature supported by VR
applications is interaction, which provides users with a special channel of interpersonal communication (Ip
et al., 2016). Given the importance...
by Yu-Ju Lan
in Volume 24 Number 1, February 2020
- Corpus-assisted creative writing: Introducing intermediate Italian learners to a corpus as a reference resource
-
...feng, 2003). Braun
(2007) and Davies (2004) identify specific difficulties students face in managing a hypothesis-testing
Claire Kennedy and Tiziana Miceli Corpus-Assisted Creative Writing
Langua...
by Claire Kennedy, Tiziana Miceli
in Volume 14 Number 1, February 2010
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