- The application of chatbot as an L2 writing practice tool
-
...Kim, J., Na, K., Lee, D., Yin, J., Jeong, E., Kwon, M., Kim, D., Youn, K., Suh, M., Min, K.,
Choi, E., Kim, S., Jeong, H., Jang, J., Jeong, I., Kim, J., Shin, Y., & Song, J. (2018). Elementary
schoo...
by Suh Keong Kwon, Dongkwang Shin, Yongsang Lee
in Volume 27 Number 1, 2023
- Ubiquitous learning: Determinants impacting learners’ satisfaction and performance with smartphones
-
...Kim, S. H. (2008). Moderating effects of job relevance and experience on mobile wireless technology
acceptance: Adoption of a smartphone by individuals. Information & Management, 45(6), 387–393.
Kim...
by Hee-Jung Jung
in Volume 18 Number 3, October 2014
- Moving from off-the-shelf chatbots to a user-designed bespoke L2 chatbot
-
...Kim, 2018; Fryer et al., 2019; Gallacher
et al., 2018) and those developed based on a self-designed system (e.g., Goda et al., 2014; Jia et al., 2012).
Overall, these studies revealed chatbots’ stre...
by Dongkwang Shin, Jang Ho Lee
in Volume 28 Number 1, 2024
- Acknowledgment of LLT Reviewers, Volume 7
-
...Kim
Celeste Kinginger
Keiko Kitade
Markus Koetter
Claudia Kost
Dimitris Koutsogiannis
Wan Shun Eva Lam
Marie-Noelle Lamy
Christine Leahy
Andrew Lian
Meei-Ling Liaw
Zheng (John) Lin
Hsien-Chin Liou
Lar...
in Volume 08 Number 1, January 2004
- Different effects of machine translation on L2 revisions across students’ L2 writing proficiency levels
-
...Kim, 2011; Kim & Yoon, 2014;
Wang & Wen, 2002) and that translation, including mental translation, naturally occurs during L2 writing
(Liu, 2009). Kim (2011) further revealed that Korean EFL student...
by Sangmin-Michelle Lee
in Volume 26 Number 1, 2022
- Comparing individual vs. collaborative processing of ChatGPT-generated feedback: Effects on L2 writing task improvement and learning
-
...Kim & Emeliyanova, 2021). Such an assumption was
partially supported by the result of a meta-analysis, where Lv et al. (2021) reported a significantly larger
effect size of online feedback on EFL wr...
by Da Yan
in Volume 28 Number 1, 2024
- Does digital multimodal composing help improve EFL students' metacognitive knowledge?
-
...Kim & Belcher, 2020), and enhance authorial voice
expression (Kim & Belcher, 2020; Lim & Polio, 2020). Overall, previous studies have reported positive
learning outcomes as a result of having studen...
by Wei Xu, Xiao Tan, Chaoran Wang, Dan Fu
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Pragmatic feedback on refusals in a computer-simulated advising session
-
...Kim, Y. (2018). Task-based approaches to teaching and assessing pragmatics: An
overview. In N. Taguchi & Y. Kim (Eds), Task-Based approaches to teaching and assessing
pragmatics (pp. 1–24). John Ben...
by Paul Richards
in Volume 28 Number 1, 2024
- Teaching foreign language with conversational AI: Teacher-student-AI interaction
-
...Kim, 2017; Martínez et al., 2003). These studies have often employed social network analysis
(SNA) as a valuable analytical tool. It visually represents interaction patterns, offering insights into n...
by Hyangeun Ji, Insook Han, Soyeon Park
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Exploring multimodality in technology-mediated collaborative writing: An activity theory
-
...Kim and
Kang (2020) revealed a primary focus on content development, followed by language-related topics
during task in a larger study, while Kim et al. (2022) showed examples of how L2 learners foc...
by Annita Stell
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
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