- AI as a debate coach: A mixed-methods analysis of student self-efficacy and perceptions in an AI-assisted debate
-
...marking scripts with pauses and intonation cues, providing model
readings, facilitating sentence-by-sentence practice, and simulating rebuttals through challenging
questions.
3. Mizou: A custom AI...
by Joan Wan-Ting Huang
in Volume 30 Number 1, 2026
- Teaching foreign language with conversational AI: Teacher-student-AI interaction
-
...marker or pause, yielding 229 interactions for the first class
and 415 interactions for the second class during the main activity. For these 644 interactions, the interaction
patterns were coded by ...
by Hyangeun Ji, Insook Han, Soyeon Park
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Teacher engagement with automated text simplification for differentiated instruction
-
...marks. (see Figure 1). Text complexity assessment is a crucial step both before
and after simplification (Garbacea et al., 2021). Eng-Editor was chosen because its readability assessment
system corr...
by Fengkai Liu, Yishi Jiang, Chun Lai, Tan Jin
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Big data and language learning: Opportunities and challenges
-
...Markov, 1913; Zipf, 1949).
The current leader in size and power among artificial neural networks is GPT-3 from OpenAI (short for
Generative Pre-trained Transformer, the third version of the system)....
by Robert Godwin-Jones
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
- Strategies for effective communication in Dutch as a lingua franca telecollaboration
-
...market (Blyth, 2013; Ward, 2018). Additionally, LCTL learners usually have
fewer opportunities to find conversation partners outside courses (Godwin-Jones, 2013; Klimanova &
Dembovskaya, 2013).
In...
by Aleksandra Wach, Robertus de Louw, Mikołaj Buczak, Gert Loosen
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- AI-assisted English learning: A tool for all or only a select few?
-
...marker type. To enhance clarity, especially in grayscale print, marker fill styles are also used: Class 1, Class 3, Class
5, and Class 7 use filled markers, whereas Class 2, Class 4, and Class 6 use ...
by EunJung Kim
in Volume 29 Number 1, 2025
- Autonomy CALLing: A systematic review of 22 years of publications in learner autonomy and CALL
-
...Mark (Eds.), Contemporary computer-assisted language learning (pp. 19–38). Bloomsbury.
Dickinson, L. (1987). Self-instruction in language learning. Cambridge University Press.
Fuchs, C., Hauck, M., ...
by Carmenne Kalyaniwala, Maud Ciekanski
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- The effect of multimedia annotation modes on l2 vocabulary acquisition: A comparative study
-
...bond” than the plotting of the words (p.
94).
Little research exists on the efficacy of video in the domain of L2 vocabulary acquisition. Neuman
and Koskinen (1992) state that captioned video with sou...
by Khalid Al Seghayer
in Volume 05 Number 1, January 2001
- Memes and identity in language teacher education
-
...markers, and identity indicators converge in a single
multimodal unit, integrating visual, textual, and contextual layers that require digital literacy to decode
(Yus, 2018). As such, memes serve as...
by Boris Vazquez-Calvo, Alba Paz-López, Sergio Rey-Godoy
in Volume 29 Number 1, 2025
- Pre-service EFL teachers’ online participation, interaction, and social presence
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...bonding among participants
seem to be influential in the amount of participation and interaction. Exploring experiences of engineering
undergraduate learners and instructors qualitatively, Szeto (20...
by H. Müge Satar, Sumru Akcan
in Volume 22 Number 1, February 2018
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