- Exploring AWE-supported writing process: An activity theory perspective
-
...Zhang, 2020; Zhang & Hyland, 2018); to our knowledge, studies on the AWE-supported
revision process are still far and few between. More studies are therefore needed to explore the complex
and dynami...
by Zhenzhen Chen, Weichao Chen, Jiyou Jia, Huixiao Le
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Computerized dynamic assessment of implicature comprehension in L2 Chinese
-
...Zhang, 2014; Zhang & van Compernolle, 2016). We would also like to note that test-takers
with LPSs around the mean and who also had very high actual scores (see the far right side of Figure 3)
shoul...
by Tianyu Qin, Rémi A. van Compernolle
in Volume 25 Number 2, June 2021
- Generative AI and metaverse in developing pre-service teachers’ content knowledge
-
...Zhang et al., 2025). Yet, while these innovations have broadened
opportunities for experiential learning, they also foreground the notable challenge of developing
disciplinary content knowledge (CK)...
by Seongyong Lee, Jaeho Jeon
in Volume 30 Number 1, 2026
- Call for papers for a special issue on Robot-assisted language learning: Recent trends and future directions
-
...Zhang, 2024; Fathi et al., 2024; Zhao & Lai, 2023). Robot-Assisted Language Learning (RALL) has
emerged as a promising approach to address these gaps by leveraging advancements in robotics
(Derakhsh...
by Ali Derakhshan, Haoran Xie
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- Modelling students’ emotional engagement in AI-augmented English reading: Mediation of AI learning interest and reading enjoyment
-
...Zhang & Zhang, 2024).
Additionally, reading enjoyment is a common mediating variable in educational research, often mediating
the relationship between external stimuli (such as teacher support and f...
by Honggang Liu, Jiqun Fan
in Volume 30 Number 2, Special Issue: Emotional CALL
- Partnering with AI: Intelligent writing assistance and instructed language learning
-
...Zhang & Li, 2021). Crucially, the resulting
model has superior contextual awareness. In 2017, transformer language models were introduced (M.
Zhang & Li, 2021), with the best-known being BERT, devel...
by Robert Godwin-Jones
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Using an AI-powered chatbot for improving L2 Korean grammar: A comparison between proficiency levels and task types
-
...Zhang
et al., 2024; Zhang & Zou, 2022). The positive pedagogical impact of AI chatbots is primarily due to their
conversational functionality and accessibility. Conversations with virtual agent-gene...
by Ji-young Shin, Yujeong Choi
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- Students’ emotions and cognitive loads in chatbot-versus peer-supported reading
-
...Zhang & Li,
2025), and chatbot as a reading companion (Zhang et al., 2024). Studies have shown that reading with AI-
powered interactive chatbots may enhance learners’ reading engagement and interest...
by Xiaotian Guan, Yanfang Su, Tan Jin, Chun Lai, Yuanke Li
in Volume 30 Number 2, Special Issue: Emotional CALL
- Comparing individual vs. collaborative processing of ChatGPT-generated feedback: Effects on L2 writing task improvement and learning
-
...hang, Z., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing.
Assessing Writing, 36, 90–102. https://doi.org/10.1016/j.asw.2018.02.004
Zhang, Z., & Hyland, K....
by Da Yan
in Volume 28 Number 1, 2024
- Incorporating digital multimodal composing into game-enhanced language learning
-
...Zhang, 2022) and interpreting (Hu et al., 2024) to specific learning modes such as collaborative learning
(Zhang et al., 2024) and learning in the virtual world (Kruk, 2016). Just as noted by Li et a...
by Ke Li, Mark Peterson, Qin Fan
in Volume 30 Number 2, Special Issue: Emotional CALL
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