- The AI chatbot interaction for semantic learning: A collaborative note-taking approach with EFL students
-
...lity transparency, and user trust, necessitate
the establishment of ethical guidelines and principles in their application (Kooli, 2023).
Mei-Rong Alice Chen 3
Nevertheless, the integration o...
by Mei-Rong Alice Chen
in Volume 28 Number 1, 2024
- Enhancing pre-service EFL teachers’ TPACK through chatbot-integrated lesson planning projects
-
...lity to create diverse English language tasks with chatbots, like information gap and
role-play tasks we made, I believe it could enhance the authenticity of the learning environment, and it
made th...
by Seongyong Lee, Jaeho Jeon
in Volume 28 Number 1, 2024
- Speech technology in computer-aided language learning: Strengths and limitations of a new CALL paradigm
-
...litude needs to be kept within a certain limited range. If the amplitude exceeds an upper limit, the
signal is clipped and the signal analyzer cannot extract all of the relevant features. If the ampli...
by Farzad Ehsani, Eva Knodt
in Volume 02 Number 1, July 1998
- Considerations in developing or using second/foreign language proficiency computer-adaptive tests
-
...liability, validity, and utility
of L2 CATs; may help developers fashion more valid, reliable, and authentic L2 CATs; and
might familiarize CAT score users with some the complexities involved in inter...
by Patricia A. Dunkel
in Volume 02 Number 2, January 1999
- AI-assisted English learning: A tool for all or only a select few?
-
...lish Achievement, 2 = Home English Environment, 3 =
Pre-school English Experience, 4 = Post-school English Experience, 5 = Interest in English, and 6 = Confidence in
English. Class labels are positi...
by EunJung Kim
in Volume 29 Number 1, 2025
- Different effects of machine translation on L2 revisions across students’ L2 writing proficiency levels
-
...lity of L2 writing (Min, 2006; Van Waes & Leijten, 2015). Hence, in order to compensate for
their limited language proficiency, L2 learners often utilize various online resources, such as online
dic...
by Sangmin-Michelle Lee
in Volume 26 Number 1, 2022
- Building the porous classroom: An expanded model for blended language learning
-
...life. The coronavirus
pandemic has led to a public health crisis, countless grieving families, and to a social order and private lives
turned upside down. Many have lost their livelihoods, as busine...
by Robert Godwin-Jones
in Volume 24 Number 3, October 2020
- Investigating the types and use of feedback in middle-school English language learners’ academic writing
-
...lies in explicit instruction of academic English language and literacy skills for students
(Pereira & de Oliveira, 2015; Uccelli & Phillips Galloway, 2017). Although much research has emerged
on aca...
by Mikyung Kim Wolf, Saerhim Oh
in Volume 28 Number 1, 2024
- E-mail and word processing in the ESL classroom: How the medium affects the message
-
...lion living and many foreigners living in the US. (EM)
In contrast, text-initial contextualization does not assume the same kind of familiarity with
concepts referred to as is illustrated in the follo...
by Sigrun Biesenbach-Lucas, Donald Weasenforth
in Volume 05 Number 1, January 2001
- The effect of multimedia annotation modes on l2 vocabulary acquisition: A comparative study
-
...lid Al Seghayer is a PhD candidate in the Language and Literacy Program with a specialization
in Foreign Language Education/ Applied Linguistics in the Department of Instruction and Learning
at the Un...
by Khalid Al Seghayer
in Volume 05 Number 1, January 2001
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