- Exploring AI-Generated text in student writing: How does AI help?
-
...lish Teacher (NET); CMT School’s English panel head; and a postgraduate student researching EFL
writing. To establish reliability in human scoring, the NET prepared a scoring rubric (see Appendix A) ...
by David James Woo, Hengky Susanto, Chi Ho Yeung, Kai Guo, April Ka Yeng Fung
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Automated versus peer assessment: Effects of learners' English public speaking
-
...listening (Rahimi & Abedini, 2009), and speaking (Zhang et al., 2020). Zhang et al.
(2019b) defined EPS self-efficacy as learners’ confidence in their ability to successfully deliver an English
publ...
by Chunping Zheng, Xu Chen, Huayang Zhang, Ching Sing Chai
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- 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
- Investigating pragmatic learning opportunities and outcomes in different SCMC modes
-
...lized as PREs. This study developed a coding scheme based on Timpe-Laughlin et al.’s work
(2021), supplemented by Chen and Lin (2021). PREs were categorized into explicit and implicit
dimensions. Th...
by Yuchen Peng, Yuhong Lei
in Volume 29 Number 3, October 2025 Special Issue: Multimodality in CALL
- 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
- 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
- A protocol for evaluating AI chatbots’ capabilities for low-resource language teachers
-
...linguistic quality (e.g., grammar, word choice, coherence), task completion, and task
usefulness. For linguistic quality, the Likert scale choices ranged from “Very poor: error-ridden,
nonsensical, ...
by Nicholas Swineheart, Phuong Nguyen, Ellen Yeh
in Volume 29 Number 1, 2025
- E-mail and word processing in the ESL classroom: How the medium affects the message
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...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
- Vocabulary learning from watching YouTube videos and reading blog posts
-
...lish in school for at least five years (M = 10.4, SD = 3.3),
but they had not been raised bilingually, had not attended an English-speaking school, and had not lived in
an English-speaking country f...
by Henriette L. Arndt, Robert Woore
in Volume 22 Number 3, October 2018
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