- 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
- 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
- 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
- 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
- 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
- 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
- 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
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