- Automated versus peer assessment: Effects of learners' English public speaking
-
...human feedback.
Chunping Zheng, Xu Chen, Huayang Zhang, and Ching Sing Chai 223
Acknowledgements
This research is funded by the National Natural Science Foundation of China (621070...
by Chunping Zheng, Xu Chen, Huayang Zhang, Ching Sing Chai
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- The Effects of Text-Based SCMC on SLA: A Meta Analysis
-
...Hua University (Hsinchu, Taiwan).
Hung-Tzu Huang, assistant professor at Department of Foreign Languages and Literature of National
Tsing Hua University (Hsinchu, Taiwan), specializes in L2 vocabula...
by Wei-Chen Lin, Hung-Tzu Huang, Hsien-Chin Liou
in Volume 17 Number 2, June 2013
- AI as a debate coach: A mixed-methods analysis of student self-efficacy and perceptions in an AI-assisted debate
-
...Huang, National Chung Hsing University
Abstract
Debate is an effective pedagogical approach, yet it presents significant challenges for EFL learners.
While Artificial Intelligence (AI) chatbot...
by Joan Wan-Ting Huang
in Volume 30 Number 1, 2026
- Scaffolding early-stage simultaneous interpreting learning using computerized dynamic assessment
-
...Hugging Face (https://huggingface.co/Unbabel).
Table 1
CAF Measures Adopted
Dimension Metric Description Sources
Complexity MLC Mean length of clauses Norris & Ortega (2009)
CPAS Clauses per ...
by Zhaokun Jiang
in Volume 30 Number 1, 2026
- EFL adolescents’ engagement in artificial intelligence and peer interaction
-
...human interaction. This suggests that AI-based
communication may have only short-term effects compared to the longer-lasting impact of human
interaction. Zou et al. (2023) reported that although C...
by Juhee Lee
in Volume 29 Number 1, 2025
- Augmented reality technology in language learning: A meta-analysis
-
...Huang, X., Zou, D., Cheng, G., & Xie, H. (2021). A systematic review of AR and VR enhanced language
learning. Sustainability, 13(9), 1–28. https://doi.org/10.3390/su13094639
Hung, H., & Yeh, H. (2...
by Juan Wu, Huiting Jiang, Shiya Chen
in Volume 28 Number 1, 2024
- Task-induced development of hinting behaviors in online task-oriented L2 interaction
-
...huh huh
22 ZEH: blah blah [/zma:n/
23 SIN: [huh 3# - lines 25 – She moves the cursor up on previous
24 ZEH:
25
par
#2
(2.0)
on-screen activity and changes the tab to the task
interface. She types...
by Ufuk Balaman
in Volume 22 Number 2, June 2018 Special Issue on Qualitative Research in CALL
- Vocabulary learning from watching YouTube videos and reading blog posts
-
...Hulstijn, 2001; Nation, 2001; Schmitt,
2000). For this reason, incidental learning has also been described as a byproduct of communicative
language tasks (Hulstijn, 2001).
For example, learners may...
by Henriette L. Arndt, Robert Woore
in Volume 22 Number 3, October 2018
- Students’ emotions and cognitive loads in chatbot-versus peer-supported reading
-
...huo, Huang), frustration (Shuo), and anxiety
(Huang), as the quote from Wu illustrates below:
During the process of peer interactive reading, both of us may encounter some common problems, and
pro...
by Xiaotian Guan, Yanfang Su, Tan Jin, Chun Lai, Yuanke Li
in Volume 30 Number 2, Special Issue: Emotional CALL
- A Framework for Developing Self-Directed Technology Use for Language Learning
-
...Huang, Huang, Huang,
& Lin, 2012). Third, the research model explained 29% of the variance in language learners’ frequency of
technology use for learning, and a large portion of the variation remain...
by Chun Lai
in Volume 17 Number 2, June 2013
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