- Sentiment analysis in virtual exchange: Comparing lingua franca and L1-L2 synchronous interactions
-
...Zhou and Ee
http://otter.ai/
https://notebooklm.google.com/
Margarita Vinagre, Marta Giralt, and Ciara Wigham 7
(2012), developed to assess socio-emotional skills in VE. The codebook ha...
by Margarita Vinagre, Marta Giralt, Ciara Wigham
in Volume 30 Number 1, 2026
- Generative AI, visual scaffolds, and metacognition in EFL writing
-
...Zhou, 2025; Lee et al., 2024). However, despite the proliferation of GAI applications,
empirical evidence remains limited regarding how GAI-mediated feedback affects learners’ internal
cognitive and...
by Mei-Rong Alice Chen
in Volume 30 Number 1, 2026
- Technology-enhanced vocabulary learning: The role of self-regulation and prior knowledge
-
...Zhou et al., 2024). Two common methods
are digital flashcards (DF) and video enhancement (VE). DF promote retrieval practice (Laufer et al.,
2004) and feedback (Nation, 2022) through interactive tas...
by Jiarun Ye, Pengchong Zhang, Rowena Kasprowicz, Catherine Tissot
in Volume 29 Number 1, 2025
- Thirty years of data-driven learning: Taking stock and charting new directions over time
-
...Zhou
(2017) to writing in 18 papers published between 2010-2016; Chen and Flowerdew (2018) to DDL in
EAP (English for Academic Purposes) from 37 papers, mainly from 2010-2017. Godwin-Jones (2017)
o...
by Alex Boulton, Nina Vyatkina
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- The developmental trajectory of L2 students’ positive achievement emotions and flow experience within AI-enhanced classrooms: A latent growth curve modeling (LGCM)
-
...zhou, China
Ali Derakhshani*, Golestan University, Gorgan, Iran;
Guangdong University of Foreign Studies, Guangzhou, China
Abstract
The integration of artificial intelligence (AI) in L2 classr...
by Lili Qin, Ali Derakhshan
in Volume 30 Number 2, Special Issue: Emotional CALL
- Exploring the relationship between L2 belongingness, personal L2 enjoyment, and willingness to communicate across language learning contexts
-
...Zhou, 2022). Indeed, a growing body of research supports the premise that L2
peers support can have a prominent impact on fostering a positive classroom setting, which can pave the
way to foster FLE...
by Mehdi Solhi, Artem Zadorozhnyy, Ju Seong Lee
in Volume 30 Number 2, Special Issue: Emotional CALL
- Association between allophonic transcription tool use and phonological awareness level
-
...Zhou, J. (2011). A system for independent e-learning
of practical phonetics. In L. Wai-Sum & E. Zee (Eds.), Proceedings of the 17th International
Congress of Phonetic Sciences (pp. 368–371). Hong Ko...
by Kacper Łodzikowski
in Volume 25 Number 1, February 2021 Special Issue: Big Data in Language Education & Research
- Vocabulary grit, task emotions, and behavioral engagement during after-class app-assisted vocabulary learning among Chinese university EFL learners
-
...Zhou et al. (2026). Four
items measure students’ behavioral engagement in AVL. An example item is “I try hard to do well in app-
assisted vocabulary learning”. The validity of the scale in the curren...
by Banban Li, Yasser Teimouri, Shenglan Mao, Na Wang
in Volume 30 Number 2, Special Issue: Emotional CALL
- Using GenAI tools in advanced Korean language classes for cultural competence development
-
...Zhou, Y., Yang, X., Wu, S., Zhang, L., Zou, J., & Yao, H. (2023). Holistic analysis of
hallucination in gpt-4v(ision): Bias and interference challenges. arXiv.
https://doi.org/10.48550/arXiv.2311.03...
by Susie Kim, Taena Kim
in Volume 30 Number 1, 2026
- Exploring the affordances of telepresence robots in foreign language learning
-
...Zhou, who helped us recruit participants
and videotape the activities.
Notes
1. For an introduction to Romo, see its Kickstarter page.
References
Bakhtin, M. M. (1981). The dialogic imagination: ...
by Jian Liao, Xiaofei Lu
in Volume 22 Number 3, October 2018
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