- Technology-enhanced vocabulary learning: The role of self-regulation and prior knowledge
-
...Zou et al., 2019). Therefore, enhancing intrinsic
motivation through self-regulated learning may be especially beneficial in improving engagement and
learning outcomes.
Self-regulated learning is ...
by Jiarun Ye, Pengchong Zhang, Rowena Kasprowicz, Catherine Tissot
in Volume 29 Number 1, 2025
- The developmental trajectory of L2 students’ positive achievement emotions and flow experience within AI-enhanced classrooms: A latent growth curve modeling (LGCM)
-
...Zou, 2024; Jeon, 2024; Teng & Huang, 2025).
AI-driven technologies, such as adaptive learning platforms (ALPs), virtual tutors (VTs), and natural
language processing applications (NLPAs), create dyn...
by Lili Qin, Ali Derakhshan
in Volume 30 Number 2, Special Issue: Emotional CALL
- Review of SMART CALL: Personalization, contextualization, & socialization
-
...Zou study the use of self-purported, artificial intelligence (AI) speech evaluation
programs for L2 speaking practice. The authors investigated the perceptions of English-as-a-medium-of-
instruction ...
by Andrias Susanto, Sinem Sonsaat-Hegelheimer
in Volume 27 Number 1, 2023
- Designing talk in social networks: What Facebook teaches about conversation
-
...Zourou, 2013; Mills, 2011; Reinhardt & Ryu, 2013; Reinhardt & Zander,
2011). At the same time, the complex and dynamic patterns of interaction that emerge in these spaces
quickly push back upon stan...
by Chantelle Warner, Hsin-I Chen
in Volume 21 Number 2, June 2017
- Willingness to communicate and oral communicative performance through asynchronous video discussions
-
...Zou et al., 2015),
particularly when the tool is new to learners. Research has suggested that Flip can be a useful tool for
helping language learners develop their speaking and listening communicati...
by Nadia Jaramillo Cherrez, Larysa Nadolny
in Volume 27 Number 1, 2023
- The practices and challenges of telecollaboration in higher education in Europe
-
...Zou, Wang, & Xing, 2013) and Russian (Klimanova & Dembovskaya,
2013).
The bilingual models mentioned above are based on the assumption that the “native speaker” is the ideal
interlocutor and can ac...
by Francesca Helm
in Volume 19 Number 2, June 2015
- AI-assisted English learning: A tool for all or only a select few?
-
...Zou, & Xie, 2020;
Zawacki-Richter et al., 2019). For students struggling with affective barriers such as low motivation and
confidence, AI platforms have shown positive effects through gamified and ...
by EunJung Kim
in Volume 29 Number 1, 2025
- Fostering intercultural sensitivity in language learning: Quality talk in telecollaboration
-
...Zou & Yu, 2019). In this vein, telecollaboration, a pedagogical approach that places
emphasis on Internet-based intercultural exchange, has potential to facilitate effective communication
between la...
by Huey-Jye You, Hui-Chin Yeh, Grace Yue Qi
in Volume 29 Number 1, 2025
- GenAI-mediated activity theory (GMAT) for L2 teachers
-
...Zou, D. (2023). ChatGPT for language teaching and learning. RELC
Journal, 54(2), 537–550. https://doi.org/10.1177/00336882231162868
Kohnke, L., Zou, D., & Moorhouse, B. L. (2024). Technostress and ...
by Jang Ho Lee, Yohan Hwang, Seongyong Lee
in Volume 30 Number 1, 2026
- Students’ emotions and cognitive loads in chatbot-versus peer-supported reading
-
...Zou, B., Du, Y., & Wang, Z. (2024). The impact of different conversational generative AI
chatbots on EFL learners: An analysis of willingness to communicate, foreign language speaking
anxiety, and s...
by Xiaotian Guan, Yanfang Su, Tan Jin, Chun Lai, Yuanke Li
in Volume 30 Number 2, Special Issue: Emotional CALL
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