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Showing 41 - 50 results of 60 for Tsai

Digital game-based learning’s effectiveness on EFL learners’ receptive and productive vocabulary knowledge
...Tsai, 2007). Sundqvist’s studies (Sundqvist & Wikström, 2015; Sylvén & Sundqvist, 2012) found a positive correlation between gameplay time and L2 proficiency and reported that boys outperformed girls...

by Wen Jia, Liping Zhang, Austin Pack, Yi Guan, Bin Zou
in Volume 28 Number 1, 2024

The application of chatbot as an L2 writing practice tool
...Tsai, 2019). Follow-up studies are required to look further into what more can be done in an L2 classroom using a chatbot as a pedagogical agent. For this, more chatbot-based language tasks need to ...

by Suh Keong Kwon, Dongkwang Shin, Yongsang Lee
in Volume 27 Number 1, 2023

Exploring AI-assistance in L2 Chinese writing with standardized assessment tasks
...Tsai, 2019; Yan, 2023). In November 2022, OpenAI introduced ChatGPT, which is a GAI model that utilizes leveraging large language models (LLM). ChatGPT, which stands for Chat Generative Pre- trainer ...

by Dan Song, Alexander Fukin Tang
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology

Restructuring multimodal corrective feedback through Augmented Reality (AR)-enabled videoconferencing in L2 pronunciation teaching
...Tsai, 2019). While the bulk of the work in CAPT research has examined how to train learners’ connected speech by displaying visual representations of pitch/intonation contours (Chun et al., 2015; Le...

by Yiran Wen, Jian Li, Hongkang Xu, Hanwen Hu
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning

A Framework for Developing Self-Directed Technology Use for Language Learning
...Tsai & Chuang, 2005), (b) have faith in their abilities to do so and to capitalize on the potentials of technologies (Chow, Herold, Choo, & Chan, 2012), and at the same time (c) perceive the expecta...

by Chun Lai
in Volume 17 Number 2, June 2013

Pre-service EFL teachers’ online participation, interaction, and social presence
...Tsai, 2012) and to create a sense of belonging, group commitment, and community feeling among online learners (Arnold, Ducate, Lomicka, & Lord, 2005; Remesal & Colomina, 2013; Tu & McIsaac, 2002; We...

by H. Müge Satar, Sumru Akcan
in Volume 22 Number 1, February 2018

Thank Yous and Welcomes
...Tsai Boris Vazquez-Calvo Joseph P Vitta Oksana Vorobel Nina Vyatkina Paige Ware Marie Webb Seth Wiener Jayme Wilken Lawrence Williams Joshua Wilson Michael Winans Paula Winke Sumei Wu Xi...

in News & Announcements

Integrating chatbot technology in language teacher education: A TPACK-based analysis of pre-service teachers’ professional development
...Tsai, C.-C. (2015). A survey to examine teachers’ perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK). Asia-...

by Lee Jin Choi, Rakhun Kim, Sun Joo Chung
in Volume 29 Number 1, 2025

Commenting to learn: Evidence of language and intercultural learning in comments on YouTube videos
...Tsai English interview] http://www.youtube.com/watch?v=D-4YAifQ9Y4 APPENDIX B. Taxonomy of informational acts used in data analysis (adapted from Stenström,1994) Primary acts 1. Acknowledge Sign...

by Phil Benson
in Volume 19 Number 3, October 2015 Special Issues on Digital Literacies and Language Learning

Using synchronous online peer response groups in EFL writing: Revision-related discourse
...Tsai for their assistance in coding data. I am grateful to Dr. Curtis Bonk and Dr. Anthony Lichi for reading earlier versions of this paper and to the reviewers and the editors of this journal for p...

by Mei-Ya Liang
in Volume 14 Number 1, February 2010