- Teaching foreign language with conversational AI: Teacher-student-AI interaction
-
...Huang et al., 2021), and identification of the roles played by AI and teachers (Ji et
al., 2023). However, to the best of our knowledge, no empirical studies have analyzed classroom
interactions in ...
by Hyangeun Ji, Insook Han, Soyeon Park
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Call for papers for a special issue on Generative AI and data-driven learning in second language learning: What the future holds
-
...Huang et al.,
2023). The adaptive nature of these chatbots allows for personalized language instruction and support,
aligning with the current emphasis on learner-centered approaches in SLA (Barrot,...
by Javad Zare, Alex Boulton
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- How competitive, cooperative, and collaborative gamification impacts student learning and engagement
-
...Huang, 2019; Zainuddin, 2020).
There are a total of ten interview questions that were planned in advance and served as an interview guide.
In the course of the semi-structured interviews, there were...
by Shen Qiao, Susanna Siu-sze Yeung, Xiaoai Shen, Jac Ka Lok Leung, Davy Tsz Kit Ng, Samual Kai Wah Chu
in Volume 28 Number 1, 2024
- L1 for social presence in videoconferencing: A social semiotic account
-
...Huang, 2004), to continue online interactions by
avoiding communication breakdowns (Kötter, 2003), to deal with the face-threatening act of corrective
feedback (Tudini, 2016), to build a community (...
by Müge Satar
in Volume 24 Number 1, February 2020
- [UPDATED] Call for papers for a special issue on Generative AI and data-driven learning in second language learning: What the future holds
-
...Huang et al., 2023). The adaptive nature of these chatbots allows for personalized language instruction and support, aligning with the current emphasis on learner-centered approaches in SLA (Barrot, 2...
in News & Announcements
- High school writing teacher feedback on word choice errors
-
...Huang et
al., 2012). When correcting and providing feedback on students’ word choice errors, L2 writing teachers
should notice whether the error feedback content is informative enough to raise stude...
by Chian-Wen Kao, Barry Lee Reynolds
in Volume 24 Number 3, October 2020
- Profiling learners’ affective engagement: Emotion AI, intercultural pragmatics, and language learning
-
...Huang & Chan, 2024; Yu et al., 2022). Frequently cited as well is the PERMA
framework (Seligman, 2011) and especially it's adaptation into language learning by Oxford (2016),
known as EMPATHICS (Sam...
by Robert Godwin-Jones
in Volume 30 Number 2, Special Issue: Emotional CALL
- L2 blogging: Who thrives and who does not?
-
...Huang, 2015). Studies in this category have
concluded that learners’ writing performance improved with regard to their knowledge and use of
vocabulary, grammar (Vurdien, 2013) and rhetorical strateg...
by Rainbow Tsai-Hung Chen
in Volume 19 Number 2, June 2015
- Effects of interactive chat versus independent writing on L2 learning
-
...Huang & Liou, 2013).
Motivated by these empirical findings of the beneficial interactivity of text chat, this study examined how
different types of out-of-class assignments affected language develop...
by Medha Tare, Ewa M. Golonka, Karen Vatz, Carrie L. Bonilla, Carolyn Crooks, Rachel Strong
in Volume 18 Number 3, October 2014
- Discovering collocations via data-driven learning in L2 writing
-
...Huang, 2014).
These findings demonstrate learners’ heightened awareness of the “idiom principle” (Sinclair, 1991) and
“chunk-aware mentality” (Kennedy & Miceli, 2017, p. 14) in language production. ...
by Yi-ju Ariel Wu
in Volume 25 Number 2, June 2021
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