- Anxiety in virtual exchange and its relationship with social presence
-
...Zhao, 2022). However, some positive aspects of
asynchronous contexts include the opportunity to work at one’s own pace, to reflect without peer
pressure, and to avoid public criticism (Hurd, 2007). ...
by Elke Nissen, Suzi M. S. Cavalari, Solange Aranha
in Volume 29 Number 1, 2025
- Self-study with language learning software in the workplace: What happens?
-
...Zhao, & Li, 2008; Nielson & González-Lloret, 2010; White, 2006).
Since commercially available packages like Rosetta Stone and Auralog claim to work as all-in-one
solutions for language learning, th...
by Katharine B. Nielson
in Volume 15 Number 3, October 2011 Special Issue on Learner Autonomy and New Learning Environments
- ESL teacher training in 3D virtual worlds
-
...Zhao & Tella, 2002, p. 3), the teacher training process also “becomes more complex”. One
such “complex and powerful” technology is 3D VWs (e.g., Second Life), which are defined as “persistent
virtua...
by Iryna Kozlova, Dmitri Priven
in Volume 19 Number 1, February 2015 Special Issues on Teacher Education and CALL
- Incorporating digital multimodal composing into game-enhanced language learning
-
...Zhao, 2016). While the findings
Ke Li, Mark Peterson, and Qin Fan 191
are not conclusive, the patterns we observed warrant further investigation into the role of learner identity
...
by Ke Li, Mark Peterson, Qin Fan
in Volume 30 Number 2, Special Issue: Emotional CALL
- Beyond grammar: How ChatGPT-4.0 shapes writing self-efficacy and performance in CSL writing
-
...Zhao and Wang (2026) examined the effects of
ChatGPT feedback on L2 Chinese learners’ writing outcomes, confidence, and emotions, providing
further evidence that AI feedback may influence both writi...
by Guan Huang, Huijing Chen
in Volume 30 Number 1, 2026
- A systematic review of technology-enhanced L2 listening development since 2000
-
...Zhao & Lee,
2022) and enhanced their motivation and engagement (Read et al., 2021).
Third, TELD effectively encouraged learners’ active engagement. Digital affordances helped students’ L2
listening...
by Ruofei Zhang, Di Zou, Gary Cheng
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Collaboratively interpreting GenAI output in Chinese as an Additional Language classrooms: Creating an AI-mediated translanguaging space
-
...Zhao, 2025).
Therefore, second-language (L2) learners and teachers need to exercise agency when interpreting,
questioning, and revising AI-generated content. This agency takes several forms. Learner...
by Xinyi Wang, Kevin Wai Hin Tai, Chin-Hsi Lin
in Volume 30 Number 1, 2026
- A Framework for Developing Self-Directed Technology Use for Language Learning
-
...Zhao & Lai, 2007). Thus,
encouraging and supporting the self-directed use of technology outside language classrooms is essential
to maximizing the potential of technology for language learning. Self...
by Chun Lai
in Volume 17 Number 2, June 2013
- Enhancing college students’ listening performance and self-efficacy using mobile annotated vlogs
-
...Zhao et al., 2025). The perceptions of learning using annotated vlogs scale indicated favorable
attitudes toward their use for English listening and vocabulary learning. Annotations and multimedia
s...
by Hui-Tzu Hsu
in Volume 30 Number 1, 2026
- Memes and identity in language teacher education
-
...Zhao & Zappavigna, 2018),
tweets (Lomicka & Lord, 2012), and memes.
A meme is a multimodal form of communication that combines text, imagery, and cultural references,
shared and reshaped through d...
by Boris Vazquez-Calvo, Alba Paz-López, Sergio Rey-Godoy
in Volume 29 Number 1, 2025
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