- Attention and learning in L2 multimodality: A webcam-based eye-tracking study
-
...Zhang, anthony.zhang@reading.ac.uk
Attention and learning in L2 multimodality: A
webcam-based eye-tracking study
Pengchong Zhang*, University of Reading
Shi Zhang, Chengdu University of Te...
by Pengchong Zhang, Shi Zhang
in Volume 29 Number 1, 2025
- Review of Technology and Language Teaching
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...shifts in language teachers’ roles and the language teaching industry.
https://lite.lincdireproject.org/
Fei Li and Yabin Zhang 3
Drawing from a survey that invited language teachers fr...
by Fei Li, Yabin Zhang
in Volume 29 Number 1, 2025
- Comparing individual vs. collaborative processing of ChatGPT-generated feedback: Effects on L2 writing task improvement and learning
-
...hang, Z., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing.
Assessing Writing, 36, 90–102. https://doi.org/10.1016/j.asw.2018.02.004
Zhang, Z., & Hyland, K....
by Da Yan
in Volume 28 Number 1, 2024
- Effects of digital game elements on engagement and vocabulary development
-
...Shi & Shih, 2015), Multimedia (Plass et al., 2015;
Shi & Shih, 2015), and Fantasy (Plass et al., 2015; Shi & Shih, 2015).
Game elements in learning environments can influence learners cognitively (...
by Ruofei Zhang, Gary Cheng, Di Zou
in Volume 29 Number 1, 2025
- Enhancing the use of evidence in argumentative writing through collaborative processing of content- based automated writing evaluation feedback
-
...ship between the evidence and the
claim. The shifted collaborative focus towards the content of evidence use was also reflected in the
participants’ revision behaviors. Figure 7 summarized the revis...
by Zhan Shi, Fengkai Liu, Chun Lai, Tan Jin
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- A review of technology-enhanced Chinese character teaching and learning in a digital context
-
...Shi, 2015). It has been recognized to play a role in helping learners to create
connections among orthography, semantics, and phonology (Liu, 2021; Stickler & Shi, 2015; Wang & Su,
2019). For instan...
by Michael Li
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Turnitin and peer review in ESL academic writing classrooms
-
...shift
students’ attention from local to global issues in writing, scaffold students in their effort to provide more
helpful comments and to make connections between specific suggestions and holistic...
by Jinrong Li, Mimi Li
in Volume 22 Number 1, February 2018
- Automated versus peer assessment: Effects of learners' English public speaking
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...Zhang et al., 2019b). EPS forms a nexus of English writing,
speaking, and communication (Zhang et al., 2020) and requires learners to effectively manage a
multimodality of language skills (Lee & Azm...
by Chunping Zheng, Xu Chen, Huayang Zhang, Ching Sing Chai
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Using machine translation to support ESL pre-service teachers’ collaborative feedback for writing
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...Shi et al., 2022), and MT is one of a kind.
Though controversial, MT like Google Translate, Baidu Translate, or Bing Translator are reported to be
useful in improving L2 output for Chinese L1 studen...
by Linling Fu, Michelle Mingyue Gu, Tan Jin
in Volume 28 Number 1, 2024
- Promoting revision in L2 writing: A mixed-methods study on the role of specialized AI feedback agents
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...Shi et al., 2026; Yan, 2023). At the same time, a growing body of scholarship
highlights cognitive and motivational risks associated with unrestricted reliance on AI-generated text
(Dumitrescu, 2023...
by Yujong Park, Jeeho Ryoo
in Volume 30 Number 1, 2026
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