- Evaluating intelligent personal assistants for L2 listening and speaking development
-
...Dizon
Evaluating intelligent personal assistants for L2
listening and speaking development
Gilbert Dizon, Himeji Dokkyo University
Abstract
While the use of intelligent personal assistants ...
by Gilbert Dizon
in Volume 24 Number 1, February 2020
- Voice-user interfaces for TESOL: Potential and receptiveness among native and non-native English speaking instructors
-
...Dizon, 2017, 2020;
Dizon & Tang, 2020; Ji et al., 2020). However, none exclusively concentrate on native-English speaking
(NES), let alone non-native English-speaking (NNES) instructors in the EFL c...
by David Kent
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Dynamicity of EFL learners’ emotions and WTC in Human-AI interactions
-
...Dizon, 2020; Tai, 2024). Building on these advancements,
Replika—a popular AI-driven social chatbot—distinguishes itself by enabling users to develop social and
emotional relationships with it throu...
by Qian Cheng, Xiuwen Chen, Yiyang Luo, Hao Wang
in Volume 30 Number 2, Special Issue: Emotional CALL
- Teaching foreign language with conversational AI: Teacher-student-AI interaction
-
...Dizon, G. (2017). Using intelligent personal assistants for second language learning: A case study of
Alexa. TESOL Journal, 8(4), 811–830. https://doi.org/10.1002/tesj.353
Dizon, G. (2020). Evaluati...
by Hyangeun Ji, Insook Han, Soyeon Park
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Investigating learner autonomy and vocabulary learning efficiency with MALL
-
...Dizon, 2016; Dizon & Tang, 2017; Jackson, 2015) have already noted
students’ appreciation of and preference for Quizlet over other DF apps, such as Study Stack or Cram.
Study Aims and Hypothesis
T...
by Nigel P. Daly
in Volume 26 Number 1, 2022
- A systematic review of technology-enhanced L2 listening development since 2000
-
...Dizon, 2020).
Fifth, gaming elements were integrated into listening instruction, such as storylines, incentives, and virtual
scenes. For example, Hwang et al. (2017) designed a digital game in which...
by Ruofei Zhang, Di Zou, Gary Cheng
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Task-specific emotions and EFL learners’ technology acceptance beliefs in AI-mediated English speaking
-
...Dizon, 2026; Huang & Mizumoto, 2024; Liu &
Ma, 2023; Luo & Zou, 2024). PEOU fosters technology adoption, but PU is critical in shaping attitudes
and intentions (Davis, 1989; Liu & Ma, 2023).
Howev...
by Majid Elahi Shirvan, Tahereh Taherian
in Volume 30 Number 2, Special Issue: Emotional CALL
- Partnering with AI: Intelligent writing assistance and instructed language learning
-
...Dizon
and Gayed (2021) recommend its use among beginners, Koltovskaia (2020) has the opposite view:
Based on the study’s findings, students with low language proficiency may not be able to utilize
...
by Robert Godwin-Jones
in Volume 26 Number 2, June 2022 Special Issue: Automated Writing Evaluation
- Exploring AI-Generated text in student writing: How does AI help?
-
...Dizon and Gayed (2021) found that
Japanese university students produced more lexical variation and fewer grammatical errors when they
wrote with Grammarly, a predictive text and intelligent writing ...
by David James Woo, Hengky Susanto, Chi Ho Yeung, Kai Guo, April Ka Yeng Fung
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Using chatbots to support EFL listening decoding skills in a fully online environment
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...Dizon, 2020; Kim, 2018). These previous studies that investigated chatbots in listening instruction
were typically conducted in a blended mode where students interacted with the chatbots online and t...
by Weijiao Huang, Chengyuan Jia, Khe Foon Hew, Jia Guo
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
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