- Exploring AI-Generated text in student writing: How does AI help?
-
...Fung is the English Panel Chairperson in a Hong Kong secondary school. She has taught
English for more than ten years and served as an HKDSE marker.
E-mail: kyfung@teacher.hpccss.edu.hk
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
- Improving argumentative writing: Effects of a blended learning approach and gamification
-
...Fung Chiu
Improving argumentative writing: Effects of a
blended learning approach and gamification
Yau Wai Lam, The University of Hong Kong
Khe Foon Hew, The University of Hong Kong
Kin Fung ...
by Yau Wai Lam, Khe Foon Hew, Kin Fung Chiu
in Volume 22 Number 1, February 2018
- Effects of web-based collaborative writing on individual L2 writing development
-
...Fung, 2010); the effect of the environment (Kessler, 2009); the
effect of the context, tools, and participants on collaborative writing (Arnold & Ducate, 2006); teacher
interference in collaboration...
by Dawn Bikowski, Ramyadarshanie Vithanage
in Volume 20 Number 1, February 2016
- Artificial intelligence for language learning: Entering a new era
-
...Fung, A. K. Y. (2024). Exploring AI-Generated text in
student writing: How does AI help? Language Learning & Technology, 28(2). 183–208.
https://hdl.handle.net/10125/73577
Zheng, C., Chen, X., Zhan...
by Mark Warschauer, Ying Xu
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
- Digital Gaming and Language Learning: Autonomy and Community
-
...Fung, & Khoo, 2011). L2
digital gaming, therefore, takes place mainly in “entirely out-of-school non-institutional realms of freely
chosen digital engagement” (Thorne, Black, & Sykes, 2009, p. 802)....
by Alice Chik
in Volume 18 Number 2, June 2014 Special Issue: Game-informed L2 Teaching and Learning
- Chinese EFL teachers' social interaction, socio-cognitive presence in synchronous computer-mediated communication
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...Fung, 2010), or as a positive predictor of learning satisfaction within CMC environments (Gunawardena
& Zittle, 1997; Tsai, 2012). It can also give each member a sense of belonging or group commitmen...
by Heping Wu, Junde Gao, Weimin Zhang
in Volume 18 Number 3, October 2014
- Future Foreign Language Teachers' Social and Cognitive Collaboration in an Online Environment
-
...Fung, 2004; Pawan, et al., 2003; Pena-Shaff & Nicholls
2004). Although resolutions occurred infrequently, the few resolutions that did occur took place in the last
discussion, which specifically ask...
by Nike Arnold, Lara Ducate
in Volume 10 Number 1, January 2006
- Pre-service EFL teachers’ online participation, interaction, and social presence
-
...Fung, 2010). Based on the sociocultural learning
theory of Vygotsky (1978), which suggests that knowledge is co-constructed in social interaction, SP
“provides a necessary level of facilitation to s...
by H. Müge Satar, Sumru Akcan
in Volume 22 Number 1, February 2018
- Comparing individual vs. collaborative processing of ChatGPT-generated feedback: Effects on L2 writing task improvement and learning
-
...Fung, P. (2023). A multitask, multilingual, multimodal evaluation of
ChatGPT on reasoning, hallucination, and interactivity. arXiv.
https://doi.org/10.48550/ARXIV.2302.04023
https://doi.org/10.108...
by Da Yan
in Volume 28 Number 1, 2024
- Distributed agency in second language learning and teaching through generative AI
-
...Fung, A. K. Y. (2024). Exploring AI-Generated text in
student writing: How does AI help? Language Learning & Technology, 28(2). 180–205.
https://hdl.handle.net/10125/73577
Zhang, Z., & Li, W. (2020...
by Robert Godwin-Jones
in Volume 28 Number 2, June 2024 Special Issue: Artificial Intelligence for Language Learning
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