- Enhancing pre-service EFL teachers’ TPACK through chatbot-integrated lesson planning projects
-
...Jeon, jaehojeon21@gmail.com
Enhancing pre-service EFL teachers’ TPACK through
chatbot-integrated lesson planning projects
Seongyong Lee, University of Nottingham Ningbo China
Jaeho Jeon*, In...
by Seongyong Lee, Jaeho Jeon
in Volume 28 Number 1, 2024
- Oral Interaction Around Computers in the Project-Oriented CALL Classroom
-
...jeon/
September 2005, Volume 9, Number 3
pp. 121-145
Copyright © 2005, ISSN 1094-3501 121
ORAL INTERACTION AROUND COMPUTERS
IN THE PROJECT-ORIENTED CALL CLASSROOM
Gumock Jeon-Ellis, Robert De...
by Gumock Jeon-Ellis, Robert Debski, Gillian Wigglesworth
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Using an AI-powered chatbot for improving L2 Korean grammar: A comparison between proficiency levels and task types
-
...Jeon, 2024; Jeon et al., 2023; Tai & Chen, 2024; Zhang
et al., 2024; Zhang & Zou, 2022). The positive pedagogical impact of AI chatbots is primarily due to their
conversational functionality and acc...
by Ji-young Shin, Yujeong Choi
in Volume 29 Number 2, February 2025 Special Issue: Indigenous Languages and Less Commonly Taught Languages (LCTLs) with Technology
- EFL students' self-directed learning of conversation skills with AI chatbots
-
...Jeon, 2022; Ryu, 2017).
The growing interest in self-directed learning has provoked many meaningful innovations in the use of
artificial intelligence (AI) in English language learning and teaching ...
by Sooyeon Kang, Min-Chang Sung
in Volume 28 Number 1, 2024
- From the special issue editor
-
...Jeon-Ellis, Debski, and Wigglesworth investigate
the oral interaction that takes place in the course of a project-oriented CALL course.
Eight monolingual speakers of English enrolled in a first-year...
by David Nunan
in Volume 09 Number 3, September 2005 Special Issue on Technology and Oral Language Development
- Moving from off-the-shelf chatbots to a user-designed bespoke L2 chatbot
-
...Jeon, 2022) for this purpose. A major strength of chatbots
developed via such platforms is that they could be designed to perform a specific L2 task (e.g., making an
appointment with foreign friends...
by Dongkwang Shin, Jang Ho Lee
in Volume 28 Number 1, 2024
- Integrating chatbot technology in language teacher education: A TPACK-based analysis of pre-service teachers’ professional development
-
...Jeon, 2024).
This gap is particularly significant given the rapid advancement of AI technologies and their potential
impact on language teaching practices. The present study addresses this gap by ex...
by Lee Jin Choi, Rakhun Kim, Sun Joo Chung
in Volume 29 Number 1, 2025
- Pragmatic feedback on refusals in a computer-simulated advising session
-
...Jeon & Kaya, 2006; Plonsky & Zhuang, 2019; Rose, 2005; Taguchi, 2015). In the
earliest of these reviews, Rose (2005) categorized instructed pragmatics studies according to three design
features: lac...
by Paul Richards
in Volume 28 Number 1, 2024
- L2 pragmatics and CALL
-
...Jeon & Kaya, 2006;
Plonsky & Zhuang, 2019; Taguchi, 2015), as well as several volumes including research on the
instruction of L2 pragmatics (e.g., Taguchi & Roever, 2017), the teaching of L2 pragma...
by Marta González-Lloret
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Learning to express gratitude in Mandarin Chinese through web-based instruction
-
...Jeon & Kaya, 2006). In view of the various resources that technology can
provide, recent efforts have been directed toward exploring the role of technology in the instruction of
ILP competence.
Pre...
by Li Yang
in Volume 20 Number 1, February 2016
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