- Generative AI and metaverse in developing pre-service teachers’ content knowledge
-
...Jeon, jeon@knue.ac.kr
Generative AI and metaverse in developing pre-
service teachers’ content knowledge
Seongyong Lee, University College London
Jaeho Jeon*, Korea National University of Ed...
by Seongyong Lee, Jaeho Jeon
in Volume 30 Number 1, 2026
- 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
- GenAI-mediated activity theory (GMAT) for L2 teachers
-
...Jeon, J., & Choe, H. (2025a). Generative AI (GenAI) and pre-service teacher agency in ELT. ELT
Journal, 79(2), 287–296. https://doi.org/10.1093/elt/ccaf005
Lee, S., Jeon, J., McKinley, J., & Rose, ...
by Jang Ho Lee, Yohan Hwang, Seongyong Lee
in Volume 30 Number 1, 2026
- Custom GPT as mediator: Dynamic Assessment with beginner KFL learners
-
...Jeon, 2023; Jili et al., 2025). Jeon (2023) piloted a CA-
DA system designed to support L2 English vocabulary learning among Korean elementary school
learners. The chatbot, developed using Dialogflow...
by Minjin Kim
in Volume 30 Number 1, 2026
- 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
- Dynamicity of EFL learners’ emotions and WTC in Human-AI interactions
-
...Jeon et al., 2024b). Moreover, chatbots often struggle to sustain
coherent, topic-specific dialogues, resulting in fragmented exchanges that increase cognitive load (Fryer
et al., 2020; Jeon et al.,...
by Qian Cheng, Xiuwen Chen, Yiyang Luo, Hao Wang
in Volume 30 Number 2, Special Issue: Emotional CALL
- Investigating the impact of chatbot design features on affective variables: A mixed-methods study
-
...Jeon, 2024; Kohnke, 2023a; Lee & Lee, 2026). Learners’ emotions, elicited
by a particular learning approach or condition, can influence their subsequent learning experiences
(MacIntyre et al., 2016)...
by Jang Ho Lee, Hansol Lee, Kyungmin Kim
in Volume 30 Number 1, 2026
- Language teaching with high-immersion virtual reality: Developing TPACK through lesson planning
-
...Jeon, 2024), and measured
TPACK by rating lesson plans using Harris et al.’s (2010) assessment rubric. Given these findings,
similar approaches likely apply to TPACK for HiVR though research remains...
by Claudia Schnellbögl, Theresa Summer
in Volume 30 Number 1, 2026
- EFL adolescents’ engagement in artificial intelligence and peer interaction
-
...Jeon, 2024; Wu, 2024).
Traditionally, human interaction has been considered central to L2 acquisition (Li & Jeong, 2020).
However, recent developments in AI-powered tools—such as intelligent perso...
by Juhee Lee
in Volume 29 Number 1, 2025
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