- Enhancing pre-service EFL teachers’ TPACK through chatbot-integrated lesson planning projects
-
...Tseng, 2018; Tseng et al., 2022). Module 2, lasting
three weeks, provided comprehensive chatbot-design training for ELT in two steps (Hew et al., 2023; Kim
et al., 2022). First, the participants lea...
by Seongyong Lee, Jaeho Jeon
in Volume 28 Number 1, 2024
- Enhancing multimodal literacy using augmented reality
-
...Tseng
Enhancing multimodal literacy using augmented
reality
Hui-Chin Yeh, National Yunlin University of Science and Technology
Sheng-Shiang Tseng*, Tamkang University
Abstract
Augmente...
by Hui-Chin Yeh, Sheng-Shiang Tseng
in Volume 24 Number 1, February 2020
- The impact of video and written feedback on student preferences of English speaking practice
-
...Tseng & Hui-Chin Yeh
The impact of video and written feedback on student
preferences of English speaking practice
Sheng-Shiang Tseng, Tamkang University
Hui-Chin Yeh, National Yunlin Universit...
by Sheng-Shiang Tseng, Hui-Chin Yeh
in Volume 23 Number 2, June 2019
- Integrating chatbot technology in language teacher education: A TPACK-based analysis of pre-service teachers’ professional development
-
...Tseng et al., 2022), little
is known about its application to language teaching, particularly in the context of emerging AI
technologies. While previous studies have examined TPACK in language educa...
by Lee Jin Choi, Rakhun Kim, Sun Joo Chung
in Volume 29 Number 1, 2025
- Immersion, interaction, and experience-oriented learning: Bringing virtual reality into FL learning
-
...Tseng, Tsai, and Chao (2013) examined the perceptions of student teachers about using Second
Life as a CFL teaching platform.
VR for Creation
VR creation tools, such as Omni-Immersion Vision (OIV),...
by Yu-Ju Lan
in Volume 24 Number 1, February 2020
- Restructuring multimodal corrective feedback through Augmented Reality (AR)-enabled videoconferencing in L2 pronunciation teaching
-
...Tseng, 2019; Patten & Edmonds, 2015), few studies have investigated the utility
of visual feedback on segmental production in classroom settings (Olson, 2014). Moreover, as Rogerson-
Revell pointed o...
by Yiran Wen, Jian Li, Hongkang Xu, Hanwen Hu
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Call for papers for a special issue on Extended Reality (XR) in Language Learning
-
...Tseng, W.-T., Lin, Y.-T. R., & Gupta, K. C.-L. (2020). On the effects of 3D
virtual worlds in language learning: A meta-analysis. Computer Assisted Language Learning,
33(8), 891–915. https://doi.org...
by Mark Pegrum, Yu-Ju Lan
in Volume 25 Number 3, October 2021 Special Issue: 25 Years of Emerging Technology in CALL
- Genre-based AWE system for engineering graduate writing: Development and evaluation
-
...Tseng, 2011; Wang & Tu, 2014). For English language learners whose native language is tenseless such as
Chinese (Bastiaanse, 2013; Hinkel, 1997; Lin, 2006), the proper use of tense (and, by extension...
by Hui-Hsien Feng, Evgeny Chukharev-Hudilainen
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
-
...Tseng
(2016), Xu (2020), Tsai (2012)
Eye-tracking Technology 3 Liu (2021), Stickler (2015),
Wang (2019)
Embodied Interaction 2 Xu & Ke (2020), Yang (2017)
Augmented Reality (AR) 2 Wen (2018, 2019...
by Michael Li
in Volume 27 Number 3, October 2023 Special Issue: Extended Reality (XR) in Language Learning
- Investigating linguistic, literary, and social affordances of L2 collaborative reading
-
...Tseng, Yeh, & Yang, 2015) investigated the effects of annotating a text on three different
levels of reading: surface-based, text-based, and situation-based. The surface-based questions targeted
und...
by Joshua J. Thoms, Frederick Poole
in Volume 21 Number 2, June 2017
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