IGI Global

International Journal of Computer-Assisted Language Learning and Teaching

Published by IGI Global Scientific Publishing

Online ISSN: 2155-7101

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Print ISSN: 2155-7098

Disciplines: Educational Technologies

Journal websiteAuthor guidelines

Top-read articles

93 reads in the past 30 days

Leveraging ChatGPT for Second Language Writing Feedback and Assessment

November 2024

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352 Reads

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2 Citations

This paper discusses the increasingly prominent role of ChatGPT in providing feedback and assessment for L2 writing in the digital age. It reviews representative studies that address five research strands about the use of ChatGPT in L2 writing contexts. After a critical evaluation of the existing literature, the author extensively explains four innovative sub-topics on leveraging ChatGPT for L2 writing feedback and assessment, drawing on multiple creative projects undertaken by her research team. These include: 1) ChatGPT-student collaboration in the L2 writing process; 2) ChatGPT-supported teacher feedback; 3) collaborative processing of ChatGPT feedback; and 4) the potential of ChatGPT for L2 writing assessment. This paper also addresses the importance of teacher training on the use of GenAI in language and writing instruction.

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77 reads in the past 30 days

Incorporating ChatGPT for EFL Writing and Its Effects on Writing Engagement

January 2025

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83 Reads

Affective, behavioral, and cognitive engagements play crucial roles in how learners interact with and process written feedback on their language production. The present study examines the efficacy of peer feedback versus ChatGPT-generated feedback in an English as a Foreign Language (EFL) writing context. Participants (n = 169) were 1st-year undergraduate students at a teacher education university in China, enrolled in a mandatory writing class. The control group (n = 86) did not use ChatGPT, while the treatment group (n = 83) engaged with ChatGPT, leveraging carefully designed prompts to receive feedback on their writing. A survey instrument measuring affective, behavioral, and cognitive engagement was administered at both the start and conclusion of the semester. Results revealed that ChatGPT has potential to enhance specific aspects of student engagement, like affective and behavioral engagement, in EFL writing. Cognitive engagement, although slightly higher in the treatment group, did not differ significantly between the groups. The findings suggest that while AI-generated feedback can be integrated into EFL instruction, its impact on student engagement, particularly affective and behavioral, warrants careful consideration. We finally provided pedagogical implications based on the findings.

Aims and scope


The International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) serves as a forum for researchers, teachers, practitioners, and education professionals to discuss and share their ideas, experience, and knowledge in combining computer technology with language teaching and learning. Due to the fast pace of technological change, innovative teaching approaches and strategies should be developed to successfully integrate new technologies into language teaching. This journal provides opportunities to evaluate, improve, and apply such strategies in the fields of CALL and foreign/second language learning.

Recent articles


Revolutionising Essay Evaluation: A Cutting-Edge Rubric for AI-Assisted Writing
  • Article

February 2025

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21 Reads

This study aims to develop a robust rubric for evaluating artificial intelligence (AI)–assisted essay writing in English as a Foreign Language (EFL) contexts. Employing a modified Delphi technique, we conducted a comprehensive literature review and administered Likert scale questionnaires. This process yielded nine key evaluation criteria, forming the initial rubric. The rubric was applied to evaluate 33 AI-assisted essays written by students as part of an intensive course assignment. Statistical analysis revealed significant inter-rater reliability and convergent validity coefficients, supporting the adoption and further development of such rubrics across higher education institutions. The developed rubric was subsequently used to evaluate these essays using two AI tools: ChatGPT and Claude. The results indicated that both AI tools evaluated the essays with similar scores, demonstrating consistency in their assessment capabilities.


Figure 3. Flowchart of video translation
Figure 4. Flowchart of AI agent creation
Figure 5. AI presenter videos with background and on-screen text
Software Review: Empowering Language Education With D-ID Creative Reality Studio's Multimodal Capabilities
  • Article
  • Full-text available

February 2025

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32 Reads

D-ID Creative Reality Studio (D-ID) is a platform for creating Artificial Intelligence (AI) presenter (digital human) videos, translating videos, and designing conversational agents. D-ID seamlessly integrates deep-learning face animation technology, large language models (LLMs), natural language processing (NLP), and speech synthesis and recognition (SSR), offering new possibilities for immersive language teaching and learning. As highlighted in the slogan, “Amaze your audience with your art” (D-ID, 2024), both language learners and teachers can utilise D-ID to create personalised multimodal digital learning resources. Aligning with the interaction hypothesis (Long, 1996), a conversational agent can serve as a language partner, offering accurate linguistic input and facilitating conversational practice anytime and anywhere. Additionally, the incorporation of a digital human is consistent with the Cognitive Theory of Multimedia Learning (Mayer & Moreno, 2003), which asserts that dual-channel input—integrating visual and auditory modalities—enhances memory retention and overall learning effectiveness. This software review centres on the web-based version of D-ID and provides a detailed analysis of the main features that can contribute to second language acquisition.


Incorporating ChatGPT for EFL Writing and Its Effects on Writing Engagement

January 2025

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83 Reads

Affective, behavioral, and cognitive engagements play crucial roles in how learners interact with and process written feedback on their language production. The present study examines the efficacy of peer feedback versus ChatGPT-generated feedback in an English as a Foreign Language (EFL) writing context. Participants (n = 169) were 1st-year undergraduate students at a teacher education university in China, enrolled in a mandatory writing class. The control group (n = 86) did not use ChatGPT, while the treatment group (n = 83) engaged with ChatGPT, leveraging carefully designed prompts to receive feedback on their writing. A survey instrument measuring affective, behavioral, and cognitive engagement was administered at both the start and conclusion of the semester. Results revealed that ChatGPT has potential to enhance specific aspects of student engagement, like affective and behavioral engagement, in EFL writing. Cognitive engagement, although slightly higher in the treatment group, did not differ significantly between the groups. The findings suggest that while AI-generated feedback can be integrated into EFL instruction, its impact on student engagement, particularly affective and behavioral, warrants careful consideration. We finally provided pedagogical implications based on the findings.


Figure 1. A model of digital game-based language learning (dgbll) with augmented reality / virtual reality (AR/VR)
Game on! Digital Gaming and Augmented Reality/Virtual Reality in Language Learning

January 2025

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70 Reads

Digital games have become an important educational tool for learning and teaching. The development of such games has advanced from 2D, desktop-based technologies to 3D, augmented reality (AR) / virtual reality (VR)-based technologies. Yet digital game-based language learning (DGBLL) with AR/VR has only recently started to be investigated, owing to the emerging availability of these new technologies. This position paper begins with a short review of the educational benefits of DGBLL, followed by a discussion of the use of AR/VR in language learning. To illustrate the potential use of AR/VR in DGBLL, recent empirical studies are reviewed. Based on this analysis, a new model for integrating AR/VR in DGBLL is proposed. The paper ends with suggestions for how DGBLL with AR/VR technologies can be used in future educational endeavors.


Training curriculum
Factor loadings, KMO values, and explained variance
Model summary
One way ANOVA
Coefficient correlation
Investigating the Impact of ChatGPT as an AI Tool on ESL Writing: Prospects and Challenges in Saudi Arabian Higher Education

January 2025

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58 Reads

This research explores the impact of ChatGPT, an AI tool, on ESL students' writing proficiency at a Saudi Arabian university. Using a mixed-methods approach, data from 130 students showed a significant positive effect on their writing. A focus group interview with six students highlighted opportunities such as personalized feedback, language skill development, vocabulary expansion, and greater autonomy. However, challenges included a lack of contextual understanding, loss of individuality in writing, reduced creativity, and ethical concerns. The findings offer valuable insights for educators on how to effectively integrate ChatGPT into writing instruction while addressing its challenges.


Research Trends and Hotspots of Digital Game-Based Vocabulary Learning (2008-2023): A Scientometrics Review

January 2025

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68 Reads

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1 Citation

Digital games have gained significant attention in the field of language education. Among various educational applications, research on digital game-based vocabulary learning (DGBVL) has seen a marked increase in interest and exploration. This study presents a scientometric review based on bibliometric data from the Scopus and Web of Science Core databases. Using specific selection criteria, 364 studies published between 2008 and 2023 were identified for analysis. The findings revealed the following: (a) research on DGBVL has demonstrated considerable growth in recent years, highlighting its high potential; (b) the United States, Taiwan, Mainland China, and Hong Kong emerged as the most prolific contributors to publications in this area; and (c) major research clusters include vocabulary learning, classroom teaching improvement, WhatsApp, augmented reality (AR), and other related topics. This review offers valuable insights for scholars and researchers in DGBVL, fostering further advancements in this field.


Investigating the Accuracy of ChatGPT as a Writing Error Correction Tool

December 2024

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108 Reads

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1 Citation

Artificial intelligence revolution becomes a trend in most aspects of life. ChatGPT, an AI chatbot, has impacted various domains, including education and language learning. Enhancing writing abilities of ESL learners requires frequent writing practice and feedback, which ChatGPT can easily provide. However, ChatGPT’s accuracy in identifying and correcting ESL writing errors remains unknown. This study explores writing errors detected by ChatGPT, and those beyond its capabilities, through content analysis that combines quantitative and qualitative methods, utilizing pre-created data sets and its computational processing. The findings revealed that ChatGPT demonstrated high-performance accuracy for eight categories, encompassing verb forms, word order, passive voice, conditional sentences, subject-verb agreement, singular/plural nouns, word form, and word choices. Its performance was moderate in three categories—articles, modals, and verb tense—while it showed low performance in four categories, including unclear messages, connectors, sentence structure, and non-idiomatic expressions.


Linguistic Competence Among Egyptian vs. Saudi EFL Majors in Light of Utilizing Artificial Intelligence Technology:

November 2024

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26 Reads

This study aimed at probing Egyptian and Saudi English as a Foreign Language (EFL) majors’ perceptions of the impact of AI technology on enhancing linguistic competence and predicting the level of linguistic competence development due to the utilisation of AI. The descriptive survey method was used to accomplish the purpose of the study. A 27-item questionnaire was developed to collect the study data from the participants, totalling 523 EFL majors: 256 Egyptian EFL majors at the Faculty of Education at Al-Azhar University, Egypt and 267 EFL majors at Prince Sattam bin Abdulaziz University, Saudi Arabia. The results of the statistical analysis demonstrated that AI technology is perceived positively by the EFL majors in both contexts. However, the Egyptian students showed higher positive perceptions than their Saudi counterparts. More importantly, the simple regression analysis has shown a statistically significant positive correlation between the EFL majors’ perceptions and their linguistic competence. The study recommends enhancing the EFL majors’ proficiency in using AI tools for developing language skills.


ChatGPT vs Teacher Roles in Developing EFL Writing

November 2024

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67 Reads

This study statistically compared the differences between Chat Generative Pre-Trained Transformer (ChatGPT) and teacher instruction, comparing the use of ChatGPT with teachers’ roles in developing English as a Foreign Language writing. A mixed-method approach was employed. The quantitative component examined learners’ writing performance, before and after revisions given by ChatGPT, as well as before and after receiving teacher instruction. Additionally, the study explores the differences between the results in the two groups. The qualitative analysis explored outcomes of using ChatGPT and identified teachers’ roles through observational data. A total of 50 English-language learners from a public university were involved as a sample. The results, based on Test of English as a Foreign Language Internet-Based Test (TOEFL-iBT) criteria, revealed that teacher instruction led to higher scores and greater improvement than the use of ChatGPT revisions. Key implications of this study highlight teachers’ roles in areas ChatGPT cannot replicate: (a) understanding writing criteria, (b) developing individual critical thinking, and (c) offering ethical guidance. Integrating ChatGPT into writing curricula and AI professional development are recommended.


Leveraging ChatGPT for Second Language Writing Feedback and Assessment

November 2024

·

352 Reads

·

2 Citations

This paper discusses the increasingly prominent role of ChatGPT in providing feedback and assessment for L2 writing in the digital age. It reviews representative studies that address five research strands about the use of ChatGPT in L2 writing contexts. After a critical evaluation of the existing literature, the author extensively explains four innovative sub-topics on leveraging ChatGPT for L2 writing feedback and assessment, drawing on multiple creative projects undertaken by her research team. These include: 1) ChatGPT-student collaboration in the L2 writing process; 2) ChatGPT-supported teacher feedback; 3) collaborative processing of ChatGPT feedback; and 4) the potential of ChatGPT for L2 writing assessment. This paper also addresses the importance of teacher training on the use of GenAI in language and writing instruction.


Understanding Chinese University EFL Learners’ Perceptions of AI in English Writing

November 2024

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230 Reads

Artificial intelligence (AI) is useful to English as a foreign language (EFL) learners, but there is a paucity of research on how they perceive AI. Contextualized in a Chinese university setting, this study investigated Chinese university EFL learners’ perceptions of Grammarly in English writing. Based on an extended technology acceptance model (TAM) with task relevance, subjective norm, and perceived enjoyment being added, quantitative data were collected from 140 Chinese EFL learners. Structural equation modeling analysis suggested that the proposed model could effectively explain participants’ views of Grammarly. Their perceptions of ease of use significantly influenced usefulness, which had a major impact on their attitudes towards AI and behavioral intention. Perceived enjoyment and task relevance were also significant predictors of students’ perceptions of this software. The research model explained 71% of the variance of EFL learners’ intentions to use AI. Suggestions were given to teachers on implementing AI writing support.


Figure 1. Frequency of response using traditional method
Figure 2. Frequency of response using DST method
Descriptive statistics of perceived level of learners' motivation with traditional method of teaching Question items N Mean Std. Dev.
Impact of Digital Storytelling on Motivation in Middle School English Classrooms

August 2024

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93 Reads

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1 Citation

Motivation is a key factor in the learning process, especially in language acquisition. This research examines the effects of using digital storytelling (DST) on motivation in English classrooms. The study, which used a mixed methods approach, involved 100 middle school students in Bengaluru selected through convenience sampling. Data collection methods included questionnaires and semi-structured interviews. Students were divided into experimental and control groups, with the former receiving DST-integrated instruction and the latter being taught using traditional methods. The results of the quantitative analysis showed a positive influence on motivation in the experimental group compared to the control group. Qualitative results showed that implementing DST increased students' motivation, engagement, and understanding of the English language more effectively than traditional teaching methods. Further research is encouraged to explore the full potential of DST to improve student language skills and motivation.


Summary of the means and standard deviations of CL skills
Multiple linear regression model of CL skills
Exploring Language Teachers' Perceptions of Corpus Literacy Skills at Pre-Tertiary Level

August 2024

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30 Reads

This study proposes five components of corpus literacy skills (CL) based on a survey of previous studies to investigate in-service teachers' perceived CL skills. Subsequently, the relationships among these components will be explored. In addition, this study investigates whether age and teaching experience have an effect on perceived CL skills. Finally, this study reports on the in-service teacher’s point of view of having CL skills, as well as their limitations. A total of 105 female teachers self-reported their proficiency levels in CL skills as moderate to satisfactory. They were more confident in the fifth component, which was creating teaching materials using corpora output. We hypothesised that teachers' CL skills were linked to age and experience, in which the fifth component correlated negatively with teachers’ ages and teaching experiences. In addition, this study sheds light on the importance of the search component of CL skills, as it is a fundamental skill that influences the acquisition of other skills.


Survey structure for exploring AI integration in education: student adoption, teacher knowledge, and effects on learning processes
Students' survey means, standard deviations, and one-sample t-tests (n=243)
Teachers' survey means, standard deviations, and one-sample t-tests (n=78)
Mind the Gap, Please!

August 2024

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86 Reads

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1 Citation

This mixed-methods study investigates the mismatch between student use of AI for academic tasks and teacher awareness in Saudi Arabian higher education. Surveys of 78 teachers and 243 students in English for Specific Purposes courses at public and private universities included Likert-scale items and an open-ended question on AI tools' benefits, challenges, and impact on learning and academic integrity. The study reveals a significant gap between teachers' perceptions of students' AI skills and the reality of AI integration, leading to discrepancies in judging student knowledge and assessment authenticity. To address these challenges, the manuscript proposes strategies, including targeted professional development for teachers, swift adoption of best practices for ethical use of generative AI in classrooms, and fostering open dialogue within institutions. This research provides insights to inform teaching practices, curriculum development, and policy-making in higher education's evolving landscape. Future research could benefit from more comprehensive sampling to enhance generalizability


Whether English Proficiency and English Self-Efficacy Influence the Credibility of ChatGPT-Generated English Content of EMI Students

July 2024

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93 Reads

This study investigated whether English proficiency (EP) and English self-efficacy (ESE) influence the credibility of ChatGPT-generated English content (CCGEC) of college students in the English-medium instruction (EMI) courses. We observed a college-level EMI course called “Technical Writing and Presentation”, where instructors encouraged their students of non-English majors to use ChatGPT for discovery learning in their EMI learning tasks. A survey of 800 students showed that ChatGPT was primarily used for providing explanations, suggesting ideas and structures, and preparing presentations. Analyzing the survey data with the MANCOVA procedure revealed that students' EP levels did not influence their CCGEC, and ESE did not moderate the relationship between EP and CCGEC in the EMI course context. These findings suggest that ChatGPT can be a valuable tool for EMI students regardless of their EP or ESE.


A Bibliometric Analysis on Trends and Patterns in Self-Regulated Language Learning in Mobile-Assisted Learning Environments

June 2024

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87 Reads

This study analysed 498 articles published between 2005 and 2023 on Self-regulated Language Learning (SRLL) indexed in the core collection of the Web of Science database, using a bibliometric methodology based on scientific mapping, co-occurrence and burstness analysis. Results show China is the most influential contributor to SRLL research, with the largest number of total publications and citations. According to the keyword co-occurrence and burstness analysis, mobile-learning, higher education, learning context, learner strategies stand out in this field. It is also shown that listening as a significant linguistic skill is less explored in the SRLL field. It is proven that learners’ language skills could be improved through mobile-assisted collaborative learning in informal settings. By identifying the developmental patterns in SRLL research, this paper can guide future researchers to explore in-depth the significant issues in this field and bring insight for further SRLL studies in terms of themes, pedagogy and methodologies.


Investigating L2 Grammatical Accuracy in Digital Multimodal Writing

January 2024

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92 Reads

This study examines and compares L2 grammatical accuracy in digital multimodal writing (DMW) and monomodal text-based writing (TBW). Utilizing a mixed-methods design, the research incorporates a dataset comprising 180 written texts, a questionnaire, and text-based interviews. Sixty EFL learners were assigned to two groups (TBW and DMW) and completed three writing tasks on identical topics. The findings reveal that there are no significant differences in grammatical accuracy between TBW and DMW. Moreover, learners’ perceptions indicate that the integration of multi-semiotic recourses has no detrimental effect on grammatical accuracy. Additionally, learners adopted a preferred recursive strategy, involving text writing followed by integrating nonlinguistic components to complete and revise their DMW compositions. Consequently, two factors emerge as crucial in elucidating the comparable level of grammatical accuracy in DMW and TBW: (1) active engagement in each linguistic and nonlinguistic component, and (2) an awareness of the essentiality of the text component, necessitating the prioritization of the linguistic resource or the deliberate separation of text writing from other components within the DMW process. This study concludes with pedagogical implications and suggestions for further research.


The Spatial Influence on Vocabulary Acquisition in an Immersive Virtual Reality-Mediated Learning Environment

January 2024

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280 Reads

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1 Citation

This study aims to investigate whether VR-assisted language learning facilitates EFL learners' vocabulary learning and memory retention. One hundred seventy-seven Chinese undergraduate EFL learners were divided into VRG (VR-assisted instruction group) and CIG (conventional instruction group). Participants in the VRG (n = 75) were provided with immersive VR devices, whereas the others (n = 102) learned in conventional classrooms with instructors. The results illustrate that the spatial design of virtual environments may be related to lexical memory performance. Target words that are placed in positions where they are interacted with more frequently tend to perform better in terms of being memorized. It also suggests that words corresponding to items placed between 60-180 cm of the ground are better retained. Subsequent interviews revealed that VR technology helps learners encode information based on spatial location. The VR technology's visual, aural, and textual stimulation also help learners subconsciously remember the vocabulary items.


Descriptive statistics
Tests of normality
Difference between the performance of the two groups
Performance significance
Artificial Intelligence in Education:

September 2023

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172 Reads

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2 Citations

Despite its controversial nature, machine translation (MT) has been increasingly integrated into learning in the past decade. This controversy arises from two different beliefs. While some believe that MT negatively impacts students' language proficiency, others argue that it allows students to stay abreast of technological advancements. Despite the numerous risks associated with the unstoppable development and irresistible use of MT, it is imperative to explore appropriate integration methods instead of outrightly banning its use in learning the translation practice. Consequently, this article examines existing research on methods of using MT in classroom learning and highlights its strengths and limitations. The article explores pedagogical solutions to harness the capabilities of MT and proposes a novel approach for the practical and efficient utilization of GNMT in translation-learning classroom. The findings propose a novel strategy for optimizing the efficacy of GNMT tools in the context of classroom learning. Also, they emphasize the importance of integrating MT tools in classroom and to the curriculum design as a fast-developed technology tool.


Book Review: Taking Literature and Language Learning Online: New Perspectives on Teaching, Research, and Technology

June 2023

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178 Reads

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2 Citations

The creation of beautiful literature and art is one of humanity's most essential endeavours. The importance of literature as a component of the language-teaching curriculum has fluctuated over the last century with the popularity of various language-teaching pedagogies. Notwithstanding, it has recently seen a resurrection of appreciation for its effective utility in language acquisition. Covid-19 lockdown combined with the further progress of computer-assisted language learning has led to a gradual shift in the provision of literature-based language education to an online setting. Under this trend, Sandra Stadler-Heer and Amos Paran's edited chapter book Taking Literature and Language Learning Online: New Perspectives on Teaching, Research and Technology concentrates on a particular component of this transfer process, namely the interaction between literature and language learning. This book review provides an overview of this volume.


Figure 1. Filters and syntaxes
Figure 3. Quality assessment results
Figure 4. Measurement focus of studies
Summary synthesis of sociodemographic data
Summary synthesis of findings and research measurements
A Systematic Review of Gamification and Its Assessment in EFL Teaching

January 2023

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1,435 Reads

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10 Citations

The aim of this study is to examine the satisfaction of EFL teachers with gamification platforms as well as to investigate how EFL teachers perceive gamification and its effects on pupils’ motivation and learning outcomes. Five major databases (ERIC, Scopus, WoS, EBSCO, ProQuest) and Google Scholar were used to search for relevant studies. The study followed the PRISMA guidelines and the PICO framework. Inter-rater reliability analyses were performed for both study selection and study quality assessment. Eleven relevant quantitative or mixed studies were identified. The findings indicate that EFL teachers perceived a positive effect of gamification on pupils’ motivation and are satisfied with the applicability of gamification platforms. The findings revealed that internet and technology issues and a lack of teachers' skills are the most prominent negative factors when implementing gamification. Further experimental research is needed to provide evidence of the EFL teacher-perceived effectiveness of gamification on learning outcomes.


Figure 1. Screenshots from language learning with Chat GPT: Intensive reading in Japanese, Spanish, Chinese, and French by
Figure 2. Screenshots of playing interactive text adventure game in English
Criteria for video selection
Exploring the Multilingual Applications of ChatGPT:

January 2023

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1,061 Reads

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19 Citations

ChatGPT's ability to realistically mimic human conversation and its high level of ability to handle linguistic ambiguity opens new and exciting avenues in language learning. Building upon the technical affordances of ChatGPT, this study explores the perceptions of educational affordances when incorporating ChatGPT across languages discussed by language communities on YouTube and identifies best practices for its effective use in language education. Through inductive content analysis, this study discussed 18 languages categorized into four groups: (1) romanized languages with high resources, (2) non-romanized languages with high resources, (3) languages with medium resources, and (4) less frequently used languages. The findings reveal consensus that (a) ChatGPT is a valuable and remarkable tool for language teaching and, (b) learning and it cannot fully replace teachers, as humor, wit, and sympathy cannot be programmed. Two potentially significant issues or two gaps were identified and discussed: namely, the learning optimization gap and the knowledge comprehension gap.


Figure 1. Inclusion and exclusion process
AWE feedback reliability (Li et al., 2015; Bai & Hu,2017; Wang, 2021; Ranalli & Yamashita, 2022)
Usefulness of AWE Feedback AWE Usefulness Aspects for EFL Classrooms AWE Usefulness Limitations for EFL Classrooms
Automated Writing Evaluation in EFL Contexts:

January 2023

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806 Reads

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2 Citations

This paper explores the literature on AWE feedback, particularly its perceived impact on enhancing EFL student writing proficiency. Prior research highlighted the contribution of AWE in fostering learner autonomy and alleviating teacher workloads, with a substantial focus on student engagement with AWE feedback. This review strives to illuminate these facets and offer critical insights on AWE effectiveness, feedback quality, reliability, and usefulness. Guided by the research questions, 16 studies were selected, adopting specific inclusion criteria to assess the effectiveness of AWE in enhancing EFL learner writing performance. Recommendations and implications from the reviewed articles regarding AWE implementation were synthesized and discussed. The review concludes that AWE can improve EFL student writing skills, with varying effectiveness based on student proficiency levels. AWE provides quality feedback and can be a reliable and valuable tool. However, despite its effectiveness, human intervention is essential to maximize its outcomes and mitigate limitations.


Figure 3. Chinese character learning in a stroke-by-stroke order
Figure 4. Students' responses to setting up clear learning goals
Figure 6. Number of students' responses to offering clear instructions and directions
The number of students answering "yes" to all facilitators
Pre-Service Teachers’ Task Engagement in Flipped Chinese Language and Culture Learning

January 2023

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105 Reads

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1 Citation

The flipped classroom approach is becoming increasingly popular in higher education as a substitute for more conventional teaching methods. This study examines pre-service teachers’ task engagement in flipped Chinese language and culture learning by employing three engagement facilitators as a theoretical framework. In this study, 50 American undergraduate pre-service teachers who were enrolled in an ESL methods course learned Chinese language and culture online outside of class and then engaged in practice and collaborative learning under the guidance of an instructor. Surveys, follow-up interviews, focus groups, and student documents were analyzed to explore how pre-service teachers perceived their task engagement in their learning tasks and the reasons for their perceptions. The main findings reveal that students are positively engaged in flipped learning when tasks match their abilities, offer opportunities to set their learning goals, provide instant feedback, and have clear learning goals, instructions, and directions. The results also indicate that a fixed course format, clearly defined learning tasks with step-by-step instructions, and effective assessment were essential in engaging students in learning. Conclusion and implications are generated for flipped instructional design and practice for foreign languages. Finally, limitations and future studies are discussed.


A Cognitive Semiotic Interpretation of Chinese Culture Through Digitalized Reading:

January 2023

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61 Reads

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3 Citations

Cultural differences and geopolitical disputes severely impede the globalization process. As a method of eliminating cross-cultural misunderstandings and fostering mutual respect, it is crucial to increase cross-cultural awareness through cross-cultural education to support the world's peaceful and healthy development. This article investigates, from the perspective of cognitive semiotics, how the integration of digitization and language learning through reading can provide foreign language learners with a more immersive and stimulating learning experience. Questionnaires and interviews demonstrate that digital reading has exerted more significant learning effects on cross-cultural education than traditional paper reading. Digital reading reflects cognitive communication, cognitive subjectivity, and cognitive diversity more accurately. The integration of digital reading and cross-cultural education makes language learning more accessible and effective and can encourage students to grasp the target language while simultaneously promoting Chinese culture.


Journal metrics


0.7 (2023)

Journal Impact Factor™


31%

Acceptance rate


3.0 (2023)

CiteScore™


0.1 (2023)

Immediacy Index


0.00026 (2023)

Eigenfactor®


0.585 (2023)

SNIP


0.430 (2023)

SJR


USD 1750.00

Article processing charge

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