The use of machine translation (MT) tools remains controversial among language instructors, with limited integration into classroom practices. While much of the existing research into MT and language education has explored instructor perceptions, less is known about how students actually use MT or how student use compares to instructor beliefs and…

This study examined the pedagogical use of Google Translate (GT) and its associated text-to-speech synthesis (TTS) and automatic speech recognition (ASR) as tools to assist in the learning of second/foreign language Dutch vocabulary and pronunciation in an autonomous, self-directed learning setting. Thirty participants used GT (its translation,…

This paper computes estimates of the potential for Extensive Reading (ER) and Extensive Viewing (EV) to support the academic and discipline-specific vocabulary needs of students. While research into ER/EV for general vocabulary is well-established, only recently has academic vocabulary begun to be researched. Given curriculum time constraints,…

Multimodal input can significantly support second language (L2) vocabulary learning and comprehension. However, very little research has examined how L2 learners, especially young learners, allocate attention when exposed to such input and whether learning from multimodal input can be explained by attention allocation. This study therefore…

Speech-to-text applications have great potential for helping students with English language comprehension and pronunciation practice. This study explores the functionality of five speech-to-text (STT) applications (Google Docs voice typing tool, Apple Dictation, Windows 10 Dictation, Dictation.io [a website service], and "Transcribe" [an…

With recent improvements in machine translation (MT) accuracy, MT has gained unprecedented popularity in second language (L2) learning. Despite the significant number of studies on MT use, the effects of using MT on students' retention of learning or secondary school students' use of MT in L2 writing has rarely been researched. The current study…

This article presents a study on novel language forms and uses across evolving digital environments, and questions whether emerging digital communication conventions should have a place in language education. The study was motivated by the deepening gap between the content of and approaches to language instruction evident in popular…

Existing research shows that identical cognates are read more quickly than noncognates. However, most studies focused on words presented in isolation or embedded in sentences. To address this gap, our exploratory eye-tracking study is the first to investigate the processing of cognates and noncognates in English subtitles. First, we tested whether…

This study investigated the instructional effects of learner uptake following automatic corrective recast from artificial intelligence (AI) chatbots on the learning of the English caused-motion construction. 69 novice-level EFL learners in a Korean high school were recruited to investigate the instructional effects of corrective recast from AI…

In recent years, advances in artificial intelligence (AI) have led to significantly improved, or in some cases, completely new digital tools for writing. Systems for writing assessment and assistance based on automated writing evaluation (AWE) have been available for some time. That is the case for machine translation as well. More recent are…

This study investigates how learners use a freely available web-based multimodal language learning environment based on videos and newspaper articles with corresponding exercises and learning support in the form of help options, "NedBox," for learning L2 Dutch. In order to measure learners' use, a combination of eye movement and screen…

Considering noticeable improvements in the accuracy of Google Translate recently, the aim of this study was to examine second language (L2) learners' ability to use post-editing (PE) strategies when applying AI tools such as the neural machine translator (MT) to solve their lexical and grammatical problems during L2 writing. This study examined 57…

The tools and techniques of corpus linguistics have many uses in language pedagogy, most directly with language teachers and learners searching and using corpora themselves. This is often associated with work by Tim Johns who used the term Data-Driven Learning (DDL) back in 1990. This paper examines the growing body of empirical research in DDL…

While there is ample research on the effect of exposure to foreign language (FL) video materials on developing vocabulary knowledge and listening skills, research on the impact of watching videos on acquiring pronunciation skills, especially in terms of both perception and production, is still in its infancy. This study investigates the effect of…

This study analyses the effects of data-driven learning (DDL) on the phraseology used by 223 English students at an Italian university. The students studied the genre of opinion survey reports through paper-based and hands-on exploration of a reference corpus. They then wrote their own report and a learner corpus of these texts was compiled. A…