This paper explores the transformative potential of integrating generative artificial intelligence (AI) technologies, particularly ChatGPT, into second language (L2) writing pedagogy. The paper begins by examining the evolution of L2 writing pedagogy and highlighting the strengths and limitations of each. It then discusses the integration of…

Complex Dynamic Systems Theory (CDST) has significantly reshaped our understanding of second language learning and teaching across the micro, meso, and macro levels for several decades since its systematic introduction by Larsen-Freeman and Cameron (2008). This study conducts a comprehensive review of empirical research on second language learning…

Automated writing evaluation feedback (AWE) has become popular in writing classrooms. However, few studies have conducted a comprehensive review of the employment of AWE in learning areas. This study aimed to provide a systematic review of the current research on AWE feedback, including its validity, effects, and students' engagement with AWE…

This study conducts a comprehensive quantitative evaluation of OpenAI's language model, ChatGPT 4, for grading Task 2 writing of the IELTS exam. The objective is to assess the alignment between ChatGPT's grading and that of official human raters. The analysis encompassed a multifaceted approach, including a comparison of means and reliability…

The rapid advancement of Artificial intelligence (AI) technologies has made new opportunities available in language education. This qualitative study investigates using generative AI tools by university English as a Foreign Language (EFL) students to create podcasts for language learning. The research was based on 80 undergraduate students who…

Recent advancements in artificial intelligence, particularly OpenAI's ChatGPT, have transformed English language learning through Computer-Assisted Language Learning (CALL) tools. This study examined the adoption of ChatGPT among university-level English learners employing the Hedonic Motivation System Adoption Model (HMSAM). An online survey was…

Research on the relationship between vocabulary knowledge and reading has largely focused on literal comprehension of informational texts. The present study, however, investigates the vocabulary-reading relationship by specifically examining critical reading skills in an argumentative text.76 EFL university students majoring in Education and…

Some serious instances of plagiarism have been discussed in Bangladesh's institutions, where students, researchers, and even faculty members were given severe penalties. This study explores the factors influencing teachers of English at the tertiary level in Bangladesh regarding plagiarism, including emerging concerns around AI-based plagiarism. A…

The purpose of this review is to examine the effects of automated writing evaluation (AWE) feedback on students' English writing performance. We systematically reviewed studies that have empirically focused on this purpose. This review uses several combinations of key words to search in the databases of JSTOR, SSCI, and ERIC for peer-reviewed…

The introduction of Vygotsky's sociocultural theory (SCT) into the second language (L2) domain provides a potential site to explore the mechanisms underlying L2 learners' cognitive modification and the transformation of social understanding into the personal one. This study provided a picture of L2 personalization in two groups of advanced and…

Over the years, there has been a rising interest in combining debriefing teaching approaches and multimodality in classrooms to promote superior critical thinking, reflective thinking, and comprehension (Reyes-Chua, 2018). Such practices have also been instrumental in facilitating L2 learning and identity development (Johnson & Kendrick,…

Some recent studies have reported positive effects of artificial intelligence (AI)-powered writing assistants on students' EFL writing skills, but their impact on affective factors has yet to be examined. Thus, the present study investigated the effects of a QuillBot-based intervention on English Language majors' EFL writing performance,…

Digital storytelling (DST) is one of the areas which has entered the field of foreign language education and has proved to be beneficial in learning different language skills. However, it remains underexplored whether and how DST can affect learners' writing skill and motivation to write. The present study sought to investigate the impact of DST…

Despite extensive research into the effectiveness of mobile-assisted language learning (MALL) in ESL/EFL language learning, there is insufficient evidence to conclude that supplementing conventional teaching methods of the writing process approach with MALL significantly improves the English writing performance of native Arabic speakers. This…

Language learning applications (LL Apps), especially those that can be downloaded to a mobile device, are popular, widely available and represent a potentially useful tool for language teachers and their students. However, concerns exist that many LL Apps are inadequately aligned with second language acquisition (SLA) theory, and/or poorly suited…