Teachers' role identities shape their teaching practices. However, research on the interplay between language teachers' role identities and classroom technology integration is rather limited. Based on interview responses and classroom observations of eight K-12 language teachers, this study revealed two contrastive forms of role identities that…

Although digital game-based vocabulary learning (DGBVL) has received increasing attention in the past two decades, the impacts of DGBVL on the depth of word knowledge are still not well understood, especially in regard to productive vocabulary learning and DGBVL's long-term efficacy. This study leverages a quasiexperimental research design to…

This study explores the impact of an innovative approach that combines artificial intelligence (AI) chatbot support with collaborative note-taking (CNT) in the comprehension of semantic terms among English as a Foreign Language (EFL) learners. Given the significance of semantics in English language learning, traditional didactic methods often…

This study examined the effects of pretask training to promote peer collaboration, encourage learning opportunities, and foster individual L2 writing development in web-based L2 collaborative writing (CW) tasks. The participants were 48 students from two junior English composition classes at a Taiwanese university. One class (n = 24) was assigned…

English as a foreign language (EFL) students' use of artificial intelligence (AI) tools that generate human-like text may enhance students' written work. However, the extent to which students use AI-generated text to complete a written composition and how AI-generated text influences the overall writing quality remain uncertain. 23 Hong Kong…

Grounded in Vygotsky's sociocultural theory, this study examines the effectiveness of integrating ChatGPT into classroom instruction to enhance vocabulary learning. It evaluates ChatGPT's impact on vocabulary knowledge and retention compared to traditional teacher-led instruction. Using a quasi-experimental pre- and posttest control group design…

Speaking in a foreign/second language is a challenge for many learners, even when they have linguistic knowledge. Drawing on González-Lloret and Ortega's (2014) framework for technology-mediated tasks and MacIntyre's (2007) framework for willingness to communicate in a second language, this mixed methods study investigated the impact of…

Despite the surge of interest in language teachers' professional identity (TPI) as an integral component of their professional growth (Barkhuizen, 2017; Clarke, 2018) and the increasing interest in the field of computer assisted language learning (CALL) (Nami et al., 2015), there is still a paucity of research on the professional identity of…

While many studies have addressed the benefits of technology-assisted L2 writing, limited research has delved into how generative artificial intelligence (GAI) supports students in completing their writing tasks in Mandarin Chinese. In this study, 26 university-level Mandarin Chinese foreign language students completed two writing tasks on two…

This study investigates how intelligent personal assistants (IPAs, e.g., Google Assistant), AI language learning applications, and peer interactions shape the learning experiences of 201 seventh-grade Korean EFL students. The students participated in a 12-week intervention and were categorized into four groups: Google Assistant, AI app, peer…

A substantial body of research shows that various types of audiovisual (AV) input such as videos and videos with second language (L2) subtitles can facilitate language learning. However, language teachers' day-to-day practices with regard to multimodal input is less understood. To bridge the gap in language education, this study investigates…

This study examines the potential of ChatGPT to enhance grammar development in an academic writing context, where grammar instruction is often overlooked. Adopting a qualitative case study, this research explores how a localized version of ChatGPT can assist first-year undergraduate students in improving their grammar in writing tasks. The study…

This study explored how visual input enhancement impacts caption-reading behaviors, the acquisition of English collocations, and the recall of onscreen captions. The participants comprised 53 Korean undergraduate students at a high-intermediate level of English proficiency. They were assigned to either a baseline or an enhancement group. The…

Numerous empirical studies and syntheses have explored technology-mediated task-based language teaching (TMTBLT) (for example, Chong & Reinders, 2020; Kim & Namkung, 2024; Lai & Li, 2011; Ziegler, 2016), with findings highlighting the affordances of technology for interaction and its associated benefits. However, few studies have…

In telecollaboration research, scholars have broadened their focus from the purely linguistic details of online intercultural encounters to include its multimodal dimensions. Yet, no study to date has explored spatial repertoires, namely the totality of semiotic resources (e.g., speech, image, objects) embedded in a particular environment and used…