This study explored the potential of adopting speech-to-text recognition (STR) technology for English as a foreign language (EFL) oral training in class at the university level. An action study method was set to investigate the effects of implementing STR app tasks for EFL oral training with 27 students in one class for one semester at a…

The aim of this survey study was to investigate the perceptions of ten English as a Foreign Language (EFL) faculty members at Northern Border University regarding the effectiveness of ChatGPT in supporting their students' English language learning. The study utilized in-depth interviews with the faculty members as the primary data collection…

Three modes of deliberate vocabulary study were investigated to determine how well they assisted learners' recall of the meaning of target concrete nouns. Two modes of tablet-based augmented reality, one context-independent (AR1) and one context-dependent (AR2), were compared with each other and with paper-based word cards (WC) in the deliberate…

Recent developments in AI technologies and the increasing accessibility of AI tools, such as ChatGPT, have raised concerns about academic integrity in higher education. Thus, this research aims to shed light on the challenges faced by English as a Second Language (ESL) lecturers in identifying AI-generated texts, and highlighting the skills and…

The present paper employed instructors' views to address the facilitating and complicating factors in distance teaching of Turkish. The data were collected through a semi-structured interview form consisting of five questions. The questions were designed by the author and reviewed by two Turkish language teaching specialists. The data were…

The study's purpose is to reveal the implementer's opinions toward the use of the Station Rotation Model (SRM) of blended learning, in terms of features, challenges and effectiveness of the model including further implementation and suggestions for the station rotation model. A mixed research approach was conducted using qualitative data analysed…

Providing feedback on students' writing is considered important by both writing teachers and students. However, contextual constraints including excess workloads and large classes pose major and recurrent challenges for teachers. To lighten the feedback burden, teachers can take advantage of a range of automated feedback tools. This paper…

Digital storytelling is a narrative technique that combines audio, video and animation elements. It can be used to provide opportunities for the promotion of cultural understanding in the university language classroom. In this study, pedagogy that combines digital storytelling techniques and computational technologies are explored, as part of…

Effective employment of information and communication technology (ICT) in foreign language teaching and learning has become imperative as a means to support second language development when traditional face-to-face instruction and interaction is not possible. Using a design-based research approach and a theoretical framework that integrates…

This study mainly explored the effects of teacher feedback, peer feedback and automated feedback on the use of metacognitive strategies in EFL writing. Ninety-seven participants were recruited and divided into three groups, who received two months of feedback from teachers, peers and an automatic writing evaluation system, respectively, and then…

This study aimed to examine the impact of an online writing system (OWS) providing individualized corrective feedback (CF) on learners' self-correction of grammatical errors (GE). It consisted of two phases: the pilot and the formal phases. Four EFL (English as a Foreign Language) Taiwanese university students participated in the study at the…

Purpose: Despite the increasing use of technology-driven multimodal pedagogies in second-language writing education, there is a dearth of studies investigating the value and design of multimodal text feedback. Based on Chong's (Chong, S. W. 2019. "College Students' Perception of e-Feedback: A Grounded Theory Perspective."…

The COVID-19 pandemic forced a rapid shift from traditional teaching to online settings. This study explores the technological tools employed by university EFL-speaking teachers during this transition, investigating their continued relevance post-pandemic. With a focus on the experiences of seven university EFL-speaking teachers, this study probes…

This study was conducted in order to better understand how, if at all, language centers (LCs) are relevant in current technological and methodological contexts of second language education. Five language centers housed by four different institutions of higher education in the western United States were examined. Two representatives from each of…

The study compares the effectiveness, popularity, and ease of applicability of different learning tools in virtual classrooms among university teachers and students regarding the users' technological literacy and training, as well as equipment support offered by the universities during the pandemic. Comparisons between face-to-face teaching in…