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Direct linkRuofei Zhang; Di Zou; Gary Cheng – Education and Information Technologies, 2024
Research on technology-enhanced language learning (TELL) has been rapidly growing since 2000, of which the attention is mostly on the statistically significant positive results. However, learning from TELL with null and negative results (NNR), especially its features and reasons, can develop knowledge and awareness of the nature and limitations of…
Descriptors: Computer Assisted Instruction, Technology Uses in Education, Second Language Learning, Social Theories
Ruofei Zhang; Di Zou; Gary Cheng – Language Learning & Technology, 2023
Since 2000, technology-enhanced L2 listening development (TELD) has been increasingly investigated. However, systematic reviews concerning the technologies, learning tasks, and outcomes of TELD remain limited. To fill this gap, we conducted a systematic review of publications from 2000 to 2022 on TELD from the perspectives of technologies,…
Descriptors: Second Language Learning, Second Language Instruction, Listening Comprehension, Listening Skills
Masoud Rahimi; Jalil Fathi; Di Zou – Education and Information Technologies, 2025
Grounded in the activity theory, we adopted a sequential explanatory mixed-methods approach to explore the impact of automated written corrective feedback (AWCF) on English as a foreign language (EFL) learners' academic writing skills (i.e. task achievement, coherence and cohesion, lexicon, and grammatical range and accuracy). To this end, two…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Tests
