Results 111 to 120 of about 1,888 (239)

Motivation, Self‐Regulated R2W Strategy Use, and Their Relationship Patterns Among Different Writing Performance Groups

International Journal of Applied Linguistics, EarlyView.
ABSTRACT The study investigated how writing motivation and self‐regulated read‐to‐write (SRL‐R2W) strategy use was related to writing performance and how the relationship between motivation and SRL‐R2W strategy use varied among different writing performance groups.
Huixuan Zhou, Barry Bai, Jing Wang, Pinge Nie   +3 more
wiley   +1 more source

A Systematic Scoping Review of Self‐Regulated Learning With AI in Language Education

International Journal of Applied Linguistics, EarlyView.
ABSTRACT The rapid development of artificial intelligence (AI) technology has brought new opportunities for second/foreign language (L2) education while also raising concerns about the use of AI tools. This systematic scoping review provides a snapshot of the current state of research situated at the intersection of self‐regulated learning (SRL) and AI
Zheng Zhang, Sihan Zhou, Barry Bai
wiley   +1 more source

THE IMPACT OF AI QUILLBOT IN IMPROVING STUDENT WRITING ABILITY TO WRITE ARGUMENTATIVE ESSAYS

English Review: Journal of English Education
The integration of Artificial Intelligence (AI) in language learning has transformed academic writing, particularly in English as a Foreign Language (EFL) contexts.
Yoga Pratama, Fridolini Fridolini, Roro Meifi Pitaloka   +2 more
doaj   +1 more source

Artificial Intelligence for Language Learning: A Systematic Review of its Design, Theoretical Foundations, Implementation, and Impact

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Although the use of AI technologies (e.g., chatbots and automated writing evaluations (AWE)) has gained considerable attention in language learning fields in recent years, how AI technologies have been designed and implemented in language learning education, as well as their effectiveness, is understudied.
Shen Qiao, Michelle Mingyue Gu, Chaoqun Lu   +2 more
wiley   +1 more source

Collaborative and Individual Writing Strategies for EFL Writing Instruction: Outcomes and Perceptions

International Journal of Research and Innovation in Social Science, 2021
Ika Rama Suhandra, M. L. Manda, Ria Rosdiana Jubhari, Harlinah Sahib   +3 more
openaire   +1 more source

Out‐of‐Class Exposure Through Audiovisual Materials, Enjoyment, and Language Proficiency: A Mixed‐Methods Longitudinal Study of Junior Secondary FL Learners

International Journal of Applied Linguistics, EarlyView.
ABSTRACT The current study set out to contribute to the burgeoning research area of out‐of‐class L2/FL learning by examining, specifically, English learners’ extramural engagement with watching movies/videos and/or listening to songs (i.e., exposure to audiovisuals).
Art Tsang, Susanna Siu‐sze Yeung
wiley   +1 more source

AN OVERVIEW OF USING COLLABORATIVE WRITING METHOD TO INCREASE STUDENTS’ WRITING ABILITY

Getsempena English Education Journal, 2016
This study reviews the effectiveness of using collaborative writing method to enhance students’ writing ability. It also tries to expand the scope of collaboration in all aspects of the EFL College writing process. First of all, this article explains the
Rosdiana Rosdiana
doaj  

Beyond grammar checking: the impact of LLM-based instruction on writing strategies for self-regulated learning in EFL contexts

Cogent Education
This mixed-methods study examined the impact of integrating large language models (LLMs), specifically ChatGPT, into college English writing instruction on the development of writing strategies for self-regulated learning (WSSRL) among Chinese English as
Aoran Zhang, Chunli Jiang
doaj   +1 more source

“I Had Dual Feelings”: (Re)Storying With a Rural South Korean English Teacher

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This paper analyzes (or re‐stories) intrapersonal ideological tensions of a rural South Korean English teacher, Yeonghyeon1, as she negotiates competing discourses across local, national, and global scales within the context of a semi‐structured interview.
Ian Schneider
wiley   +1 more source

Bridging the Gap Between L1 and L2: Enhanced Emotional Vocabulary Through Elaborative Processing in Spanish‐Speaking English Language Learners

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Foreign languages are often learnt in formal and disembodied environments which may limit the emotional resonance of their vocabulary and their pragmatic usage in real‐life communication. In a context of English as a foreign language (EFL), this study examines whether elaborative processing as a teaching strategy leads to changes in the ...
María Jesús Sánchez, Elisa Pérez‐García, María Belén López Arroyo, Beatriz Bermúdez‐Margaretto   +3 more
wiley   +1 more source