Results 131 to 140 of about 1,689,800 (285)

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  

Language Mindset and Discipline Mindset Both Matter: Exploring the Effect of Growth Mindset on Motivation and Willingness to Communicate in EMI Higher Education

International Journal of Applied Linguistics, EarlyView.
ABSTRACT In English medium instruction (EMI), students face cognitive and emotional demands in second language (L2) communication, which may hamper their motivation and willingness to communicate (WTC). Adopting a mixed‐methods design, this study explores how growth mindsets affected student motivation (e.g., ideal L2 self and ideal disciplinary self ...
Pengzhan Yang, Yuqing Wang, Wenqian Huang   +2 more
wiley   +1 more source

Promoting Foreign Language Enjoyment Through Displaying Affiliation in Collaborative Digital Multimodal Composing in Hong Kong ESL Classrooms: Insights From Translanguaging and Transpositioning Perspectives

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Studies on classroom interactions suggest that displaying affiliation through linguistic and multimodal resources could promote positive emotions like enjoyment, thereby enhancing engagement and enthusiasm in second/foreign language learning.
Karen C. K. Choi, Kevin W. H. Tai
wiley   +1 more source

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

More Than Words: The Multimodal Practice of Repetition in English as a Lingua Franca Interactions

International Journal of Applied Linguistics, EarlyView.
ABSTRACT This study investigates the use of repetition as an interactional resource in video‐recorded English as a Lingua Franca (ELF) interactions, focusing on partial repeats produced in responses to wh‐questions. By adopting a multimodal conversation analytic approach, the analysis demonstrates that repetition in this context may either index the ...
Yujong Park
wiley   +1 more source

Acceptance and Engagement in Artificial Intelligence–Supported Reading Among Primary School Learners of English as a Foreign Language

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Artificial intelligence (AI) is increasingly used to support language learning, yet little is known about how younger learners accept and engage with AI‐assisted reading. This study investigates primary school students’ acceptance of and engagement with an AI‐supported adaptive reading application for English as a Foreign Language (EFL ...
Mi Tang, Kunjie Jia, Huimin He, Chenghao Wang, Bin Zou, Yiran Du   +5 more
wiley   +1 more source

The Impact of AI‐Assisted L2 Learning on Learners’ Emotions: A Meta‐Analysis

International Journal of Applied Linguistics, EarlyView.
ABSTRACT The scope of research on AI‐assisted second/foreign language (L2/FL) learning has expanded beyond learning outcomes to focus on learners’ emotional experiences. Despite their proliferation, existing empirical findings are inconsistent, and few studies have systematically synthesized the impacts of AI‐assisted L2 learning on learners’ emotional
Jiaqi Jing, Xinjie Chen, Timothy Teo, Ziwei Xiao, Nandini Agarwal   +4 more
wiley   +1 more source

Affective Dimensions of LLM-Supported Writing Instruction in EFL Contexts: Anxiety and Enjoyment

SAGE Open
This study investigated the emotional impact of integrating large language models (LLMs) into college English writing instruction among Chinese EFL learners. A 12-week quasi-experimental design was adopted, involving two intact undergraduate classes ( N  
Aoran Zhang, Chunli Jiang
doaj   +1 more source

THE EFFECTIVENESS OF COLLABORATIVE WRITING METHOD TO TEACH WRITING SKILL VIEWED FROM STUDENTS’ CREATIVITY [PDF]

, 2012
This research is aimed at finding out whether: (1) Collaborative Writing is more effective than Direct Instruction to teach writing to the third semester students of State Islamic College (STAIN) of Jurai Siwo Metro in the academic year of 2012/2013 ...
Rochsantiningsih, Dewi, Wati, Ning Setio, Nurkanto, Joko   +2 more
core  

Pre‐Task Explicit Instruction, Input Modality, and Working Memory in L2 Oral Self‐Repair

International Journal of Applied Linguistics, EarlyView.
ABSTRACT Despite the central role of tasks in language education and ensuing research documenting how task‐related variables might affect language performance and learning, it remains unclear whether pre‐task explicit instruction, input modality, and working memory (WM) influence how learners monitor and repair grammatical structures in real‐time ...
Reza Yadollahpour, Mostafa Pourhaji, Michael Sadeghi   +2 more
wiley   +1 more source