Language Learning Technology Research Articles

Technology-Enhanced Approaches for Teaching English to Law Students: Innovations and Best Practices

This research paper summarizes an investigation into technology-enhanced English language teaching for law students in Medellín, Colombia. It briefly outlines the study's objectives, methodologies, and key findings, focusing on the improved English language proficiency, legal communication skills, and increased student engagement and autonomy due to technology-enhanced learning. Background: The study addresses the importance of English language proficiency for law students in a global legal context and the challenges in teaching English to this group. It reviews relevant literature on technology in language learning, particularly in legal education, establishing the theoretical basis for the research. Materials and Methods: The paper describes a mixed-methods approach involving 40 law students in Medellín. It explains the use of questionnaires for quantitative data and interviews and observations for qualitative data, alongside the methods of data analysis and ethical considerations of the research. Results: Findings from questionnaires indicate positive student perceptions of technology in learning and improvements in language proficiency. Qualitative data from interviews and observations highlight enhanced legal communication skills and increased engagement and autonomy in learning due to technology use. Conclusions: The conclusion synthesizes the study's findings, underscoring the positive impact of technology in legal English education. It discusses the implications for educators and suggests integrating technology into the curriculum. The paper concludes with recommendations for future research, particularly in exploring effective technology-enhanced teaching strategies.

The Role of AI Technology Plays in Chinese Students’ Spoken English Learning

With the popularization and development of the Internet, artificial intelligence as a common tool has been widely used in Chinese students’ spoken English learning. Language learning assisted by AI technology is developed from information technology-assisted language learning. Although it has many advantages, it has not been fully developed and applied, and there is a research gap in the field of technology and ethics. This paper is a systematic review that describes in detail how information technology-assisted language learning has developed step by step from computers to artificial intelligence Apps and even robots, and summarizes the advantages of AI technology in spoken language learning, such as vividness, accuracy, and convenience, as well as the limitations of difficult application, high cost, low error-tolerant rate and neglect of cultural differences. Through literature investigation and comparative analysis, this paper summarizes the relevant suggestions and improvement plans for AI technology-assisted spoken English learning.

The Influence of Content and Learning Application Usage on Mandarin Vocabulary Among Students at Prima Indonesia University in Medan

This study aims to analyze the impact of content and learning applications on Mandarin vocabulary enhancement among students at Prima Indonesia University in Medan. Employing a quantitative approach, the research involved 36 respondents selected through purposive sampling. The sample selection criteria were based on the use of content and learning applications to improve Mandarin vocabulary. Data were collected through questionnaires and analyzed using SPSS with a series of statistical tests, including validity and reliability tests, classical assumption tests, multiple linear regression analysis, as well as F and t tests. The results revealed that content had no significant influence on Mandarin vocabulary skills, while learning applications had a significant impact.The study concludes that the integration of digital technology in Mandarin language learning can accelerate vocabulary acquisition. These findings provide valuable insights into the effectiveness of using learning applications in enhancing Mandarin language skills at the university level.

A comprehensive review of the application of NLP technology in language learning

The rapid development of Natural Language Processing (NLP) technology has provided new perspectives and tools for the acquisition of second languages. As our world becomes increasingly interconnected, the role of NLP in facilitating language learning has become more prominent. This paper reviews the multifaceted applications of NLP technology in language learning, including auxiliary teaching functions such as reading assistance, writing feedback, oral interaction, and personalized learning. These applications have significantly enhanced language learners' abilities in vocabulary acquisition, grammatical application, pronunciation accuracy, and reading comprehension through real-time feedback, enhanced interactivity, and promotion of cultural understanding. Despite the immense potential of NLP technology in second language learning, challenges such as technical accuracy, cultural adaptability, and data privacy exist. This paper proposes strategies, such as ensuring technical accuracy, curating diverse datasets and safeguarding data privacy to address these challenges. Looking forward, the future development of NLP technology in second language education holds great promise. As NLP continues to evolve, it is expected to contribute to more personalized, effective, and accessible language learning solutions. This paper aims to provide valuable references and insights for educators, technology developers, and policymakers, enabling them to harness the transformative potential of NLP in language education and to navigate the future of educational technology with confidence and foresight.

Mobile Assisted Language Learning: Ecuadorian Undergraduate Polytechnic Students' Perceptions

Despite the increased use of mobile devices for language learning, little research has examined Ecuadorian university students' perceptions of Mobile-Assisted Language Learning (MALL). This study aims to explore undergraduate polytechnic students' perceptions of using MALL for English skills development. Also, it looks at the different factors associated with the acceptance of technology and identifies those that are more common. This quantitative research design uses a survey adapted from the Technology Adoption Model (TAM). It counts with the participation of 126 Ecuadorian undergraduate polytechnic students taking English as a foreign language classes. Participants were very positive about using MALL applications to learn English during their off-classroom time. The average total mean score was 4.373. It was also determined, through multiple regression analysis, that Perceived Usefulness (t = 6.025, p < 0.000), Social Influence (t = 2.876, p < 0.000), and Perceived Outcomes (t = 3.903, p <0.000) were the highest predictors of MALL acceptance. The two main contributions of this study to the literature are that students feel a connection between their language learning aims and attaining them by using MALL. Perceived Outcome is a high predictor of MALL usage. The findings suggest that Ecuadorian educational practices should increasingly integrate Mobile-Assisted Language Learning (MALL) technologies, as students perceive them as highly useful, especially in improving language skills, fostering social collaboration, and offering personalized, flexible learning experiences that align with their technological readiness and cultural context.

Language learning technologies: A review of trends in the USA and globally

This review provides a succinct overview of the comprehensive review on language learning technologies, exploring key trends in both the United States and global contexts. The review delves into the transformative impact of technology on language education, examining emerging trends that shape the landscape of language learning methodologies. In recent years, language learning technologies have witnessed a remarkable evolution, revolutionizing traditional approaches to language education. This review critically analyzes trends in language learning technologies, focusing on their applications, effectiveness, and implications for language learners, with a specific emphasis on both the United States and global perspectives. The exploration of language learning technologies in the United States reveals a dynamic landscape characterized by innovative tools, platforms, and methodologies. From interactive language apps to virtual reality language immersion experiences, the USA has been at the forefront of adopting cutting-edge technologies to enhance language acquisition. The review assesses the success and challenges of these technologies in diverse educational settings, shedding light on their integration into formal education systems and informal learning environments. On a global scale, the review provides insights into how language learning technologies are shaping language education practices across different countries and regions. It examines the adoption of technology in diverse cultural and linguistic contexts, exploring the effectiveness of digital language learning resources in overcoming linguistic barriers and promoting multilingualism. Key trends identified in the review include the rise of artificial intelligence-driven language tutors, the gamification of language learning, and the increasing emphasis on personalized, adaptive learning experiences. Additionally, the review explores the impact of technology on fostering cultural competence and global communication skills, essential components of language proficiency in the interconnected world. The findings of this review contribute to a deeper understanding of the current state of language learning technologies, offering valuable insights for educators, policymakers, and researchers. By examining trends in the USA and globally, the review provides a comprehensive perspective on the role of technology in shaping the future of language education, paving the way for informed decisions and advancements in language learning methodologies.

A case study on reducing language anxiety and enhancing speaking skills through online conversation lessons

Second language learners, particularly those with lower proficiency, often struggle with insufficient practice and heightened anxiety when speaking. This case study investigates the impact of one-onone online conversation lessons on a university student’s speaking skills and language anxiety. The participant, a university student with low proficiency in the target language, engaged in eight online lessons. Quantitative measurements of speaking skills and anxiety levels were taken using pre- and post-tests. Results indicated that the online lessons effectively improved the participant’s speaking abilities and reduced their anxiety. Qualitative analysis of lesson and interview transcripts highlighted specific factors contributing to these changes, such as the role of feedback. This study adds to the field of technology in language learning by demonstrating the potential of online conversation lessons with corrective feedback as an effective individual learning modality for lower-level second language learners.

Uncovering the impacts of technology literacies and acceptance on emotion regulation, resilience, willingness to communicate, and enjoyment in Intelligent Computer-Assisted Language Assessment (ICALA): an experimental study

Acquiring technological literacy and acceptance has a significant influence on academic emotion regulation (AER), academic resilience (AR), willingness to communicate (WTC), and academic enjoyment (AE), which are crucial for the success of university students. However, this area has not been adequately explored in research, particularly in the context of Intelligent Computer-Assisted Language Assessment (ICALA). This study aimed to bridge the existing information gap by examining the impact of technology literacies and acceptance on the AER, AR, WTC, and AE levels among Uzbek university students enrolled in virtual English as a foreign language (EFL) programs with online evaluation. Quasi-experimental research was carried out with 67 university students pursuing a degree in Applied linguistics to assess the potential underlying connections. Throughout the semester, students in the experimental group were provided with instructional feedback to foster technology literacies and acceptance through a private group on Telegram. This feedback assisted them in acquiring pertinent information to improve the application of technology in language learning and assessment. Based on the results, students in EG fared better than their counterparts in the control group in terms of AER, AR, WTC, and AE in ICALA. The data indicates that in the ICALA setting, EFL learners experience unpleasant emotions, a lack of resilience, unenjoyment, and an unwillingness to communicate due to a lack of knowledge in the application of technology. The implications of the study are examined in further detail.

Exploring the Efficacy, Attitude, and Challenges of Experiencing the Current EdTech Trends in English Language Learning

This study investigated the usefulness and effectiveness of incorporating and engaging technology in second language learning and the problems encountered by students utilizing modern educational technology tools at Majmaah University. The study used a mixed-methods approach. To assess the preparedness and eagerness of EFL learners to utilize current educational technology (EdTech) in their language learning and to examine the attitudes of EFL learners towards various Ed Tech tools, a Likert questionnaire consisting of seven points, ranging from very frequent to never, is disseminated to students at various academic levels. To determine the attitudes of EFL learners, a questionnaire was prepared, ranging from exceptional to very poor. Furthermore, the research identifies the obstacles faced by EFL students. 75 students from various academic disciplines completed the questionnaire, while a semi-structured interview was conducted with seven students to get their genuine and sincere opinions and ideas. The study primarily examined the implications of technological advances on English as a Foreign Language (EFL) learners. Consequently, it was found that EFL learners were entering a new era of digital learning and were undoubtedly benefiting from it, as long as it was not utilized for nonsensical goals. It is essential, however, to tailor the use of Ed Tech tools to the unique learning goals and the level of competence of the learners. Although the study was done on a limited premise, however, the Ed Tech pedagogical implications could be generalized to all EFL learners.

Technology integration in learning Mandarin Chinese as a foreign language in Malaysia and Germany

The use of technology in foreign language learning has gained significant attention, particularly in countries like Malaysia and Germany, where Chinese is taught as a foreign language. This paper compares how technology is integrated into Chinese language learning in these two countries, highlighting its potential to improve learning outcomes. We explore key factors such as student motivation, cultural influences, and the challenges faced by learners, providing empirical evidence on the similarities, differences, and impacts of the technologies used. Additionally, we emphasize the importance of teacher-related factors in language instruction and offer pedagogical recommendations for educators and stakeholders. Finally, we acknowledge the study's limitations and suggest areas for future research, particularly focusing on teacher adaptability in language education.

Teaching Innovation: Increasing the Competency of Arabic Teachers through TELL-Based Learning Technology

This research focuses on increasing the technological competence of Arabic teachers in integrating technology into teaching. The methods used include a mixed approach with quantitative surveys and qualitative interviews. The research population was Arabic teachers, with a purposive sample. Research instruments include questionnaires and semi-structured interview guidelines. Data were analysed using descriptive statistics and thematic analysis techniques. The results showed that the level of technological skills of Arabic teachers varies, with most teachers feeling quite comfortable using basic technology but less confident with advanced technology. Key barriers identified include lack of technology skills, limited access to devices and the internet, resistance to change, and lack of interactive learning materials. Proposed solutions include ongoing training programs, provision of devices and internet, persuasive approaches to overcome resistance, development of interactive materials, and ongoing technical support. The main conclusion is that ongoing support and solutions focused on the specific needs of Arabic teachers can significantly improve the quality of teaching and students' learning experiences. This research provides valuable insights and practical solutions that can be implemented to overcome obstacles in the integration of technology in Arabic language learning.

The Immense of Digital Divide: A Literature Review of Rural and Urban Schools’s Classroom Technologies in English Language Learning

This article aims to review various studies on the immense digital divide between rural and urban schools, specifically on classroom technologies in English language learning. We synthesize 26 from 2016-2023 discussing some external and internal issues regarding the differences between rural and urban schools’ classroom technologies in English language learning, including (a) Integration of Information and Communication of Technology (ICT) in English language learning in rural and urban school areas (b) Digital divide between the use of technologies in rural and urban school area, (c) External and internal factors (d) challenges. The majority of researchers in the study above used qualitative, quantitative, and mixed-method studies to find the result of the study through experiments, observations, and interviews. These recent studies have shown the relevant findings and results implemented in English language learning.

Adapting and extending multimodal (inter)action analysis to investigate synchronous multimodal online language teaching

Abstract Multimodal (inter)action analysis offers a powerful and robust methodology for the study of action and interaction between social actors, their environment, and the objects and tools within. Yet its implementation in the analysis of synchronous multimodal online data sets, e.g. (inter)actions via videoconferencing, is limited. Drawing on our research in understanding teacher-learner (inter)actions in instruction-giving fragments in synchronous multimodal online language lessons, we describe and illustrate the ways in which we adapted and extended some of the methodological and analytical tools. These include (1) the use of a grounded theory approach in delineating and identifying higher-level actions, (2) the embodiment and disembodiment of frozen actions, (3) electronic print mode, (4) semiotic lag, (5) semiotic (mis)alignment, (6) modal density (mis)alignment, and (7) how modal density can be achieved by brisk modal shifts in addition to through modal intensity and complexity. We conclude by a call for further educational research in online teaching platforms using the framework to have richer understandings of the (inter)actions between social actors with particular roles and identities (teachers-learners), their environment, and the objects and tools within, which bring their “own material properties, feel and techniques of use, affordances and limitations” (Chun, Dorothy, Richard Kern & Bryan Smith. 2016. Technology in language use, language teaching, and language learning. The Modern Language Journal 100. 64–80: 65).

Research Trends on Writing Skill in Arabic Language; A Bibliometric Analysis

This study examines the trends in research on Arabic writing skills from 2011 to 2024 using a bibliometric approach. Data from 32 Scopus-indexed publications were analyzed to identify citation trends, geographical distribution, journal rankings, and research focuses. Data collection techniques included comprehensive searches in bibliographic databases, and data analysis was conducted using bibliometric methods such as citation analysis and co-authorship network analysis. The results show a significant increase in related publications, highlighting the importance of communicative approaches and international collaboration in enhancing writing skills. Specifically, the highest number of cited publications (NCP) occurred in 2020, with an NCP of 6. The highest number of citations from 2011 to 2024 was recorded in 2020, reaching 28. Additionally, 2020 had the highest number of publications, totaling 7, indicating a significant impact of research during that year. Saudi Arabia is the most significant country in research related to writing skills in Arabic. Furthermore, the study categorizes research focuses into three main clusters: students, e-learning, and supporting technologies for Arabic language learning. These insights provide a valuable framework for educators and researchers, guiding future research directions and developing more effective and inclusive teaching methodologies that cater to diverse learning needs. The study concludes that fostering international collaboration and leveraging advanced technologies are essential for the continued enhancement of Arabic writing skills education, ensuring that learners are well-equipped to meet contemporary challenges and advancing the field in a meaningful way.

Faktor Ekstralinguistik Terhadap Penguasaan Kemahiran Lisan didalam Pengajaran dan Pembelajaran Bahasa Arab

Various reforms and updates in teaching and learning have been carried out by the Ministry of education, but the mastery of oral skills among students is still not encouraging. The average study conducted found that the mastery of the Arabic language (BA) in Malaysia is still not able to achieve real goals and objectives. One of the factors affecting language skills is extralinguistics. Extralinguistics refers to linguistic situations outside the linguistic environment, such as motivation, emotion, attitude, personality, and the like, that are proven to help a student master a particular language. Therefore, this study identifies extralinguistic factors on BA Communication among Sijil Tinggi Agama Malaysia students in Perak. This study was conducted quantitatively at Sekolah Menengah Agama Negeri (SMAN) which offers learning to sit for the Sijil Tinggi Agama (STAM) examination in the state of Perak. Results indicated that there are five extralinguistic factors on BA Communication, namely attitude, motivation, Arabic exposure, use of BA, Communication problems and teacher encouragement. It can be concluded that there is a strong relationship between attitude factors and the use of SK among students of STAM Perak. This study implies the importance of providing a conducive and supportive learning environment to improve Arabic communication skills among STAM students. Further studies are proposed to examine in depth the factors related to the use of technology in Arabic language learning and the impact on the communication strategies of STAM students.

Learn English With Artificial Intelligence (Sosialisasi Pemanfaatan Teknologi Kecerdasan Buatan (AI) dalam Belajar Bahasa Inggris)

The community service activity "Learn English With Artificial Intelligence" at Islamic Village Vocational School, led by lecturers from the Informatics Engineering Study Program, Faculty of Engineering, Muhammadiyah University of Tangerang (UMT), aims to integrate artificial intelligence (AI) technology in English language learning. This activity succeeded in increasing understanding of the concept of AI and its benefits in education, motivating students to study English more intensely, and increasing the effectiveness of learning through AI applications such as Duolingo and Grammarly. provide regular training for teachers, encourage collaboration between schools, and conduct further research to measure the long-term impact of using AI in education. Thus, the success of this activity is not only in achieving the set educational goals, but also in expanding the boundaries of innovation in ways of learning English and the potential for further development in the increasingly connected and digital context of modern education. supporting education at the Islamic Village Vocational School.

A Bibliometric Approach and Meta-Analysis of Effects of Automatic Speech Recognition on Second Language Learning

Although automatic speech recognition technologies have gained popularity in second language learning, there are still difficulties facing the use of automatic speech recognition in second language learning. Through a bibliometric review and a meta-analysis, this study examines the effects of automatic speech recognition on second language learning. The results of this investigation show that automatic speech recognition technologies can improve second language speaking skills and reduce speaking anxiety, but whether the listening skills can be improved relies on the degree of advancement of the automatic speech recognition technologies. Teachers and students positively evaluate the use of automatic speech recognition technologies in second language learning. Bibliometric analyses reveal the top ten authors, organizations, countries, cited sources, and cited authors, as well as the chronological research trend in the research on the automatic speech recognition used in second language education.

Sociocultural Cognitive Development (SCCD) of language learning in an extended reality environment

The present technology provides multifaceted aid in education through teaching and learning. Synchronous and asynchronous teaching-learning became popular with regular add-on updates with the required amendments, as f2f teaching has restrictions. One such advancement is extended reality (XR) technology in language learning, which has accelerated since the pandemic. Despite the increased use of technology in teaching and learning, few studies concerning sociocultural cognitive development (SCCD) are available. Therefore, this study is concerned with the possibility of Vygotsky’s sociocultural grounds in extended reality (XR) being used as an enriched resource in English language learning (ELL). On this occasion, the study reviews recent scholarly articles on XR tools in language learning to determine how the sociocultural components of XR contribute to potential learning in achieving its outcomes.

Tuning Up Listening Skills: Unveiling the Impact of Busuu Application on Junior High School Students' Listening Proficiency

This study aims to examine the impact of the Busuu application on students' listening skills. This research uses a pre-experimental quantitative approach with a pre-test and post-test design in one group. This research specifically used eighth grade students at MTs Anwarul Maliki and was conducted in three stages: pretest, treatment, and posttest. Research findings show a significant improvement in students' listening skills in class VIII B before and after treatment with the Busuu application. This application has proven to be more effective than traditional methods, improving the practice and effectiveness of listening learning. The results of data analysis show an increase in students' average pre-test score from 34.44 to 64.44 from the average post-test score with the use of the Busuu application, making the process of learning listening skills easier and more practical. The results of this research can provide evidence to readers regarding the use of busuu which can affect junior high students' English listening abilities. This research implies that the Busuu application is more effective than traditional methods in improving listening skills. This provides empirical support for the use of technology in language learning, showing that technology-based methods can provide better results.

Enhancing English Pronunciation Assessment in Computer-Assisted Language Learning for College Students

The evolution of computer science and the innovations in language teaching methodologies have paved the way for computer-assisted language learning (CALL) technology to tackle pertinent challenges. While existing CALL systems primarily emphasize vocabulary and grammar acquisition, their evaluation mechanisms often rely on a limited set of criteria, resulting in a simplistic assessment of learners’ pronunciation skills. This oversight underscores the need for a more comprehensive approach. In response, this study targets Chinese college students’ English oral proficiency and aims to enhance the conventional computerized evaluation method. Our approach involves integrating multiple assessment parameters, including pitch, speed, rhythm, and intonation. For instance, pitch assessment is grounded on frequency central feature parameters, while speech speed evaluation considers speech duration, thus enriching the evaluation framework. Through experimental validation, the efficacy of our method in evaluating pitch, speed, rhythm, and intonation has been substantiated, reaffirming its reliability.