Technology-assisted Language Learning Research Articles

Learner Autonomy Through the Use of ChatGPT by Third-Year Students of English Faculty at University of Foreign Language Studies (UFLS)

This study aimed to investigate the impact of utilizing ChatGPT on learner autonomy of third-year students of Faculty of English at the University of Danang – University of Foreign Language Studies (UD – UFLS). In this research, quantitative methods were employed with a close-ended questionnaire aiming to figure the relationship between student use of ChatGPT and their autonomy. Learner autonomy, in this study, was examined in two aspects, study habits and independence of learning. The survey involved 103 students; the collected data were analyzed statistically to answer the research questions. The study’s results showed that ChatGPT has little impact on the participants’ learning autonomy. However, this tool can be useful for learners’ study habits thanks to its personalized feedback and recommendations. Although our research has provided more insights into the field of technology-assisted language learning, especially learning with the use of ChatGPT, further research on the relationship of learning autonomy and ChatGPT with a larger sample and in a longer time should be conducted to ensure consistency and reliability of the impacts of ChatGPT on learner autonomy.

EFL students' self-efficacy in technology-assisted language learning

Technological advancements are currently available in several areas to meet our daily needs. One such development is the use of technology in education, which has seen a significant increase in recent times due to the Covid-19 epidemic. Although students may be familiar with blended learning and technology, it is important for teachers to assess their level of self-efficacy in using technology effectively in education, as this has a direct impact on their ability to learn and improve their academic performance. This study investigated the level of students' self-efficacy and explored strategies to enhance it among Indonesian students who are now enrolled in an English Language Education program after the outbreak. This survey research integrated both quantitative and qualitative data analysis methods. Data was collected through interviews and questionnaires. A total of 60 students participated in this research. The questionnaire resulted in an overall self-efficacy score of 76.6% for all participants. This percentage indicates the high level of self-efficacy of the students. Each year group is classified as high. Interviews with the students served to validate the questionnaire results and further supported these findings. The majority of students use three ways to improve their English as a Foreign Language (EFL) acquisition. They participate autonomously in English language practice by improving computer skills, using online educational media and resources, and intensifying engagement with teachers and peers through communication platforms.

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 Social Media on Improving the Pragmatic Skills of EFL Saudi University Students

Social media platforms can be a gateway through which English as a foreign language (EFL) students gain access to the world of the target language, communicate with native speakers, and learn more about their culture. Against this background, the present study aims to investigate whether EFL students’ use of social media has impacted the development of their pragmatic competence and conversational skills. Sixty Saudi EFL students, aged 17 or older, studying in the English Language and Translation Department at the Saudi Electronic University participated in the study. Data were collected through an online questionnaire that assessed the participants’ perceptions of using social media networks to practice their English conversation skills. The results showed that social media use had a positive impact on the students’ pragmatic and conversational skills. Specifically, a significant proportion of the participants reported an awareness of conversational and pragmatic improvements resulting from social media use that may not be available in traditional classroom settings. These findings suggest that technology-assisted language learning, particularly learning using social media, should be incorporated into language instruction to improve EFL students’ pragmatic and conversational knowledge. In this regard, social media networks are especially valuable in providing authentic and meaningful language and interaction opportunities. Future research could examine other forms of technology-assisted language learning beyond social media and employ a mixed-methods approach to gain a more comprehensive understanding of the impact of mobile-assisted language learning (MALL) on EFL learners’ pragmatic and conversational proficiency.

Revisiting technology-assisted language learning affordances for language components: a decade survey

ABSTRACT Given the important technology-assisted language learning (TALL)-empowered affordances, a comprehensive understanding of how these TALL tools facilitate learning across different language components, e.g., phonology, morphology, syntax, semantics, and pragmatics, could not only present the panoramic scenery of the subject matter but also inform pedagogy for applied linguistics researchers and practitioners. Despite the increasing attention being paid to the affordances of a particular TALL platform, there is still a lack of more holistic research practice to the affordances for the five language components. To bridge the gap, this study aims to systematically and quantitively revisit the TALL-empowered affordances with respect to these language components. To this end, a total of valid 201 articles published from 2010 to 2023 were selected and coded based on the proposed inclusion/exclusion criteria. Results revealed that different TALL platforms (viz. computer, mobile, tablet, virtual reality, and robot) help improve students’ language learning performance and efficacy among the five language components. The implications of the study, in perfect tune with the distance language learning experiences in the post COVID-19 pandemic era, justify the need to take full advantage of the TALL affordances and accelerate the move toward a more technology-friendly field of study.

The Examining the Efficacy of Technology-Assisted Language Learning in Enhancing Vocabulary Acquisition

The Examining the Efficacy of Technology-Assisted Language Learning in Enhancing Vocabulary Acquisition

Optimizing Foreign Language Learning in Virtual Reality: A Comprehensive Theoretical Framework Based on Constructivism and Cognitive Load Theory (VR-CCL)

With the widespread application of virtual reality (VR) in education, optimizing foreign language learning in VR has become a focal point of research. This paper introduces a comprehensive theoretical framework (VR-CCL) based on constructivism and cognitive load theory to enhance foreign language learning in VR. Through a literature review, we explore the applications of VR in education, foreign language learning theories, and prior works on technology-assisted language learning. We further detail the three main components of the VR-CCL framework and validate its effectiveness through two case studies: Duolingo VR and Rosetta Stone VR. Finally, we discuss the strengths and limitations of the framework and its implications for educators and developers.

A Study on the Effect of Technology in Enhancing Spoken Language Proficiency

This research paper investigates the impact of technology on improving spoken language proficiency among language learners. The study employed survey research to figure out students’ perceptions toward the use of technologies in enhancing spoken language. The study aims to analyze the various technological tools and methodologies used in language education and their effectiveness in enhancing oral communication skills. Through a comprehensive literature review, empirical data collection, and analysis, this paper provides insights into the potential benefits, challenges, and future directions of integrating technology in language learning. The research explores the key aspects of technology-assisted language learning, including language apps, virtual reality, social media, and online platforms. It also addresses the implications of technology-driven language education in terms of individual learning styles and cultural contexts. The findings offer valuable insights for educators, curriculum designers, and learners striving to achieve higher spoken language proficiency.

10.18355/XL.2023.16.02.02

This study aims to evaluate the suitability of printed EFL materials of an intensive foreign language training program of a university in Indonesia in the context of online learning and bring some considerations regarding developing materials suitable for the virtual dimension of online language learning. Twelve lecturers were involved in this study. Their perceptions toward the English materials were collected quantitatively using questionnaires and qualitatively through interviews. By using a mixed method with an explanatory sequential design, this study revealed that the printed materials were unsuitable in some ways during online learning. It also proposed principled suggestions for harnessing education technology to facilitate effective and innovative teaching appropriate in broader technology-assisted language learning contexts.

Technology-assisted Language Learning: Friends or Enemies

This case study compared learners’ perspectives regarding using technology as a learning device. A total of 35 university students completed virtual interviews to collect information dealing with the student’s perspectives on technology-assisted language learning. They completed virtual interviews on their responses to technology implementation during the online teaching-learning process. The virtual interviews were conducted casually and followed the procedures of ’narrative interviewing.’ The discussions were started by asking some questions about the general experience of using technology during the teaching-learning process at university. The thematic analysis of qualitative data supplemented the interview findings by providing insights into why technology assists language learning during online learning. In general, however, most students argue that using technology as a tool for online learning has three roles. They are helping students find information, minimize the virus’s spread, and facilitate learning. This study demonstrated the potential of technology for assisting language learning during virtual learning.

Enhancing Foreign Language Enjoyment through Online Cooperative Learning: A Longitudinal Study of EFL Learners

This study examines university students' foreign language enjoyment (FLE) in an online cooperative learning (CL) context and explores, taking a positive psychology approach, how and why CL may shape FLE. To this end, 98 Chinese university students studying English as a foreign language (EFL) were assigned into experimental (n = 49) and control groups (n = 49). Both groups completed a short-form foreign language enjoyment (FLE) scale before and after a 3-month intervention. The students in the experimental group were assigned with tasks that needed to be accomplished by teamwork. Moreover, each team was also requested to reflect upon their cooperation experiences and to self-assess their performance of these tasks. The results show that the overall FLE of the experimental group increased remarkably, whereas that of the control group fluctuated considerably. Furthermore, analyses of experimental group students' self-appraisal comments revealed that students with pleasant cooperation experiences usually experience high FLE, give satisfactory marks on their performance, and feel confident about achieving better FL performance in the future. The findings and implications provide meaningful insights into how online FLE can be boosted through CL so as to promote positive mental health of students in a technology-assisted language learning (TALL) context.

The relationship between digital competency, learning styles and learners’ perception of traditional versus technology-assisted language learning

The face of education is bound to be reshaped due to the changing needs of students, imposed by new and emerging technologies. The educational system has been stuck in time for generations, and while some improvements have been made, there is still a long way to go before the means of teaching and learning entailed by educational programs and institutions is fully adapted to the new digital age and learner profiles. There are numerous benefits of incorporating computer and mobile tools in the teaching and learning methods and its effectiveness has been demonstrated through numerous studies, some of which are referred to in this research paper. Technology allows students and teachers to interact and engage in creative ways through a digital environment that enables students of divergent learning styles to simultaneously learn lessons in a personalized manner that will ensure successful learning and performance. This research presents the results of a survey conducted with 50 learners in Bosnia and Herzegovina, between ages 18 and 47, which was conducted for the purpose of exploring relationships between digital competency, learning styles, and learners’ attitudes towards traditional versus digital means of education. The research found that there is a strong preference for technology-assisted learning where participants primarily chose video as a learning medium, followed by voice recordings, music, podcasts, and practical use of the language with native or highly proficient speakers of the language learned. The study results, therefore, suggest a necessity for the application of an eclectic approach in education.

STUDENTS’ SOCIAL ENGAGEMENT IN LEARNING UKRAINIAN AS A FOREIGN LANGUAGE REMOTELY

The article analyzes students’ perceptions about their engagement in a Ukrainian language classroom. Considering the context of a remote delivery, prompted by the COVID-19 pandemic, the focus is on learners’ social engagement, a category still unexplored, but relevant for the context studied. The analysis relies on some well-established theoretical frameworks of engagement, which view this concept as referring to what students do, say, think, feel, and make in classrooms. We view engagement as the energy that learners actually spend toward their achievement, contributing to their success in learning [8]. The concept of engagement is multifaceted and includes a number of levels, commonly discussed as: behavioral, emotional, cognitive [2], and agentic [10; 11]. Particularly with respect to remote learning and teaching, the concept of social engagement proved to be significant, justifying the focus of the present study (Sivachennko & Nedashkivska, 2021). The study targets students enrolled in beginner, intermediate, and advanced Ukrainian language courses at a postsecondary institution. The sample includes responses from 23 undergraduate students. The data is based on a written student survey, designed to address the multiple levels of student engagement. The qualitative analysis, focusing on social engagement includes the discussion of two sub-categories: social interaction and social connection, underscoring their role in remote language teaching and learning. The results also highlight their relevance not only for a remote classroom, but going beyond as potentially relevant for other contexts of technology-assisted language learning and teaching. The article concludes with some practical recommendations for educators that may assist in promoting social engagement in their classrooms. Key words: Ukrainian language, Ukrainian language learning and teaching, student engagement, social engagement, remote format, remote language teaching, remote language learning and teaching.

Current state of research on the use of technology in language teacher education and professional development

Educational technology (ET) can reportedly provide innovative resources to improve the language learning process. However, few studies have elaborated on the use of ET for language teacher education and professional development. To shed light on the reported challenges and affordances of digital technology in language teacher education and professional development, the authors conducted a systematic review of recent technology‐assisted language teacher education studies. The contributions of the study to the field of technology‐assisted language learning (TALL) are twofold. Pedagogically, the study conveys a list of affordances that can inform TALL practitioners about the tested and reported efficacies that can be used in teacher education and professional development programs. Theoretically, the findings inform TALL researchers about the challenges and limitations that need to be overcome to facilitate the use of ET in teacher education and professional development. The findings also help predict the future trend of TALL research on teacher education and professional development based on studies conducted from 2010 to 2021.

Technology Effect of EFL Listening Comprehension to Teacher during Pandemic

The purpose of this research is to determine the impact of technology to student who taught listening comprehension during pandemic. The researchers recruited 66 senior high school students for this study. A test was used as a research instrument by the researchers. To display the material, the researchers used Learning Management System and Short Video on YouTube. The data was analyzed statistically by the researchers using an Anates program. The findings of this study indicate that technology-assisted language learning has a significant effect on EFL Listening Comprehension. This discovery demonstrated that technology-assisted language learning is an effective strategy for teaching Listening comprehension.

Teacher identity in technology-assisted language learning: Challenges and affordances

The majority of studies on second/foreign language teacher identity have explored the face-to-face environment compared to the technology-assisted language learning (TALL) environment. The paucity of research despite the significance of teacher identity served as the rationale to conduct a systematic review. Scopus and Web of Science indexed journal articles on language teacher identity that met the predetermined exclusion-inclusion criteria were systematically reviewed. Forty-four articles published between 2010 and 2020 were reviewed to convey the reported affordances and challenges of distance learning for language teacher identity. Pedagogically, the findings inform pre-service and practicing teachers who seek a better understanding of teacher identity in TALL in terms of affordances and challenges. Theoretically, the findings shed light on the future research trend and inform researchers about the most frequently reported challenges that need to be addressed concerning L2 teacher identity.

Saudi EFL Teachers’ Self-efficacy in Technology-assisted Language Learning (TALL)

This study employs an explanatory, convergent parallel, mixed methods design to investigate the perceived self-efficacy of 145 Saudi teachers of English as a foreign language (EFL) when engaging in technology-assisted language learning (TALL). These teachers were evaluated on their technological knowledge on four subdimensions, on their pedagogical technology skills on five subcategories, and on five subdimensions related to their self-perceived ability to integrate TALL into English-language classrooms. The triangulated data were recursively collected in three consecutive phases. Self-efficacy was assessed using data obtained from a 48-item TALL survey and from classroom observations and interviews. Participants completed questionnaires on their self-perceived technological self-efficacy, 13 of whom were observed while teaching and subsequently participated in one-on-one interviews. The data were analyzed using the descriptive statistics of means and standard deviations and inferential statistics through one-way repeated-measures analysis of variances (RM ANOVA), along with some statistical tests and Stepwise regression. The data from the observed lessons were subjected to scrupulous and meticulous analysis, and the data from the interviews were recorded, transcribed, coded, and categorized. The findings culled from the survey, lesson observations, and interviews all revealed that Saudi EFL teachers have low self-efficacy in terms of language-learning technological knowledge, language-learning pedagogical technology skills, and ability to effectively integrate technology into EFL instruction. The implications emerging from this study center on the need to develop EFL teachers’ self-efficacy with technology to ensure that language-related digital tools in EFL instruction are used in the most effective pedagogical manner and to their full potential.

Challenges and Affordances of Cognitive Load Management in Technology-Assisted Language Learning: A Systematic Review

Cognitive load influences learners’ interactions with one another and with the learning environment could lead to either optimizing or obstructing information processing in the working memory. To have insight into cognitive load management in technology-assisted language learning (TALL 1 ) environment, the investigator(s) conducted a systematic review. Following the PRISMA guidelines, the study identified TALL affordances, challenges, measurements, and theoretical frameworks in articles between 2010 and 2020. Pedagogically, the results showed eighteen potential affordances (e.g., visualization-based cognitive tool and dual computer displays) in TALL environment that teachers/learners can implement to manage cognitive load. Theoretically, the study found seven challenges (e.g., balancing task difficulty with learner’s cognitive skills and modifying established design principles) that can inform researchers and practitioners in future TALL research. Future TALL research on cognitive load is predicted to move towards two mainstream directions. First, conceptualizing the reported affordances into instructional designs to manage cognitive load. Second, addressing the reported challenges through integrating emerging educational technologies to manage cognitive load.

Parent satisfaction and one-way Mandarin Chinese dual-language programs in Utah

ABSTRACT This study invited parents in 21 one-way Mandarin Chinese dual immersion programs in Utah to respond to a survey on-line. Five hundred and eighty parents participated in this study. The objectives of the survey study were to learn the parents’ reasons for enrollment, their program satisfaction, and whether there was a group difference based on the following parental demographic factors: ethnicity, income, and education. In general, the majority of the parents were satisfied with the program; however, the results of the chi-square test illustrated that more Asian parents chose the program for their child so that they could better relate to their heritage. Moreover, the results of the MANOVA test revealed that there was an interaction effect between education level and ethnicity on program satisfaction. Based on the mean scores of the survey items, this study observed the tendencies that Asian parents without a higher education degree were more satisfied with the language learning environment in the program and the native and academic language of teachers while parents of other ethnicities (not white or Asian) with graduate degree(s) were least satisfied. Ko-Yin Sung received her Ph.D. from The University of Texas at San Antonio in 2009 and is currently the coordinator of the Chinese language program and an Associate Professor of Chinese at Utah State University. Her research interests include bilingual education, Chinese-character acquisition, language learning strategies, and technology-assisted language learning.

Identifying Listening Problems and the Need for Technology Assisted Language Learning (TALL) to Improve Listening Skills among Diploma Students

Listening is one of the major skills in English language acquisition. However, mastering listening in acquiring the language can be challenging. Failure to listen well may cause misunderstanding and unnecessary conflicts. Realizing the importance of listening and how difficult it is, the paper focuses on listening issues experienced by 210 Part 1, Diploma students of UiTM Kelantan Branch. The objectives are to identify the perceived level of listening proficiency among students, ascertain listening problems faced by them and determine students’ need for Technology Assisted Language Learning (TALL) to enhance listening skills. Thus, a survey on listening problems and the need for TALL was conducted. 150 students responded and the majority identified physical setting as the main listening problem thus, leading to a conclusive need for technology to help improve their listening ability. Based on the findings, a technological language tool in the form of multimedia application is innovated to fulfil the students’ needs. The application is designed to be easily accessible, user-interactive, user-friendly and affordable. The features are customized to be as ‘friendly’ as possible of which they include local and Malaysian-based contents, familiar accents and slangs as well as relevant vocabulary, listening practices and quizzes.