Computer Assisted Language Learning

Two cases of the flipped classroom approach, one undergraduate course and one a graduate course, are used to demonstrate the different ways that flipping instruction can occur in both F2F and online courses, thus, extending the notion of hybrid and flipped teaching decisions with F2F and virtual class-rooms. Both cases are summarized in terms of instructional design decisions, the models of teaching framework, and research conducted on the courses. Findings from research conducted on both courses indicate that a flipped classroom approach can enhance the teaching of both F2F and online courses as it provides instructors an opportunity to adapt instruction to meet the individual needs of students. Recommendations, based on this course development work, are provided for undergraduate and graduate courses in terms of access, meaningful activities, and feedback.

Advances in technology are currently helping to speed up the globalisation of 'super' languages. One can argue that at the same time technology might be used to help reverse the decline of less widely spoken languages. Cada Dia (CD) is a social learning method which uses online web meeting platforms, in combination with asynchronous learning management systems, to enhance the language learning experience. CD provides an immersive learning strategy to encourage authentic conversations in a real time environment to create dynamic and meaningful learning encounters. Using a vignette data analysis technique in combination with a survey research method, this paper is a reflection on the analysis of learners' experiences during an eight week Cada Dia Welsh (CDW) pilot study; its aim is to gain an understanding of online social learning methods for minority language learning. Central to the research was understanding online pedagogical practices with a particular emphasis on authentic conversation for minority languages such as Welsh.

Advances in technology are currently helping to speed up the globalisation of 'super' languages. One can argue that at the same time technology might be used to help reverse the decline of less widely spoken languages. Cada Dia (CD) is a social learning method which uses online web meeting platforms, in combination with asynchronous learning management systems, to enhance the language learning experience. CD provides an immersive learning strategy to encourage authentic conversations in a real time environment to create dynamic and meaningful learning encounters. Using a vignette data analysis technique in combination with a survey research method, this paper is a reflection on the analysis of learners' experiences during an eight week Cada Dia Welsh (CDW) pilot study; its aim is to gain an understanding of online social learning methods for minority language learning. Central to the research was understanding online pedagogical practices with a particular emphasis on authentic conversation for minority languages such as Welsh.

Student motivation is an important factor that affects how involved, persistent and successful students are in higher education. It is the connection between a student's natural abilities and their academic success. This chapter synthesizes a decade (2013-2024) of theoretical and empirical literature, employing Self-Determination Theory, Social Cognitive Theory and Achievement Goal Theory to articulate the developmental trajectory of motivation from self-capacity enhancement to achievement goal orientation. Employing a desk-research technique that integrates global and ASEAN-specific studies, we examine the correlation between psychological demands

Bu çalışmada, yükseköğretim ek ders ücret yönetim süreçlerinde yaşanan sorunların çözümü için geliştirilen bir bilişim sisteminin kullanılabilirliğinin belirlenmesine odaklanılmıştır. Bu amaçla araştırmacılar tarafından bir bilişim sistemi geliştirilmiştir. Bilişim sistemi uygulamaya konulmadan önce bir öntest yapılarak kullanıcıların ek ders süreçleriyle ilgili karşılaştıkları sorunlar tespit edilmiş ve memnuniyet düzeyleri ölçülmüştür. Sistem devreye alındıktan iki yıl sonra bir sontest uygulanarak mevcut sorunların azalıp azalmadığı belirlenmiş ve bilişim sisteminin kullanılabilirlik düzeyi ölçülmüştür. Elde edilen bulgulardan bilişim sisteminin kullanılabilirlik skorunun kabul edilebilir bir düzeyde olduğu tespit edilmiştir. Sistemin kullanımıyla birlikte sorunların azaldığı ve memnuniyet düzeyinin arttığı görülmüştür. Kullanılabilirlik düzeyi yüksek ürün ve hizmetlerin özellikleri açısından geliştirilen bilişim sistemi değerlendirilmiş ve gelecek araştırmalar için önerilerde bu...

В статье анализируются современные методики, стратегии и приемы развития умений критического мышления для повышения уровня когнитивной активности и критической компетентности обучающихся в языковой среде. Разработанная
технология развития критических умений включает три ключевых этапа: вызов, осмысление и рефлексию. На этапе вызова активизируются прежние знания обучающихся, пробуждается интерес к теме и формулируются цели изучения.
Этап осмысления предполагает работу с учебным материалом, направленную на осознанное восприятие и анализ информации с помощью различных приемов, таких как маркировка, составление таблиц и ведение записей. На этапе рефлексии происходит подведение итогов, осмысление полученного опыта
и критическая оценка результатов усвоения. Использование данной технологии способствует развитию умений анализа, оценки информации, аргументации и самостоятельного решения учебных и коммуникативных задач на иностранном языке.

The aim of this paper is to analyse the discourse produced by participants of a bilingual telecollaboration project and its pragmatic implications. Based on Picoli and Salomão's (2020) 'principle of equality', instances of translanguaging were sought and analysed. The participants in the telecollaboration project were a group of seven Spanish-speaking students of English and a group of seven English-speaking students of Spanish who engaged in synchronous Zoom sessions for six weeks. Learners were expected to perform a role-play per week, after which they were given free time to practise oral conversation in both English and Spanish. Data were gathered from the transcription of the oral conversations. A total number of 23 conversations were analysed quantitatively and qualitatively. After categorising all the usage instances, the results revealed that students mostly used translanguaging for "clarification", followed by "last language used", "accommodation", "sequential subordination", and "solidarity". There was evidence that translanguaging was used as a pragmatic strategy to support communication and avoid breakdowns in bilingual or multilingual interactions.

This qualitative case study reports descriptive findings of digital game-based learning involving 15 Taiwanese middle school students' use of computational thinking skills elicited through programmed activities in a game design workshop. Situated learning theory is utilized as framework to evaluate novice game designers' individual advancement in developing a designer language, mindset, and use of computational thinking skills. Three strands of findings were extrapolated from analyzing observational data, participant-generated written responses and artifacts: Understanding games as systems and how components work together in meaningful relationships in game design; Developing growing sophistication in communicating with other novice game designers using language germane to game design; Improving understanding and application of computational thinking skills through game design activities. Extended discussions on three focal cases revealed that using design pedagogy, participants operationalized computational thinking skills in design tasks. Promises and pitfalls of using game design to facilitate computational thinking skills are discussed.

Página 2 de 8 Resumen La irrupción de la inteligencia artificial generativa, especialmente de los asistentes de código basados en modelos de lenguaje a gran escala, ha transformado la manera en que los estudiantes de Ingeniería de Software aprenden a programar. Este artículo examina, desde una perspectiva crítica y constructiva, cómo el uso no regulado de herramientas como ChatGPT, Claude y GitHub Copilot está afectando el desarrollo de competencias fundamentales en estudiantes que recién inician la carrera. A partir de evidencia reciente publicada por laboratorios de referencia como Anthropic, OpenAI y el MIT Media Lab, se contrasta el potencial pedagógico de la IA con los riesgos derivados de su uso inadecuado: dependencia cognitiva, atrofia del pensamiento crítico, pérdida de propiedad sobre el código producido y vulneración de la integridad académica. Los hallazgos sugieren que el problema no reside en la herramienta, sino en la forma de utilizarla; el estudiante que delega el razonamiento, en lugar de delegar la mecanización, compromete su formación a largo plazo. Se propone, como cierre, un enfoque de uso ético basado en la fluidez con la IA, en el que la herramienta complementa, pero nunca sustituye, el proceso de aprendizaje activo. Palabras clave: Inteligencia artificial; Ingeniería de Software; uso ético; pensamiento crítico; educación universitaria.

A s we prepare to hand over the reins of TESOL Quarterly to our editor colleagues, Jim McKinley and Sihan Zhou, nothing gives us more pleasure (and pride) than being able to curate the 60th anniversary issue of this journal. As co-editors of the leading journal in TESOL, we have had the honor and privilege of securing front row seats in observing (and participating in) how our vibrant field has evolved over the last 8 years of our editorial tenure. Indeed, we are excitedthough not the least bit surprisedto see how new content topics continue to make their way into the academic discourse and, correspondingly, how our colleagues have adopted and adapted a host of methodologies and methods in order to better understand key pedagogical issues that warrant further investigation. Unlike previous anniversary issues that have combined theory and research methods within a single issue, we elected to split this issue into two sections, with one section focusing on specific content area topics and the other focusing on different methodological approaches. In doing this, we want to acknowledge that both theory and method are entangled with each other. At the same time, however, given that this anniversary issue looks back at recent and past research developments that have influenced present pedagogical and research agendas, and predicts future trends in TESOL, we thought it expedient to assemble a collection of papers that focused on the two aforementioned concerns: content topics and methodologies. In inviting our colleagues to contribute to this special issue of TESOL Quarterly, we also want to recognize that inevitably some issues were excluded (and that some overlap). This is not to suggest, however, that these issues lack intellectual merit. Rather, the hard choices of what to include in this issue are testament to the amazing breadth of inquiry and diverse interests that exist within our fieldall of which could not possibly be captured in one single anniversary issue.

Language policy and planning (LPP) as a field has grown enormously in the past six decades. Multiple paradigms, approaches, methodologies, and methods have been adopted to study language policies at the macro, meso, and micro levels. This article reviews the field and organizes research trends into four paradigms-neoclassical, critical, sociocultural, and transformative-and focuses on examples of how each has addressed the global spread of English in TESOL research. Paradigms guide all aspects of the research project, from epistemological questions concerning how we ask and answer research questions to theoretical problems concerning what counts as a language policy, to practical methodological considerations like how to collect and analyze data. We conclude the article with proposals for the future direction of LPP research in TESOL and an annotated list of readings.

While the pedagogy of community service-learning (CSL) in Spanish has been successfully implemented in the United States for several decades, it is still common for instructors and students to encounter significant obstacles that decrease its effectiveness, such as insufficient opportunities to produce the second language (L2) and a lack of affective support. In the present study, a collaborative CSL course was designed to examine the degree to which a cross-institutional endeavor could offset these commonly observed challenges. Under this model, 28 students from two identical CSL in Spanish classes at two different institutions formed a community of practice (CoP) and interacted via Web 2.0 technologies. Quantitative and qualitative analysis reveal that students reacted favorably toward the inter-institutional endeavor and its accompanying online tasks. Specifically, students benefitted from the guaranteed outlets to practice the L2 with their peers (i.e., blogging and Skype videoc...

The rapid development of digital technologies has significantly
transformed educational practices, including language teaching and
learning. Among these technologies, artificial intelligence (AI) has
emerged as one of the most influential innovations in contemporary
education. AI refers to computer systems capable of performing tasks
that typically require human intelligence, such as language
processing, pattern recognition, and decision-making. In recent
years, AI-powered tools—including intelligent tutoring systems,
automated feedback systems, and generative AI platforms—have
increasingly been integrated into English language teaching (ELT). The
integration of AI into language education has opened new
possibilities for enhancing teaching effectiveness and improving
learners’ language development (Hasbi et al., 2025). AI-driven
technologies can support personalized learning, provide immediate feedback, and facilitate interactive learning experiences that were
previously difficult to achieve in traditional classroom settings. In
particular, generative AI tools have gained considerable attention for
their ability to assist learners in writing, grammar correction,
vocabulary development, and conversational practice.

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Over the last few years, Mobile Learning (m-Learning) has increasingly attracted scholars' attention. m-Learning is defined as the use of mobile devices in learning such as mobile phones, tablet pcs, pocket pcs and personal digital assistants (pdas). Several studies have pointed out that m-Learning is an interactive type of technology-based learning that can enhance students' motivation. The emergence of new technological equipment and software has facilitated the creation and development of effective methods and materials for mobile assisted language learning (MALL) which is a specialization of mobile learning (m-Learning). This paper focuses on the use and effectiveness of MALL in second and foreign language (L2) education and on the potential of mobile devices as effective tools for delivering language learning materials to the students in terms of gained linguistic knowledge and skills. To this end, a field research was carried out on a sample of 20 applications for L2 learning, created for mobile devices, focusing on the most popular ones: smartphones and tablets. In particular, using the principles and standards proposed by the Common European Framework (CEFR), there was an effort on determining whether these applications contain languages activities in order to successfully support reading, writing, listening and speaking skills and language acquisition in general. Based on the findings further areas of research are suggested.

Language Learning has utilized technology for decades, and while world-wide social dynamics place more demands for language learning, there has not been a widespread use of a specific technology as the dominant medium for language learning. In the meanwhile, Virtual Worlds technology emerged during the last two decades as an immersive technology that offers an online representation of reality, allowing user interaction with the surrounding environment including objects and other users through Internet-enabled desktop personal computers. Since their introduction, Virtual Worlds have grown in popularity, and are now utilized by a large online community as social and gaming environments. Over two decades of research have shown the potential of Virtual Worlds for learning in various fields, but very few empirical studies have been dedicated to explore Virtual Worlds for language learning. My love and appreciation to my wife Cozette for her patience, sacrifice, and support. My gratitude goes to my employer, Professor Michel Najjar, and to the University of Balamand Council for believing in me and supporting me, and to my Department Chair Dr Elie Karam for facilitating my work schedule around the PhD work. My appreciation and admiration goes to my supervisors, Professor Mike Sharples and Professor Charles Crook, and to my co-advisor Professor Richard Eastgate for patience, guidance, wisdom, support, and encouragement. My deep appreciation to the Learning Sciences Research Institute management and technical Teams for going the extra mile to make the PhD studies happen. My gratitude and appreciation also goes to Andy Beggan and Fay Cross of the E-learning team at the University of Nottingham, and to Anna Peachey of the Open University for their support on Virtual Worlds. My gratitude to Professor Talal Wehbe from the University of Holy Spirit-Kaslik for language support, to Miss Rania Najjar from the School of Business Administration at the University of Balamand for support in statistical analysis, to Engineer Dany Ishac for logistic support, to the staff at the IT Centre of the University of Balamand for technical support, and to all those who supported me and prayed for me to be able to complete this project. Who allowed me to get this degree and who walked me through this tough path in my life, teaching me to trust Him every step of the way.

Virtual Worlds are among the fastest growing areas of web 2.0, as they dispose characteristics that promote the development of all kinds of applications not only for communication and entertainment, but for education, as well. This work highlights the importance of Virtual Worlds, their potential and their contribution to foreign language education and explores the perspectives for further exploitation. Virtual Worlds can be an important tool for the cooperative learning of a foreign language and culture, and can facilitate the acquisition of the target language, while also promoting interdisciplinarity through their multi-potential dimension. The present paper presents implementations of the use of Virtual Worlds for foreign language education through interdisciplinary approaches with particular emphasis on foreign language learning and culture.

After providing a working definition of ELT materials that encompasses both commercial and noncommercial instructional resources, I differentiate between studies of materials content, consumption, and production, reviewing notable studies of each type, most of which have appeared in the pages of TQ. Studies of materials content are classified into studies of erasure, representations of culture, critical discourse analyses, and corpus-based research. Studies of materials consumption focus on studies of teachers and learners creating, using, adapting, or subverting materials. Consumption studies also focus on the use of innovative curricula and the acquisitional effectiveness of the materials. Studies of materials production can be cognitive, focusing on the process of materials writing, or ecological, paying fuller attention to the contextual environment within which the materials are produced. I close by outlining the pedagogical implications of my survey of the literature, and proposals for future materials research projects.

Les applications smartphones d'autoapprentissage des langues connaissent un succès croissant. Peu de travaux de linguistes et didacticiens leur sont cependant consacrés. Nous proposons d'analyser le fonctionnement général de l'application Duolingo, en nous focalisant sur ses soubassements méthodologiques, le rôle du gaming et la prises en compte des objectifs et besoins de l'apprenant.

Achievement in Biology in Kenya Certificate of Secondary Education is low despite its significance in the society; this is demonstrated by the low performance scores of the learners in biology. The purpose of the study was to see if there were any differences in learner academic attainment in Biology amongst students instructed using a computer-assisted instructional method and those instructed using outdated methods in secondary schools in Baringo County, Kenya. The study used a Solomon Four -Quasi experimental design. In Baringo County, eight extra-county secondary schools were chosen using purposive sampling. The stratified random sampling approach was employed in the sampling school for the study. A total of 324 biology students were chosen from a stratified sample of extra-county secondary schools. Form three biology students were randomly selected and allocated to the experimental and control groups in selected schools with more than one stream. The investigational category were instructed by aid of a computer-assisted instructional means, whereas the regulator category received outdated instruction approach. As a research tool, the Biology Achievement Test was used. The research device was put through its paces to see how reliable it was. The dependability of the instrument was determined using the split half approach and the correlation coefficient was calculated using the Spearman Brown prophecy formula. The reliability coefficient of the research instrument was 0. 704. Frequencies and percentages were used to evaluate descriptive data, whereas Analysis of Variance and the t-test were used to assess inferential data. Computer aided teaching (CAT) was found to boost learner academic progress in biology when compared to outdated instructional methods. The outcomes of the study will benefit curriculum makers at the Kenya Institute of Curriculum Development in creating a framework and guidelines for integrating, planning, and the enactment of CAT in schools' curriculum, which will help to increase learner academic attainment besides motivation.

The rapid adoption of AI writing assistants such as Grammarly in education has influenced how English language learners approach writing tasks. By providing automated feedback on linguistic errors, including mechanics (spelling, punctuation, and capitalization), grammar, and style, these tools may help learners improve writing accuracy, reduce cognitive load, and write more efficiently. However, excessive reliance on such tools is a cause for concern. This study investigated Saudi male preparatory-year EFL students' perceptions of Grammarly at Prince Sattam bin Abdulaziz University (n = 61). A validated questionnaire was used in a cross-sectional design to collect data on perceived effectiveness in correcting writing mechanics (spelling, capitalization, and punctuation), perceived efficiency, limitations, and overreliance. The findings indicated that most students perceived Grammarly as useful in correcting writing mechanics, particularly spelling (85.2%), capitalization (78.7%), and punctuation (68.9%). In addition, 68.8% of students agreed that Grammarly saved time and effort. Responses regarding overreliance were mixed: 37.7% indicated high overreliance on Grammarly, whereas 62.3% reported low/no overreliance. Spearman's rho showed no significant association between perceived usefulness and overreliance (ρ = .105, p = .419). These findings suggest that Grammarly can be integrated into EFL writing instruction as a scaffold to support writing mechanics, provided that its use is guided in ways that also promote critical engagement and learner autonomy.

What is it? Virtual exchange is an umbrella term used to refer to the engagement of groups of learners in online language and intercultural interaction and collaboration with partners from other cultural contexts or geographical locations as an integrated part of course work, and under the guidance of educators and/or expert facilitators (O’Dowd, 2018).

Virtual exchange, or telecollaboration, is a well-known pedagogical approach in foreign language education that involves engaging classes in online intercultural collaboration projects with international partners as an integrated part of their educational programmes. This article focuses on the role of the teacher as pedagogical mentor in virtual exchange and examines the impact of the strategies and techniques that teachers use in their classes to support students' learning during their online intercultural projects. The article begins with a proposed categorization of pedagogical mentoring reported in the literature to date. It then reports on the outcomes of a virtual exchange project carried out by three classes of initial English teacher education in Israel, Spain, and Sweden that involved two types of pedagogical mentoring. Qualitative content analysis enabled the identification of the impact of mentoring that took place before the exchange and also revealed insights into what students learned when their own online interactions were integrated into class work. The article concludes by discussing the limitations and challenges of different types of pedagogical mentoring in virtual exchange and by outlining a list of recommendations for carrying out pedagogical mentoring in such projects.

We introduce a project to tailor the automated writing evaluation (AWE) tool Auto-Peer for English academic writing classrooms in Japan that includes a prompt feature to guide productive and ethical large language model-based generative artificial intelligence tool use. The project is titled Feedback Literacy and AI Ethics: Leveraging Auto-Peer for Productive Interaction with Generative AI Tools in L2 Writing Education in Japan (JSPS KAKEN grant JP24K04103). Auto-Peer currently offers immediate, personalized automated feedback, fostering student feedback literacy, but is optimized for higher-level ESL learners (Thomas & McCarthy, 2023). In Japan, where many English learners are at foundational writing levels (Mizusawa, 2020), it is necessary to update its algorithms to effectively serve students' needs (McCarthy et al., 2021). Here we outline our plans to develop Auto-Peer by collecting quantitative and qualitative data through a mixed-methods quasiexperimental design to assess its effectiveness in improving English writing skills and by developing the prompt library feature for generative AI tools like ChatGPT, Claude, and Gemini. By documenting the project's initial objectives, desired outcomes, and expected challenges, we establish the foundation for the research and development of Auto-Peer and its role visa -vis the ethical and effective use of generative AI tools in L2 writing education. This manuscript outlines a project aimed at adapting the automated writing evaluation (AWE) tool, Auto-Peer, for L2 English academic writing classrooms in Japan and integrating generative AI prompt engineering into the software 1. The project, titled Feedback Literacy and AI Ethics: Leveraging Auto-Peer for Productive Interaction with Generative AI Tools in L2 Writing Education in Japan (JSPS KAKEN grant JP24K04103), details the research plan, foreseeable challenges, and limitations, establishing a public record of researcher perspectives at the project's outset. As the project evolves, our perspectives will serve as benchmarks for tracking inevitable and unexpected challenges, consistent with Open Science Framework principles of transparency, collaboration, and reproducibility (Foster & Deardorff, 2017). We begin by discussing the necessity of AWE tools and how this research contributes to their development. We conclude with reflections on the project's goals and its role in maintaining academic standards while integrating technology in L2 writing education.

The purpose of this study is to explore instructors' perspectives in a Saudi university about using virtual reality in TEFL context. The sample of the study consisted of 6 instructors randomly selected from different faculties affiliated to Al-Baha University. The instrument of the study is based on semi-structured interviews administered to the targeted participants. The researcher used SWOT analysis to process the elicited data. The Findings of the study indicate that strength points of using virtual reality to teach English are VR is exciting, authentic, and more interactive learning style for English language learners as compared to conventional learning style, weakness points are financial setbacks of implementing VR and the inexperienced instructors who need training to implement VR to teach English. The results indicate that there is only one main threat of using VR to teach the English language in the Saudi context, namely that VR could be a distraction for some students. This study generates new insights into processes of adopting VR to teach English language in the Saudi context and the potential strength, weakness, opportunity, and threats to such adoption in the target university. The study concluded with recommendations to the concerned institutions for the betterment of using VR in EFL contexts. The researcher suggests further studies to be conducted in similar contexts for using VR in EFL institutions.

The study investigates teachers’ perceptions of the use of online language assessment (OLA) using technology and examines the scope of using online applications to validate the mode of assessment. It looks for EFL teachers’ opinions of OLA to comprehend the many worries associated with the issues and improve the online assessment tools. The researchers included the teachers who taught and assessed their students online using the Blackboard application at Jazan University, Saudi Arabia. The study was descriptive, using an online survey for data collection. Participants were from different colleges and nationalities teaching English to students enrolled in the preparatory course. Descriptive analysis of the open-ended questionnaire and interview data illustrated the salient features of the online assessment were instant feedback, randomized question order, statistical description of the exam, and immediate scores on exam completion. Teachers reported the effectiveness of the online as...

T his paper presents Eating out, a Moodle-based digital learning resource for English as a Foreign Language (EFL) teaching that can be run both on computers and mobile devices. It is argued that Mobile Assisted Language Learning (MALL) resources do not necessarily need to be specifically designed for such platforms. Rather, a carefully planned methodology and a well-grounded theoretical basis for the explanation of lexicogrammatical issues are posited as the keys to the creation of Foreign Language Teaching (FLT) digital resources for which computer as well as mobile device users feel they are getting their time's worth.

In this paper, experiences from different research groups illustrate the state-of-the-art of Mobile Assisted Language Learning (henceforth, MALL) in formal and non-formal education. These research samples represent recent and on-going progress made in the field of MALL at an international level and offer encouragement for practitioners who are trying to incorporate these approaches into mainline second language teaching. Furthermore, researchers

This paper provides an examination of both the qualities and limitations of the most salient MALL (Mobil Assisted Language Learning) applications available at the moment by assessing their features from a pedagogic point of view. Operating systems like Google's open source Android, Apple's iOS, and Microsoft's Windows 7, are getting more sophisticated all the time and now have the potential to dramatically change ESL. These devices support individual and collaborative learning and are used by methodologists, linguistic engineers and technological enterprises to develop technology which assists students to learn anytime and anywhere. As a consequence, a large amount of applications for mobile phones, tablets and i-pod players are being employed in second language learning. These applications are the object of our analysis. The underlying motivation for our investigation is the fact that, although the multifarious stimuli from a variety of channels (sound, image, interaction, etc.) are certainly appealing to learners, mobile learning applications also require the thoughtful integration of second language pedagogy. The results here presented are the starting point for the development of MALL applications for EFL teaching/learning as part of the work carried out by linguists and IT engineers within the context of the SO-CALL-ME project in Spain.

Technological developments in ubiquitous computing and wireless communication together with the adoption of mobile multimedia devices and applications have translated into huge opportunities for English as a foreign language (EFL). Operating systems like Google's open source Android, Apple's iOS, and Microsoft's Windows 7 are getting more sophisticated and now have the potential to dramatically change this field. These handheld devices support individual and collaborative learning and offer the opportunity to develop technology that will assist students to learn anytime and anywhere and a large amount of applications for mobile phones, tablets and i-pod players has already been widely employed in EFL. Mobile learning (m-learning) refers to the use of mobile technologies for educational purposes. These devices can offer learning opportunities that are: spontaneous, informal, contextual, portable, ubiquitous, pervasive, and personal (Kukulska-Hulme et al, 2011). Thus, as Pilling-Cormick and Garrison (2007) explained, learners take primary responsibility and control of their learning process, including setting goals and evaluating outcomes. They are no longer the passive recipients of education, but consumers making choices in the learning market. However, although the stimuli from multi-channels (sound, image, interaction, etc.) may be very advantageous for the learner, mobile technologies also require the thoughtful integration of EFL pedagogy. In this paper, we intend to examine both the qualities and limitations of some mobile applications available by assessing their features from a pedagogic and technical point of view with the aid of a quality rubric. The results here presented are the starting point for the development of MALL (Mobile Assisted Language Learning) applications for EFL teaching/learning as part of the work carried out by linguists and IT engineers within the context of the SO-CALL-ME project in Spain.

I am still old school. I realize that this is a day of technology, but I feel like the students get too much of it on their phones, ipads, etc. Sometimes just old practices of teaching get the job done. So, I feel like I am a good teacher, but technology hasn't had a great deal to do with it. High school classroom teacher Technology is a tool to customize and personalize the educational needs of my students. Recently, I learned about new apps and media tools to take my class further into the 21st century. I have noticed that they are more engaged, excited, and taking responsibility for their own learning. All of this has improved critical thinking, communication, collaboration and creativity. For lack of a better word, it's awesome! Elementary school classroom teacher

The large-scale diffusion of tablets and smartphones in the last decades offered new opportunities to broaden educational strategies. In particular, the Mobile-Assisted Language Learning (MALL) emerged as a promising approach leveraging the widespread availability of portable devices. In this study we investigated the feasibility and efficacy of a self-administered MALL homework training based on immersive 360° videos, compared to a training based on notimmersive standard videos showing the same visual content and enriched by an auditory description of the environment. The knowledge of target words was assessed before and after the training. In addition, students' attitudes toward the technology were assessed before the training. Results indicated that students with a more positive attitude toward technology watched the videos more than those with a less positive attitude. Furthermore, students who underwent the training with 360°videos learned more words than students belonging to the control group, even after controlling for the number of videos visualizations.

Little research has been conducted to examine how technology shapes values concerning critical thinking (CT) in English as a Foreign Language (EFL) contexts. Due to the need for further research, this study was designed to examine the relationships between perceptions of technology and attitudes about CT. A total of 80 EFL students were given two Likert surveys and two optional qualitative questions concerning CT and technology. Likert surveys were compared using Spearman's rank correlation, whereas qualitative data were evaluated using reflexive thematic analysis. Quantitative results revealed that support for engagement with tech and laptops, along with support for using technology for career goals or IT skills development, positively correlated to a learner's understanding and value for CT. In contrast, learners who favored using technology did not tend to value CT and were more likely to skip class if materials were provided online. Qualitative results also suggest that prosocial behaviors for engagement and clear goals promote positive attitudes toward CT, whereas overreliance on technology hampers the cultivation of CT in EFL classrooms. Implications for pedagogy have been proposed.

The Seattle Art Museum's (SAM's) My Art Gallery Web site was born out of an actual experiment in the galleries of the museum itself. The project was called "Growing Up With Art" and was funded by a four-year grant from the Pew Charitable Trusts. SAM invited sixth-grade classes from local schools into the museum to curate two exhibitions using the museum's permanent collection. It was a project requiring collaboration from many corners of the institution--curators, educators, and registrars--as well as teachers and students in the public schools. Achieving an actual exhibition in the museum's galleries after only a ten-week lesson was an ambitious goal. Educators and a curatorial associate developed lessons for the students that would take them step by step through a "curatorial process." This process was designed to incorporate key elements of a curator's exhibition-development process and to tie into a sixth-grade curriculum as well as Washington State learning objectives. This paper explores the transformation of classroom curriculum into an engaging, Web-friendly, interactive experience, pointing out the Web-management and structural-design challenges that were faced to achieve this goal. Similar to the program that resulted in the physical exhibitions, the Web site project was ambitious; it required museum staff to work collaboratively and face new issues that were pushed to the forefront by this medium. Includes 11 illustrations. (Author/AEF) Reproductions supplied by EDRS are the best that can be made from the original document. Register Workshops Sessions Speakers Interactions Demonstrations Exhibits Events

One of the most influential modern teaching methods is the flipped classroom, where the student self-learns, and the teacher is not the only one to supply the information. Studies of diverse types of empirical articles and studies about the flipped classroom illustrate the effect of the flipped classroom and modern learning compared to traditional knowledge, where the student is the receiver of the learning Different evidence demonstrate the effective of the flipped classroom method, which significantly affects the student academically and emotionally and offers suitable learning opportunities and environments.

This paper looks at the use of Twitter as a language teaching/learning tool. It describes the results of a study aimed at testing Twitter’s effectiveness for pronunciation teaching. The purpose of the study was to determine whether Twitter can foster online participation and whether it may have a positive effect on the pronunciation of a number of words commonly mispronounced by EFL students. The study was carried out with students from a Language School in Spain. The students were sent a number of tweets on a daily basis, each of them featuring the pronunciation of a word considered to be difficult given unusual sound-spelling correspondences, lexical stress or the presence of silent letters. The results show that the instruction had a beneficial effect on the students’ pronunciation of the target words and that participants were actively engaged during the study. Implications of the results for the teaching of English pronunciation and the use of Twitter in language teaching are a...

Основные подходы к изучению и реализации самообразования как формы непрерывного обучения Аннотация. В статье рассматриваются методологические подходы к самообразованию как одному из проявлений непрерывного обучения. Анализируются существующие концепции самообразования с учетом возрастных особенностей и типов обучения. Исследуется междисциплинарная природа понятий «самообразование» и «самонаправление», а также научные категории «самообучение» и «самоорганизация» в высшем образовании. Подчеркивается роль наставника как сопровождающего звена в процессе обучения. На основе теоретического анализа и практического опыта авторы выделяют потенциал и проблемы самоорганизации в образовании. Обсуждаются преимущества, критика и перспективы использования самоорганизации, развития самоорганизации как ключевого качества обучающихся и интеграции цифровых технологий в процесс самообразования. Ключевые слова: непрерывное обучение, непрерывное образование, самоорганизация в образовании, самообучение, самообразование.

There has been an exponential growth in Language Massive Open Online Courses (LMOOCs) in the past decade. LMOOCs have also become an emergent and topical area of research in CALL, in particular, vis-a-vis learners' perceptions and experiences. However, not much attention has been paid to analysing the features of LMOOCs. We argue that a systematic investigation of LMOOC design features is vital, especially in light of recent criticisms by some CALL and language education scholars regarding the incompatibility between LMOOC designs and language teaching and learning theories and methodologies. This systematic review, which employs Hall's (2013) framework of web-based instruction, addresses this gap by analysing instructional and assessment features of 100 LMOOCs on edX and Coursera. The synthesised findings suggest three strengths of LMOOCs: Most LMOOCs are introductory, suitable for beginning language learners (directionality). Most are easy to navigate because of their consistency in format and features. And most employ a range of multimodal instructional materials (multimodality). Three limitations are also identified: There are few opportunities for instructor-learner and learner-learner interaction (interactivity) and learner-centred, formative assessments (accountability). Besides, LMOOCs are designed with a prescribed learning sequence without addressing individual learner differences (adaptability). Based on our analysis, practical suggestions for LMOOC developers are discussed.

This study aims to describe the gesture use and multimodal behavior of future French teachers in Lyon, France during videoconferenced pedagogical interaction with learners of French in Dublin, Ireland. These multimodal conversations were recorded, transcribed and annotated using an annotation scheme that was designed for this multimodal corpus. The use of gesture was measured and compared quantitatively during sequences of incomprehension and sequences in which there was no manifest incomprehension between participants to measure the extent to which gesture was used to repair incomprehension. Results show that contrary to expectations, teacher trainees did not use gestures to repair incomprehension.

The integration of Artificial Intelligence (AI) tools into education has recently captured the attention of educators and researchers, as they have the potential to improve teaching and learning. Among these tools, ChatGPT has become a key asset for writing instruction. However, its impact on discrete writing skills such as paragraph development is not well studied. This study investigates the effectiveness of ChatGPT-mediated instruction in enhancing the paragraph writing skills of English as a Foreign Language (EFL) students. Using a quasi-experimental design, the research included two groups: an experimental group (N = 30) that received writing instruction with ChatGPT support, and a control group (N = 30) that received conventional instruction. Data were gathered using pre-and post-tests to assess growth in paragraph writing skills and semi-structured interviews to document students' experiences with ChatGPT-supported instruction. The results indicated that the experimental group achieved notable gains in paragraph writing. The findings suggest practical steps for EFL teachers to integrate ChatGPT as an innovative tool to strengthen students' writing competence. Additionally, curriculum designers should create clear guidelines and professional development to facilitate these applications.

Generative AI has rapidly expanded the production of narrated educational videos, yet their linguistic accuracy, cultural fidelity, and pedagogical risks remain underexamined-particularly in Arabic-learning contexts. This paper proposes a conceptual framework for evaluating these risks by integrating findings on multimodal error pathways, Arabic-specific linguistic challenges, and automated detection-mitigation strategies. Using a pilot pipeline (GPT-4 → diffusion video synthesis → neural TTS → ASR → automated detectors → human validation), we model how linguistic, semantic, and visual errors propagate across modules and influence learner comprehension. The framework defines an Arabic-grounded error taxonomy, assesses detector reliability, and applies severity-weighted scoring to estimate pedagogical impact. It also introduces a multi-stage triage mechanism using automated checkpoints calibrated to institutional safety thresholds to support responsible deployment. Although the empirical sample is limited, the analysis highlights recurring error modes, especially dialect/register mismatches and script-level semantic drift, and identifies bottlenecks where human-in-the-loop review remains essential. The paper concludes with recommendations for classroom testing, dialect-aware evaluation, and scalable validation workflows. Overall, this work offers a structured approach for safely integrating generative AI into Arabic education by addressing error propagation, cultural alignment, and instructional risk in a systematic and context-appropriate manner.

The rapid proliferation of open-source Large Language Models (LLMs), including ChatGPT, Gemini, and others, has revolutionized research and educational practices while simultaneously introducing unprecedented challenges to academic integrity. The increasing misuse of these models to generate fraudulent student essays that exhibit sophisticated authorship deception necessitates the development of robust detection mechanisms. Despite growing concerns, existing literature lacks timely solutions for identifying AI-generated academic content, particularly in non-English contexts such as Arabic, where linguistic complexities and limited resources compound the challenge. This study addresses this critical gap by fine-tuning LLMs to detect AI-generated student essays in Arabic educational settings. We introduce three novel datasets specifically designed to capture diverse AI-generation scenarios in academic writing. Our methodology employs CAMeLBERT-based models, fine-tuned for binary classification tasks that distinguish between human-authored and AI-generated essays. Experimental results demonstrate high performance across all three datasets, achieving an average accuracy of 95.5%, which validates both the effectiveness of our approach and its adaptability to various detection scenarios. The contributions of this work are: (1) we present a comprehensive framework for detecting AI-generated Arabic student essays, (2) we create and publicly release three benchmark datasets to facilitate future research in this domain, and (3) we demonstrate that fine-tuned Arabic language models can achieve near-perfect detection accuracy, providing educational institutions with a practical tool for safeguarding academic integrity in the era of generative AI.

Esta dissertação tem como objetivo apresentar os resultados de uma avaliação somativa de softwares destinados ao ensino de italiano, a saber: Q-express, Talk to me: italiano, Dentro L´italiano e Italicon. O foco da avaliação está nos aspectos relativos ao ensino da compreensão oral. Tenta-se responder se esses softwares apresentam condições para auxiliar o aluno no aprendizado de italiano, de modo que consiga se inserir em interações face a face, como prometido em seus títulos ou descritivos. Parte-se do princípio de que a compreensão oral é condição sine qua non para o sucesso nesse tipo de interação. Para a avaliação dos softwares, propõe-se uma lista de checagem que poderá ser utilizada tanto em avaliações somativas, quanto formativas. Espera-se, com isso, instrumentalizar lingüistas, ou professores de línguas, que se propõem ao trabalho de consultoria pedagógica em processos de desenvolvimento de softwares destinados ao ensino de línguas.

This study addresses the challenge of fostering critical thinking in English as a Foreign Language (EFL) instruction, particularly in the Critical Listening course. To meet this need, the ARRRIPS model-Analyze, Review, Revise, Record, Immediately Podcast, and Share was developed. The research adopted a Research and Development (R&D) design guided by the ADDIE model. Conducted at Universitas Negeri Semarang (UNNES), the study involved two classes: an experimental group using the ARRRIPS model and a control group receiving a conventional instruction model. A quasi-experimental design was applied to evaluate the model's effectiveness, using pre-and post-tests for quantitative analysis, and interviews, observations, and students' artefacts for qualitative insights. Instruments included a validated critical thinking rubric based on Facione's (1990) framework, perception questionnaires, interview guides, and observation checklists. Quantitative data analyzed with SPSS 25 showed a significant difference between the experimental group (mean = 15.59) and the control group (mean = 7.97; p < 0.001). Qualitative data revealed enhanced engagement, autonomy, and metacognitive reflection among the students. The study concludes that the ARRRIPS model effectively improves critical thinking in EFL listening instruction. It offers a practical, technology-integrated framework aligned with Merdeka Curriculum goals and learner-centered pedagogies.

The systematic literature review explores the use of Artificial Intelligence (AI) tools in foreign language (FL) education within K-12 school settings. It aims to offer a comprehensive understanding of the current state of research, identify emerging trends and gaps in the literature, and provide valuable insights for educators and researchers in the field. We analysed 16 empirical studies conducted between 2019 and 2023, focusing on three key areas: the pedagogical integration of AI tools, their impact on language learning outcomes, and future research recommendations. The review provides insights into the pedagogical aspects of AI utilization, the theoretical frameworks of the studies, and the research methods employed. The findings highlight the specifics of using AI tools, their impact on language learning outcomes, and the challenges and potential benefits of implementing AI in K-12 FL education.

Multiple-choice cloze items constitute a prominent tool for assessing students' competency in using the vocabulary of a language correctly. Without a proper estimation of students' competency in using vocabulary, it will be hard for a computer-assisted language learning system to provide course material tailored to each individual student's needs. Computer-assisted item generation allows the creation of large-scale item pools and further supports Web-based learning and assessment. With the abundant text resources available on the Web, one can create cloze items that cover a wide range of topics, thereby achieving usability, diversity and security of the item pool. One can apply keyword-based techniques like concordancing that extract sentences from the Web, and retain those sentences that contain the desired keyword to produce cloze items. However, such techniques fail to consider the fact that many words in natural languages are polysemous so that the recommended sentences typically include a non-negligible number of irrelevant sentences. In addition, a substantial amount of labor is required to look for those sentences in which the word to be tested really carries the sense of interest. We propose a novel word sense disambiguation-based method for locating sentences in which designated words carry specific senses, and apply generalized collocation-based methods to select distractors that are needed for multiple-choice cloze items. Experimental results indicated that our system was able to produce a usable cloze item for every 1.6 items it returned.

A concern for social justice and the inclusion of cultural differences as a requirement of social justice in all learning materials, whether they are in the form of conventional materials or Interactive Multimedia Environments (IMEs), is the moral responsibility of all educators who want to contribute to humanity as well as long-lasting peace in our world. Such a responsibility requires a wide range of philosophical, political, and sociological discourses, informing multiple debates and their implications in the field of education. As a requirement of this, in this chapter, the inclusion and design of cultural differences in IMEs are focused on. The design and development stages of IMEs are categorized into six separate stages: (1) feasibility, (2) setting up a team of experts, (3) designing, (4) programming, (5) testing, and (6) evaluating (Turel & McKenna, 2013, pp. 188-190). Each stage is vital to the design and development process for cost effective and socially just IMEs. To be...

This study explored the impact of the Duolingo English Test (DET) on test-takers' preparation strategies and study behaviors. The DET is an adaptive proficiency test that adjusts question difficulty based on the test-taker's responses, which creates a customized testing experience compared to traditional standardized tests like TOEFL and IELTS. A quantitative descriptive design was utilized to understand how the adaptive nature and the lack of a fixed question format in the DET influence test-takers' preparation strategies. The study employed a questionnaire developed by the researcher and validated through a multi-stage process. Responses from DET test-takers (n = 520) were analyzed using descriptive statistics with SPSS. The results indicated that participants adopted broad and skill-based preparation methods, with an emphasis on quick thinking, the development of general English language proficiency, and adaptability, which reflects positive washback. Additionally, test-takers reported using various resources, including online courses and official DET materials. However, they also raised concerns about the clarity of the test structure and scoring criteria, as well as time constraints. The study suggests that the DET promotes learner autonomy and skill development in response to its adaptive design. Nonetheless, to fully achieve the potential of its positive washback, the study recommends that the DET needs a more structured design and accessible preparation support. Recommendations for test-takers and test developers were also discussed, along with suggestions for future research.