Pub Date : 2024-09-12DOI: 10.1177/00336882241282471
Zhenchun Chen, Tongyi Liu, Xiaobin Liu
Teaching materials supplement language input in second language classrooms, requiring teachers to possess the ability to develop their own materials to meet practical teaching needs. However, teachers often face constraints such as time limitations and insufficient training. To address these challenges, this review explores the use of Twee, an online platform utilizing artificial intelligence and its integration with language teaching. Additionally, this review deliberates on potentials of Twee to enhance multimodal input and facilitate vocabulary learning.
在第二语言课堂教学中，教材是语言输入的补充，要求教师具备自编教材的能力，以满足实际教学的需要。然而，教师往往面临时间有限、培训不足等制约因素。为了应对这些挑战，本综述探讨了 Twee 这一人工智能在线平台的使用及其与语言教学的结合。此外，本综述还探讨了 Twee 在加强多模态输入和促进词汇学习方面的潜力。
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Pub Date : 2024-09-09DOI: 10.1177/00336882241280987
Benjamin Neil Smith, Jim King
This study investigates the average wait time (WT) – how long a teacher waits following an elicitation – and its relationship with student response length (RL) within Japanese university English as a foreign language classes. It also discusses the perspectives of members of this community towards questioning and WT. Previous studies correlate longer WTs with longer responses but none have been conducted in Japan, and very little in second language (L2) classrooms. Data were collected from observing classes and interviewing teachers and students at a medium-ranked private university. The average WT was around 1.5 seconds and no correlation between WT and RL was found. Various factors which may limit the direct effect of WT on RL were identified, including L2 target language limitations and preferred teaching techniques. Although teachers saw potential for longer responses, they did not believe that WT would increase participation or encourage student–student discourse. Students generally agreed, although they expressed a desire for more open-ended questions requiring longer answers. Like prior studies, the average WT was higher than in first language research. While the lack of correlation between WT and RL differed from prior research, the complexity of WT as a classroom variable is further highlighted.
{"title":"Post-elicitation Wait Time in the Japanese University English as a Foreign Language Classroom","authors":"Benjamin Neil Smith, Jim King","doi":"10.1177/00336882241280987","DOIUrl":"https://doi.org/10.1177/00336882241280987","url":null,"abstract":"This study investigates the average wait time (WT) – how long a teacher waits following an elicitation – and its relationship with student response length (RL) within Japanese university English as a foreign language classes. It also discusses the perspectives of members of this community towards questioning and WT. Previous studies correlate longer WTs with longer responses but none have been conducted in Japan, and very little in second language (L2) classrooms. Data were collected from observing classes and interviewing teachers and students at a medium-ranked private university. The average WT was around 1.5 seconds and no correlation between WT and RL was found. Various factors which may limit the direct effect of WT on RL were identified, including L2 target language limitations and preferred teaching techniques. Although teachers saw potential for longer responses, they did not believe that WT would increase participation or encourage student–student discourse. Students generally agreed, although they expressed a desire for more open-ended questions requiring longer answers. Like prior studies, the average WT was higher than in first language research. While the lack of correlation between WT and RL differed from prior research, the complexity of WT as a classroom variable is further highlighted.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"282 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142213021","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-09DOI: 10.1177/00336882241279463
Şeyma Toker Bradshaw, Yasemin Tezgiden-Cakcak
Earlier research has established that language teachers’ identity work is intertwined with emotions and called for incorporating emotions in language teacher education. Yet, there is limited research investigating how teacher education programmes pedagogize identity, emotions and agency to help pre-service teachers gain critical emotional reflexivity. To respond to this gap in the literature, we pedagogized Kayi-Aydar’s emotion–identity–agency triangle via three teacher learning activities in a critical practicum course in a pre-service English language teaching programme in Turkey: reflective emotion diary; auto-ethnography; and critical issues analysis and advocacy project. In this study, we explore a Korean pre-service language teacher's (Iris's) case to demonstrate how she navigated her emotions, identity and agency throughout the practicum course with the help of these teacher learning activities and critical, dialogical supervision in our course. At the beginning of the term, Iris expressed anxiety due to her novice non-native pre-service teacher identity. Yet, as she gained critical emotional reflexivity, Iris could reflect on her emotions critically, transform her internalized deficit view of her identity as a novice non-native pre-service teacher and perform her multicultural and multilingual identity in her emerging pedagogy. We argue that findings from this study offer evidence that when intentionally and systematically supported by second language (L2) teacher educators through the design of teacher learning activities, pre-service L2 teachers can develop critical reflexivity of their emotions and emotion labour and recruit this awareness for teacher agency even over a short period of time and in contexts of power imbalance such as pre-service practicum experience. We offer recommendations for L2 teacher educators.
{"title":"Emotion–Identity–Agency Triangle in Practicum Experience: A Pre-service Second Language Teachers Development of Critical Emotional Reflexivity","authors":"Şeyma Toker Bradshaw, Yasemin Tezgiden-Cakcak","doi":"10.1177/00336882241279463","DOIUrl":"https://doi.org/10.1177/00336882241279463","url":null,"abstract":"Earlier research has established that language teachers’ identity work is intertwined with emotions and called for incorporating emotions in language teacher education. Yet, there is limited research investigating how teacher education programmes pedagogize identity, emotions and agency to help pre-service teachers gain critical emotional reflexivity. To respond to this gap in the literature, we pedagogized Kayi-Aydar’s emotion–identity–agency triangle via three teacher learning activities in a critical practicum course in a pre-service English language teaching programme in Turkey: reflective emotion diary; auto-ethnography; and critical issues analysis and advocacy project. In this study, we explore a Korean pre-service language teacher's (Iris's) case to demonstrate how she navigated her emotions, identity and agency throughout the practicum course with the help of these teacher learning activities and critical, dialogical supervision in our course. At the beginning of the term, Iris expressed anxiety due to her novice non-native pre-service teacher identity. Yet, as she gained critical emotional reflexivity, Iris could reflect on her emotions critically, transform her internalized deficit view of her identity as a novice non-native pre-service teacher and perform her multicultural and multilingual identity in her emerging pedagogy. We argue that findings from this study offer evidence that when intentionally and systematically supported by second language (L2) teacher educators through the design of teacher learning activities, pre-service L2 teachers can develop critical reflexivity of their emotions and emotion labour and recruit this awareness for teacher agency even over a short period of time and in contexts of power imbalance such as pre-service practicum experience. We offer recommendations for L2 teacher educators.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"93 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142213022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-05DOI: 10.1177/00336882241269570
Rhonda Philpott, Roumiana Ilieva
Engaging with recent calls to incorporate teacher identity as a central principle in language teacher education, this article aims to address practical ways to support teacher identity development in students in a graduate program for language educators. Employing duoethnography as a qualitative research approach and reflective practice, the two authors, who are instructors in the program, engage in conversation on coursework and activities that invite reflection on and negotiation of identities among participants in the program. The work we have been doing explores a variety of aspects to create a more holistic lens from which to support the development of teacher identity as connected to professional identities (educational beliefs, practices, and experiences) and personal identities (cultural background, ethnicity, language, gender, etc.). The idea that who we are is continuously evolving in a process of becoming is a metaphor guiding identity work in the program. This process of becoming and teaching who we are calls for teacher educators to consider in depth the impact of teacher education activities and processes on student teachers’ developing understandings of themselves as language educators in our globalized world.
{"title":"Cultivating Teacher Identity in a Graduate Program: A Holistic Approach","authors":"Rhonda Philpott, Roumiana Ilieva","doi":"10.1177/00336882241269570","DOIUrl":"https://doi.org/10.1177/00336882241269570","url":null,"abstract":"Engaging with recent calls to incorporate teacher identity as a central principle in language teacher education, this article aims to address practical ways to support teacher identity development in students in a graduate program for language educators. Employing duoethnography as a qualitative research approach and reflective practice, the two authors, who are instructors in the program, engage in conversation on coursework and activities that invite reflection on and negotiation of identities among participants in the program. The work we have been doing explores a variety of aspects to create a more holistic lens from which to support the development of teacher identity as connected to professional identities (educational beliefs, practices, and experiences) and personal identities (cultural background, ethnicity, language, gender, etc.). The idea that who we are is continuously evolving in a process of becoming is a metaphor guiding identity work in the program. This process of becoming and teaching who we are calls for teacher educators to consider in depth the impact of teacher education activities and processes on student teachers’ developing understandings of themselves as language educators in our globalized world.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"10 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142213024","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-22DOI: 10.1177/00336882241268662
Seungeun Lee
Technological advancement has enabled language educators to employ AI virtual humans as online instructors by customizing their characteristics, such as English varieties, to meet learners’ needs and preferences. As AI instructors become a viable option in classrooms, how they affect language learners’ learning warrants investigation. Building upon social presence theory regarding interpersonal relationships in an online environment, this study aimed to examine the role of social presence and AI instructors’ credibility in fostering learner engagement. Additionally, it examined the effects of variables within instructors on instructor credibility and learner engagement. In the study, a 2 (human or AI) x 2 (native or non-native English-speaking teacher) between-subjects design was utilized in an online experiment with 120 English learners. Regression and mediation analyses revealed, in AI-led classes, social presence positively influenced learner engagement, with instructor credibility fully mediating this relationship. According to a two-way MANOVA analysis used to examine the effects of humanness and nativeness on credibility and engagement, no evidence was found to support a difference between AI instructors and their human counterparts when observing learners’ perceptions and engagement, regardless of whether the instructors were NESTs or NNESTs. The results show that AI instructors can be a viable alternative in language classes.
{"title":"EFL Learner Perceptions and Engagement of a Customized AI-led Class","authors":"Seungeun Lee","doi":"10.1177/00336882241268662","DOIUrl":"https://doi.org/10.1177/00336882241268662","url":null,"abstract":"Technological advancement has enabled language educators to employ AI virtual humans as online instructors by customizing their characteristics, such as English varieties, to meet learners’ needs and preferences. As AI instructors become a viable option in classrooms, how they affect language learners’ learning warrants investigation. Building upon social presence theory regarding interpersonal relationships in an online environment, this study aimed to examine the role of social presence and AI instructors’ credibility in fostering learner engagement. Additionally, it examined the effects of variables within instructors on instructor credibility and learner engagement. In the study, a 2 (human or AI) x 2 (native or non-native English-speaking teacher) between-subjects design was utilized in an online experiment with 120 English learners. Regression and mediation analyses revealed, in AI-led classes, social presence positively influenced learner engagement, with instructor credibility fully mediating this relationship. According to a two-way MANOVA analysis used to examine the effects of humanness and nativeness on credibility and engagement, no evidence was found to support a difference between AI instructors and their human counterparts when observing learners’ perceptions and engagement, regardless of whether the instructors were NESTs or NNESTs. The results show that AI instructors can be a viable alternative in language classes.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"9 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142213023","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Recent research has argued for curriculum design that promotes student feedback literacy, taking focus away from the quality and timeliness of teacher comments and toward student engagement with feedback. There is little empirical research, however, on how specific curriculum designs impact student feedback literacy. Our study found that an assignment sequence that allowed students to receive feedback from teacher comments and a consultation during the drafting process helped students to appreciate and engage with feedback, cultivating a primary trait of feedback literacy. Focus group discussions with students revealed that feedback was appreciated when it was personalized and strategically timed. We also found that feedback during the drafting process fostered an understanding of writing as a process. As students grappled with how to evaluate and utilize teacher feedback, they practiced self-regulation and took ownership of their writing, a trait that we add to the current framework for student feedback literacy. Moreover, our findings indicate that teacher feedback literacy is of equal importance to student feedback literacy, as student appreciation for feedback declined when comments focused only on lower-order issues. As this study took place in a first-year academic writing course, we conclude that such courses have the potential to offer students a foundation in student feedback literacy that they can carry with them into their academic careers.
{"title":"Designing Curriculum for Student Feedback Literacy: Student Appreciation for and Engagement with Teacher Feedback","authors":"Angela Frattarola, Alvin Ping Leong, Yi-Chin Hsieh","doi":"10.1177/00336882241269632","DOIUrl":"https://doi.org/10.1177/00336882241269632","url":null,"abstract":"Recent research has argued for curriculum design that promotes student feedback literacy, taking focus away from the quality and timeliness of teacher comments and toward student engagement with feedback. There is little empirical research, however, on how specific curriculum designs impact student feedback literacy. Our study found that an assignment sequence that allowed students to receive feedback from teacher comments and a consultation during the drafting process helped students to appreciate and engage with feedback, cultivating a primary trait of feedback literacy. Focus group discussions with students revealed that feedback was appreciated when it was personalized and strategically timed. We also found that feedback during the drafting process fostered an understanding of writing as a process. As students grappled with how to evaluate and utilize teacher feedback, they practiced self-regulation and took ownership of their writing, a trait that we add to the current framework for student feedback literacy. Moreover, our findings indicate that teacher feedback literacy is of equal importance to student feedback literacy, as student appreciation for feedback declined when comments focused only on lower-order issues. As this study took place in a first-year academic writing course, we conclude that such courses have the potential to offer students a foundation in student feedback literacy that they can carry with them into their academic careers.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"23 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142213027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-12DOI: 10.1177/00336882241269603
Sal Consoli, Samantha Curle
After the COVID-19 pandemic, the appeal for online or hybrid modes of teaching has steadily increased. In particular, this study examines the relatively novel notion of psychological engagement for the language learner in online contexts. The study is set in a university language centre with a team of five academic English teachers sharing direct insights through observations and interviews. In particular, this paper highlights several implications for teacher education and professional development in relation to online learner engagement. There is a need for students to be ‘alert’ and involved in an active ‘quest’ for knowledge. However, teachers need to distinguish between actual engagement and ‘shallow engagement’. Diversity and variety in task design as well as the use of multiple digital tools may captivate students’ attention. Also, teachers may need to infuse task design with emotions that will support learning. This goes hand in hand with fostering a sense of curiosity, which is particularly important in an online context where there may be a degree of human distance. Finally, teachers need to strike a balanced sense of challenge and perhaps revisit this in light of students’ added difficulties posed by online technologies. Overall, this study suggests that online teaching, despite its barriers, presents unique opportunities for enhancing learner engagement that are not present in traditional face-to-face classroom settings.
{"title":"Online Learner Engagement: Insights from a University Language Centre","authors":"Sal Consoli, Samantha Curle","doi":"10.1177/00336882241269603","DOIUrl":"https://doi.org/10.1177/00336882241269603","url":null,"abstract":"After the COVID-19 pandemic, the appeal for online or hybrid modes of teaching has steadily increased. In particular, this study examines the relatively novel notion of psychological engagement for the language learner in online contexts. The study is set in a university language centre with a team of five academic English teachers sharing direct insights through observations and interviews. In particular, this paper highlights several implications for teacher education and professional development in relation to online learner engagement. There is a need for students to be ‘alert’ and involved in an active ‘quest’ for knowledge. However, teachers need to distinguish between actual engagement and ‘shallow engagement’. Diversity and variety in task design as well as the use of multiple digital tools may captivate students’ attention. Also, teachers may need to infuse task design with emotions that will support learning. This goes hand in hand with fostering a sense of curiosity, which is particularly important in an online context where there may be a degree of human distance. Finally, teachers need to strike a balanced sense of challenge and perhaps revisit this in light of students’ added difficulties posed by online technologies. Overall, this study suggests that online teaching, despite its barriers, presents unique opportunities for enhancing learner engagement that are not present in traditional face-to-face classroom settings.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"5 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142213025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-07DOI: 10.1177/00336882241268359
Giang Thi Linh Hoang
Automated writing evaluation (AWE) is increasingly used to provide formative feedback on second language (L2) students’ writing. A key factor influencing the effectiveness of AWE feedback on L2 writing performance is the learners’ revision behaviors as they process the feedback. Adopting a quasi-experiment, this study aims to evaluate the impacts of Criterion automated corrective feedback (ACF) on English as a foreign language (EFL) students’ writing performance based on two measures of accuracy: overall writing accuracy and accuracy of English article usage. Learners’ textual operations in response to Criterion ACF were examined for possible explanations for recorded gains (if any) in their writing accuracy. The main findings indicate a lack of intervention and retention effects on learners’ accuracy over the semester during which Criterion ACF was incorporated to supplement the writing instructor's feedback on organization and content. In addition, across four writing entries conducted on Criterion, learners’ revisions to their essays following Criterion ACF were primarily at the local level, dominated by addition, deletion, or substitution of individual words or short phrases rather than substantive revisions to their scripts. About one third of all Criterion feedback points did not result in textual changes to the first drafts, indicating a moderate uptake rate of the feedback. Implications related to formative feedback practices in the EFL writing classroom and the adaptation of Criterion's technical capacities are accordingly presented.
{"title":"Effects of Automated Feedback on English as a Foreign Language Learners’ Writing Performance: Evidence from a Quasi-experiment","authors":"Giang Thi Linh Hoang","doi":"10.1177/00336882241268359","DOIUrl":"https://doi.org/10.1177/00336882241268359","url":null,"abstract":"Automated writing evaluation (AWE) is increasingly used to provide formative feedback on second language (L2) students’ writing. A key factor influencing the effectiveness of AWE feedback on L2 writing performance is the learners’ revision behaviors as they process the feedback. Adopting a quasi-experiment, this study aims to evaluate the impacts of Criterion automated corrective feedback (ACF) on English as a foreign language (EFL) students’ writing performance based on two measures of accuracy: overall writing accuracy and accuracy of English article usage. Learners’ textual operations in response to Criterion ACF were examined for possible explanations for recorded gains (if any) in their writing accuracy. The main findings indicate a lack of intervention and retention effects on learners’ accuracy over the semester during which Criterion ACF was incorporated to supplement the writing instructor's feedback on organization and content. In addition, across four writing entries conducted on Criterion, learners’ revisions to their essays following Criterion ACF were primarily at the local level, dominated by addition, deletion, or substitution of individual words or short phrases rather than substantive revisions to their scripts. About one third of all Criterion feedback points did not result in textual changes to the first drafts, indicating a moderate uptake rate of the feedback. Implications related to formative feedback practices in the EFL writing classroom and the adaptation of Criterion's technical capacities are accordingly presented.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"14 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141968765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-02DOI: 10.1177/00336882241267773
Han Lin, Xiaobin Liu
Videos serve as potent multimodal stimuli in the field of EFL instruction, supported by robust theoretical foundations about multimedia learning. However, creating pedagogically appropriate videos presents challenges, particularly in selecting suitable resources for specific instructional objectives. InVideo AI stands out as a powerful platform for streamlined and personalized video creation. Within EFL learning, it offers the conversion of text into engaging video content to enhance comprehension, the creation of supplementary materials for enriching language input, and the facilitation of diverse learning activities through customized settings. This tech review aims to present an in-depth exploration of InVideo AI and its applications in English language learning, highlighting both the advantages and constraints of this innovative platform.
在有关多媒体学习的坚实理论基础的支持下，视频在英语语言教学领域成为强有力的多模态刺激。然而，创建适合教学的视频是一项挑战，特别是在为特定教学目标选择合适的资源方面。InVideo AI 是一个功能强大的平台，可用于简化和个性化视频创作。在 EFL 学习中，它可以将文本转换为引人入胜的视频内容，以提高理解能力；还可以创建补充材料，丰富语言输入；还可以通过自定义设置促进多样化的学习活动。本技术综述旨在深入探讨 InVideo AI 及其在英语学习中的应用，强调这一创新平台的优势和局限性。
{"title":"InVideo AI: Creating Instructional Audiovisual Input for English Learning","authors":"Han Lin, Xiaobin Liu","doi":"10.1177/00336882241267773","DOIUrl":"https://doi.org/10.1177/00336882241267773","url":null,"abstract":"Videos serve as potent multimodal stimuli in the field of EFL instruction, supported by robust theoretical foundations about multimedia learning. However, creating pedagogically appropriate videos presents challenges, particularly in selecting suitable resources for specific instructional objectives. InVideo AI stands out as a powerful platform for streamlined and personalized video creation. Within EFL learning, it offers the conversion of text into engaging video content to enhance comprehension, the creation of supplementary materials for enriching language input, and the facilitation of diverse learning activities through customized settings. This tech review aims to present an in-depth exploration of InVideo AI and its applications in English language learning, highlighting both the advantages and constraints of this innovative platform.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"216 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141882328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-07-26DOI: 10.1177/00336882241262533
Todd J Allen, Atsushi Mizumoto
This study contrasts 33 Japanese English-as-a-foreign-language learners’ experiences using writing groups and artificial intelligence technology (ChatGPT-3.5) for editing and proofreading academic writing assignments. Recent advancements in artificial intelligence technology have significantly influenced academic writing, teaching and learning, prompting researchers to explore the practical application of these technologies in educational settings. In this study, participants edited and proofread their writing in class by using a writing group and experimenting with ChatGPT. After each activity, participants answered a questionnaire about their experiences. In the final questionnaire, participants compared their experiences of each activity and reported on which one they preferred. The results indicate that students mostly prefer using artificial intelligence technology for editing and proofreading. However, they acknowledge some value in writing groups. They assert that technology provides effective feedback, improving clarity and cohesion in their writing. Additionally, the findings reveal preferences for specific prompts to enhance their writing. Overall, this research demonstrates how teachers can use artificial intelligence in language classrooms to improve writing and practices, while emphasizing the importance of ethical implementation.
{"title":"ChatGPT Over My Friends: Japanese English-as-a-Foreign-Language Learners’ Preferences for Editing and Proofreading Strategies","authors":"Todd J Allen, Atsushi Mizumoto","doi":"10.1177/00336882241262533","DOIUrl":"https://doi.org/10.1177/00336882241262533","url":null,"abstract":"This study contrasts 33 Japanese English-as-a-foreign-language learners’ experiences using writing groups and artificial intelligence technology (ChatGPT-3.5) for editing and proofreading academic writing assignments. Recent advancements in artificial intelligence technology have significantly influenced academic writing, teaching and learning, prompting researchers to explore the practical application of these technologies in educational settings. In this study, participants edited and proofread their writing in class by using a writing group and experimenting with ChatGPT. After each activity, participants answered a questionnaire about their experiences. In the final questionnaire, participants compared their experiences of each activity and reported on which one they preferred. The results indicate that students mostly prefer using artificial intelligence technology for editing and proofreading. However, they acknowledge some value in writing groups. They assert that technology provides effective feedback, improving clarity and cohesion in their writing. Additionally, the findings reveal preferences for specific prompts to enhance their writing. Overall, this research demonstrates how teachers can use artificial intelligence in language classrooms to improve writing and practices, while emphasizing the importance of ethical implementation.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"22 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141785419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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