Pub Date : 2024-07-23DOI: 10.1177/00336882241266629
Joel C. Meniado
{"title":"Human–Machine Collaboration in Language Education in the Age of Artificial Intelligence","authors":"Joel C. Meniado","doi":"10.1177/00336882241266629","DOIUrl":"https://doi.org/10.1177/00336882241266629","url":null,"abstract":"","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"71 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141774494","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 : 2024-07-23DOI: 10.1177/00336882241262532
Huseyin Uysal, Hyunjin Jinna Kim, Bonny Norton
{"title":"Exploring Language Teacher Identity and Investment: In Discussion with Bonny Norton","authors":"Huseyin Uysal, Hyunjin Jinna Kim, Bonny Norton","doi":"10.1177/00336882241262532","DOIUrl":"https://doi.org/10.1177/00336882241262532","url":null,"abstract":"","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"49 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141774495","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 : 2024-07-23DOI: 10.1177/00336882241264030
Mengru Pan, Kai Guo, Chun Lai
Self-regulated learning (SRL) has been integrated into English-as-a-Foreign Language (EFL) reading instruction to enhance students’ reading achievement. Evidence indicates that providing personalized support is critical to SRL. However, providing personalized support is time-consuming and challenging to implement in language classrooms. Although personalized support has been built into many online reading systems, the support is often delivered in a one-way manner, with little chance for follow-up discussions. This innovation in practice introduces an artificial intelligence (AI) chatbot developed to provide personalized SRL support for EFL students in reading. The AI chatbot was designed as a reading companion to facilitate active, out-of-class reading that expands in-class instruction. By giving autonomy to students to engage with appropriate reading materials and receive personalized self-regulated reading (SRR) guidance, the innovation empowered learners to overcome challenges in the reading process and facilitated their use of SRR strategies. The pedagogical values of the innovation were explored from students’ perspectives. Future pedagogical directions for AI-supported SRR instruction is also discussed.
{"title":"Using Artificial Intelligence Chatbots to Support English-as-a-Foreign Language Students’ Self-Regulated Reading","authors":"Mengru Pan, Kai Guo, Chun Lai","doi":"10.1177/00336882241264030","DOIUrl":"https://doi.org/10.1177/00336882241264030","url":null,"abstract":"Self-regulated learning (SRL) has been integrated into English-as-a-Foreign Language (EFL) reading instruction to enhance students’ reading achievement. Evidence indicates that providing personalized support is critical to SRL. However, providing personalized support is time-consuming and challenging to implement in language classrooms. Although personalized support has been built into many online reading systems, the support is often delivered in a one-way manner, with little chance for follow-up discussions. This innovation in practice introduces an artificial intelligence (AI) chatbot developed to provide personalized SRL support for EFL students in reading. The AI chatbot was designed as a reading companion to facilitate active, out-of-class reading that expands in-class instruction. By giving autonomy to students to engage with appropriate reading materials and receive personalized self-regulated reading (SRR) guidance, the innovation empowered learners to overcome challenges in the reading process and facilitated their use of SRR strategies. The pedagogical values of the innovation were explored from students’ perspectives. Future pedagogical directions for AI-supported SRR instruction is also discussed.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"15 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141774496","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 : 2024-05-07DOI: 10.1177/00336882241251952
Yohan Hwang, Jang Ho Lee
This article presents an innovative practice that demonstrates the use of the metaverse to enhance English speaking skills in an undergraduate English drama course in South Korea. The innovation stemmed from the common situation that English-language learners feel self-conscious when speaking in front of their peers. To overcome this problem, the metaverse was used to provide a virtual space for students to practice dialogues and speeches using avatars. The two-phase implementation involved practicing dialogues from the American sitcom Friends and celebrity speeches in the metaverse space. Surveys and reflections showed that this approach significantly improved students’ confidence, motivation and English speaking skills by reducing the anxiety associated with physical presence. Nevertheless, some technical limitations, such as connectivity issues and constraints on virtual expression, were observed. Based on the findings, this study suggests the metaverse as a powerful tool for overcoming affective barriers in language learning, providing a safe and engaging platform for students to practice speaking skills. Furthermore, the study underscores the importance of selecting appropriate metaverse platforms and considering technical factors such as device compatibility and internet stability.
{"title":"“Yes, I Am More Confident with My Avatars”: Integrating EFL Students’ Speaking Practice into Metaverse","authors":"Yohan Hwang, Jang Ho Lee","doi":"10.1177/00336882241251952","DOIUrl":"https://doi.org/10.1177/00336882241251952","url":null,"abstract":"This article presents an innovative practice that demonstrates the use of the metaverse to enhance English speaking skills in an undergraduate English drama course in South Korea. The innovation stemmed from the common situation that English-language learners feel self-conscious when speaking in front of their peers. To overcome this problem, the metaverse was used to provide a virtual space for students to practice dialogues and speeches using avatars. The two-phase implementation involved practicing dialogues from the American sitcom Friends and celebrity speeches in the metaverse space. Surveys and reflections showed that this approach significantly improved students’ confidence, motivation and English speaking skills by reducing the anxiety associated with physical presence. Nevertheless, some technical limitations, such as connectivity issues and constraints on virtual expression, were observed. Based on the findings, this study suggests the metaverse as a powerful tool for overcoming affective barriers in language learning, providing a safe and engaging platform for students to practice speaking skills. Furthermore, the study underscores the importance of selecting appropriate metaverse platforms and considering technical factors such as device compatibility and internet stability.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"18 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140942196","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 : 2024-05-06DOI: 10.1177/00336882241252496
Yiwen Meng, Cong Zhang
{"title":"Move Up the Fluency Ladder: Introducing Deep English as an Artificial Intelligence Speaking Tool for Speakers of English as a Foreign Language","authors":"Yiwen Meng, Cong Zhang","doi":"10.1177/00336882241252496","DOIUrl":"https://doi.org/10.1177/00336882241252496","url":null,"abstract":"","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"13 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140882669","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 : 2024-04-29DOI: 10.1177/00336882241250109
Xiaoxuan Fang, Kai Guo, Davy Tsz Kit Ng
Due to the advancement of natural language generation, a subset of artificial intelligence, digital tools that can generate human-like text have arisen. Such tools can play a promising role in facilitating students’ writing growth. Among them, one recent noteworthy tool is Sudowrite, which is designed for creative story writing. This technology review provides an overview of its affordances and how the tool can be utilized for improving students’ writing. We hope that teachers can apply this tool in practice and help students effectively and critically use it for writing.
{"title":"Sudowrite: Co-Writing Creative Stories with Artificial Intelligence","authors":"Xiaoxuan Fang, Kai Guo, Davy Tsz Kit Ng","doi":"10.1177/00336882241250109","DOIUrl":"https://doi.org/10.1177/00336882241250109","url":null,"abstract":"Due to the advancement of natural language generation, a subset of artificial intelligence, digital tools that can generate human-like text have arisen. Such tools can play a promising role in facilitating students’ writing growth. Among them, one recent noteworthy tool is Sudowrite, which is designed for creative story writing. This technology review provides an overview of its affordances and how the tool can be utilized for improving students’ writing. We hope that teachers can apply this tool in practice and help students effectively and critically use it for writing.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"61 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140830751","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 : 2024-03-21DOI: 10.1177/00336882241240567
Marie Alina Yeo
{"title":"ChatGPT and the Future of Editorial Writing","authors":"Marie Alina Yeo","doi":"10.1177/00336882241240567","DOIUrl":"https://doi.org/10.1177/00336882241240567","url":null,"abstract":"","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"132 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140196489","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 : 2024-03-06DOI: 10.1177/00336882241234756
D. Philip Montgomery, Peter I. De Costa
Although numerous studies about the experiences of teachers in English-medium instruction (EMI) and Content and Language Integrated Learning (CLIL) include calls for greater collaboration between content subject teachers and their English (or second language) teacher counterparts, few describe actual collaborative relationships. In this Kazakhstan-based qualitative study, we applied a teacher agency framework to answer three questions: (a) What challenges do university teachers face when delivering an EMI curriculum?; (b) What collaborative practices do teachers experience?; and (c) How do teachers use collaboration to negotiate the challenges they face? Through observations, participant journals, semi-structured interviews and document analysis, we discovered that teachers found their students’ low levels of engagement and English proficiency, their institution's critical observation culture and the ever-changing national and institutional policy landscape to be challenging. By co-authoring research, exchanging advice and co-teaching, the teachers responded agentively to institutional and ideological structures, thus demonstrating how relational agency can have a resourcing effect on teachers’ experiences. These findings shed light on the ongoing discussion of teacher agency and yield important implications for teachers, teacher education programmes and researchers.
{"title":"Leveraging Relational Agency: CLIL Teacher Collaboration in One Kazakhstani University","authors":"D. Philip Montgomery, Peter I. De Costa","doi":"10.1177/00336882241234756","DOIUrl":"https://doi.org/10.1177/00336882241234756","url":null,"abstract":"Although numerous studies about the experiences of teachers in English-medium instruction (EMI) and Content and Language Integrated Learning (CLIL) include calls for greater collaboration between content subject teachers and their English (or second language) teacher counterparts, few describe actual collaborative relationships. In this Kazakhstan-based qualitative study, we applied a teacher agency framework to answer three questions: (a) What challenges do university teachers face when delivering an EMI curriculum?; (b) What collaborative practices do teachers experience?; and (c) How do teachers use collaboration to negotiate the challenges they face? Through observations, participant journals, semi-structured interviews and document analysis, we discovered that teachers found their students’ low levels of engagement and English proficiency, their institution's critical observation culture and the ever-changing national and institutional policy landscape to be challenging. By co-authoring research, exchanging advice and co-teaching, the teachers responded agentively to institutional and ideological structures, thus demonstrating how relational agency can have a resourcing effect on teachers’ experiences. These findings shed light on the ongoing discussion of teacher agency and yield important implications for teachers, teacher education programmes and researchers.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"251 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140075082","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 : 2024-01-09DOI: 10.1177/00336882231222651
Shengkai Yin, Kaiyang Guo, Danlin Li
Research has indicated that self-selected (versus teacher-assigned) topics enhance the linguistic aspects of English as a foreign language (EFL) learners’ performance in learning activities. However, the impact of self-selected topics on non-linguistic meaning-making skills, such as critical thinking (CT), which are essential for content building, has remained understudied. To address this gap in the literature, we examined the effects of two topic-selection approaches – teacher-assigned versus self-selected – on EFL learners’ ability to apply CT in speaking. Forty-two Chinese undergraduate EFL learners were evaluated on their CT in speaking based on their speeches on topics selected using the two methods. The evaluation utilized a six-dimensional rating scale. The results showed that the learners demonstrated significantly higher levels of CT when speaking about self-selected topics than when speaking about teacher-assigned topics. The learners performed better on self-selected topics in five of the six CT dimensions: interpretation, analysis, evaluation, inference and self-regulation. There was no significant difference in their performance in the explanation dimension between the two kinds of topics. The findings have pedagogical implications regarding the selection of topics in speaking tasks and can serve as guidelines for EFL teachers in designing activities to enhance learners’ CT and speaking proficiency.
{"title":"To Assign a Topic or Not: Examining Critical Thinking in English as a Foreign Language Speaking","authors":"Shengkai Yin, Kaiyang Guo, Danlin Li","doi":"10.1177/00336882231222651","DOIUrl":"https://doi.org/10.1177/00336882231222651","url":null,"abstract":"Research has indicated that self-selected (versus teacher-assigned) topics enhance the linguistic aspects of English as a foreign language (EFL) learners’ performance in learning activities. However, the impact of self-selected topics on non-linguistic meaning-making skills, such as critical thinking (CT), which are essential for content building, has remained understudied. To address this gap in the literature, we examined the effects of two topic-selection approaches – teacher-assigned versus self-selected – on EFL learners’ ability to apply CT in speaking. Forty-two Chinese undergraduate EFL learners were evaluated on their CT in speaking based on their speeches on topics selected using the two methods. The evaluation utilized a six-dimensional rating scale. The results showed that the learners demonstrated significantly higher levels of CT when speaking about self-selected topics than when speaking about teacher-assigned topics. The learners performed better on self-selected topics in five of the six CT dimensions: interpretation, analysis, evaluation, inference and self-regulation. There was no significant difference in their performance in the explanation dimension between the two kinds of topics. The findings have pedagogical implications regarding the selection of topics in speaking tasks and can serve as guidelines for EFL teachers in designing activities to enhance learners’ CT and speaking proficiency.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"27 9","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139441686","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 : 2024-01-08DOI: 10.1177/00336882231224966
Mengyuan He, Lu Wang
This article describes the implementation of assessment as learning (AaL) in an online English-as-a-foreign-language (EFL) writing course at a university in China. The authors observed that challenges from the university administration and students were found when integrating AaL into face-to-face writing classrooms, including failure to offer prompt feedback due to the packed course syllabus and large class sizes as well as students’ low engagement due to insufficient English ability, shyness, or prior learning experience. An online teaching innovation was therefore made to tackle these problems. Key steps of the online AaL-focused writing process included (1) establishment of writing goals with peers and teachers through forums on the learning management system (LMS) and live-broadcasting platforms, (2) instructional scaffolding of genre knowledge and writing strategies via videos and quizzes on the LMS before writing, (3) self-assessment, peer-assessment and teacher feedback via online document editors and online chat rooms during writing, and (4) self-reflection via online worksheets on the LMS after writing. Data including a post-course survey and student interviews showed that the online formative assessment practices facilitated the implementation of AaL strategies and improved students’ learning by offering timely focused feedback, creating personalized learning experiences, and encouraging learner engagement. Implications for applying AaL in a blended EFL writing classroom during the post-pandemic era are discussed.
{"title":"Implementing Assessment as Learning in Online EFL Writing Classes","authors":"Mengyuan He, Lu Wang","doi":"10.1177/00336882231224966","DOIUrl":"https://doi.org/10.1177/00336882231224966","url":null,"abstract":"This article describes the implementation of assessment as learning (AaL) in an online English-as-a-foreign-language (EFL) writing course at a university in China. The authors observed that challenges from the university administration and students were found when integrating AaL into face-to-face writing classrooms, including failure to offer prompt feedback due to the packed course syllabus and large class sizes as well as students’ low engagement due to insufficient English ability, shyness, or prior learning experience. An online teaching innovation was therefore made to tackle these problems. Key steps of the online AaL-focused writing process included (1) establishment of writing goals with peers and teachers through forums on the learning management system (LMS) and live-broadcasting platforms, (2) instructional scaffolding of genre knowledge and writing strategies via videos and quizzes on the LMS before writing, (3) self-assessment, peer-assessment and teacher feedback via online document editors and online chat rooms during writing, and (4) self-reflection via online worksheets on the LMS after writing. Data including a post-course survey and student interviews showed that the online formative assessment practices facilitated the implementation of AaL strategies and improved students’ learning by offering timely focused feedback, creating personalized learning experiences, and encouraging learner engagement. Implications for applying AaL in a blended EFL writing classroom during the post-pandemic era are discussed.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"3 4","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139445405","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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