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To Be with Artificial Intelligence in Oral Test or Not to Be: A Probe into the Traces of Success in Speaking Skill, Psychological Well-Being, Autonomy, and Academic Buoyancy

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Biju Theruvil Sayed; Zein Bassam Bani Younes; Ahmad Alkhayyat; Iroda Adhamova; Habesha Teferi – Language Testing in Asia, 2024

There has been a surge in employing artificial intelligence (AI) in all areas of language pedagogy, not the least among them language testing and assessment. This study investigated the effects of AI-powered tools on English as a Foreign Language (EFL) learners' speaking skills, psychological well-being, autonomy, and academic buoyancy. Using a…

Descriptors: Artificial Intelligence, Language Tests, Success, Speech Skills

Investigating the Effects of Flipped Vocabulary Learning via an Online Dictionary on EFL Learners' Listening Comprehension

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Ebadi, Saman; Nozari, Fouzhan; Salman, Ahmed Rawdhan – Smart Learning Environments, 2022

This study investigated the impact of flipped vocabulary learning on the listening achievement of EFL learners. The study participants included 60 English language learners selected based on their performance on the Michigan Test of English Language Proficiency and randomly assigned to experimental and control groups. The experimental group was…

Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Comparative Analysis

Comparing the Effectiveness of Processing Instruction and Production-Based Instruction on L2 Grammar Learning: The Role of Explicit Information

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Soruç, Adem; Qin, Jingjing; Kim, YouJin – TESL Canada Journal, 2017

This article reports on a study that investigated whether processing instruction(PI) or production-based instruction (PBI) is more effective for the teaching of regular past simple verb forms in English. In addition, this study examined whether explicit grammatical information (EI) mediates the effectiveness of PI or PBI. A total of 194 Turkish…

Descriptors: Grammar, Experimental Groups, Teaching Methods, Control Groups