Purpose: The integration of mobile technology in ESL/EFL contexts has garnered significant attention from contemporary researchers, teachers, and learners due to the advancements in technology, dynamic features, and multimodal applications. With this growing interest, there is a need to synthesize the existing literature and identify current…

This study explored the potential of adopting speech-to-text recognition (STR) technology for English as a foreign language (EFL) oral training in class at the university level. An action study method was set to investigate the effects of implementing STR app tasks for EFL oral training with 27 students in one class for one semester at a…

Purpose: Despite the acknowledged benefits of digital storytelling in fostering language development, investigations into its cognitive and affective dimensions in English-as-a-Foreign-Language (EFL) education, especially concerning high and low achievers, have been scarce. This study, therefore, aimed to scrutinize the effects of multimodal…

The study investigates perceptions of AI-facilitated creativity in English as a Foreign Language (EFL) digital storytelling (DST). Focusing on language learners, instructors, and audience, the research explores how AI influences creative processes and how such creativity is perceived across different perspectives. Over a six-week period, 32 EFL…

While recent years have witnessed increasing attention to technology-enhanced language learning, investigation regarding how technologies facilitate digital storytelling outcomes among middle school students in English-as-a-foreign-language contexts remains insufficiently explored. Studies concerning the effects of different presentation modes…

This study investigates the integration of Zuvio Blended Literature Circle in English language instruction, focusing on enhancing learning motivation and self-efficacy among lower-intermediate students in large classrooms. The quasi-experimental research involved 105 university students over a semester, using mixed methods. Quantitative findings…

Understanding the obstacles and causes students faced while learning with new technologies is the key to inform effective instructional designs. To achieve this aim, this study conducted a qualitative video analysis on language learners' observable behaviors when they took part in learning activities supported by the technology of robots and…

The Language Massive Open Online Courses (LMOOCs) is a new platform of computer assisted language learning (CALL); since most LMOOCs witness high dropout rates, empirical evidence on English as a Foreign Language (EFL) learners' motivation to accept and utilize LMOOCs for English language learning is warranted. This study recruited 237 Taiwanese…

Different recognitions become more mature and have been widely applied for EFL learning. Each recognition also has its specific features useful for EFL descriptive writing. The pictorial and verbal representations and current context found in image-to-text recognition (ITR), translated speech-to-text recognition (TSTR), and location-to-text…

This study investigated student perceptions and opinions on an English Oral Presentation Application (EOPA), a mobile learning application designed to assist English learners develop oral presentations and online collaboration skills. This study was part of a Design Based Research (DBR) project which incorporated an adapted Technology Acceptance…

Previous studies on web-based collaborative writing have shown that task modality impacts peer interaction patterns and attention to form. However, these studies have primarily focused on contrasting a face-to-face oral condition with a text-based synchronous computer-mediated communication (SCMC) environment. Few studies have compared peer…

This study aimed to examine the impact of an online writing system (OWS) providing individualized corrective feedback (CF) on learners' self-correction of grammatical errors (GE). It consisted of two phases: the pilot and the formal phases. Four EFL (English as a Foreign Language) Taiwanese university students participated in the study at the…

This study investigated the effects of the flipped classroom model on EFL learner autonomy in a content-based instructional context. The participants involved were students enrolled in two linguistics classes, divided into an experimental group (n = 64) which received a flipped classroom (FC) instruction and a control group (n = 60) taught in a…

This study is aimed to design a novel vocabulary learning mechanism (VLM) in the previously developed video-annotated learning and reviewing system (VALRS) that allows learners to identify unfamiliar or unknown words when listening to the video and generate personalized input enhancement from English subtitles for vocabulary learning. It is…

To explore knowledge co-construction patterns and learning motivation within virtual EFL co-creation environments, this study examined behavioral patterns and motivation in three different co-creation environments (paper-based, 2D digital, and 3D VR co-creation) through sequential behavioral analysis and ANCOVA. The study utilized a…