The Fuzzy Analytic Hierarchy Process (FAHP) was employed to evaluate and rank language-learning applications based on criteria such as engagement, interactivity, feedback, content quality and usability. A pairwise comparison matrix was constructed, fuzzy logic was applied to convert qualitative judgements into numerical values, and these values…

This study explores the integration of advanced AI technologies, including emotion detection and adaptive learning systems, to enhance second language acquisition among 274 English as a Foreign Language (EFL) learners. Utilizing a pretest-posttest randomized control trial, the research evaluates the effects of AI-enhanced interventions on…

This study intended to explore the relations between 259 Turkish EFL students' L2 grit (i.e. the persistence of effort and consistency of interest) and boredom coping strategies (i.e. cognitive approach, behavioural approach, cognitive avoidance, and behavioural avoidance) as well as the moderating role of their emotion regulation strategies,…

Recent research highlights that external feedback alone does not lead to improvements unless students process and use it internally, emphasising the need to shift from a teacher-centred to a student-centred approach. While previous studies have underscored the importance of students generating feedback for their own use and explored effective…

While engaging with feedback is of significance for learning, current studies have highlighted students' lack of engagement with feedback. This study aimed at identifying predictors of university students' feedback use in a blended learning environment based on the extension of the Planned Behaviour Theory. Data were collected via a questionnaire…

Second language learning is an emotion-intensive process in which learners experience a wide range of both positive and negative emotions. However, despite the significantly growing number of Chinese as a second language (CSL) learners, their emotional experiences are frequently overlooked. This study employs Q methodology to explore the emotional…

This intervention study strived to uncover the significance of Artificial Intelligence (AI) in L2 classrooms by exploring its impact on English language learners' achievement emotions and willingness to communicate (WTC). The study also examined the interrelationship between English learners' achievement emotions and their WTC in AI-powered…

Written corrective feedback is a hot topic in the field of L2 writing and second language acquisition. Citespace, one of the bibliometric analysis software, was used to investigate the number of publications, productive authors, influential journals and institutions, major themes, and research trends of written corrective feedback in L2 writing…

Written corrective feedback in Second Language Writing is one of the most important parts in L2 Acquisition and Language Teaching. CiteSpace is a convenient and effective bibliometric analysis tool which is widely used by researchers to explore the development tends of a certain field. The Web of Science core collection database was used as the…

In this study, we examined interaction behaviors between a small number of participants in two massive open online courses (MOOCs) and an FAQ chatbot, focusing on the participants' native language markers. We used a binary native language marker (non-native English user vs. native English user) to distinguish between two groups in this multiple…

Recognising emotions, facial expressions and tone of voice and body language, expressing and managing their own emotions, and understanding and responding to other people's emotions are often difficult for children with autism spectrum disorder. Since the emotional codes of individuals with autism spectrum disorder are different, those people will…

Articulating ideas in writing based on English conventions may be one of the biggest challenges for English as a foreign language students, which makes corrective feedback (CF) an indispensable part in writing practice. In terms of providing CF, researchers have claimed that indirect CF has a number of advantages for the improvement of students'…

Written feedback commentary (WFC) on L2 student writing is a widespread and time-intensive teacher practice, serving a range of roles and purposes. One of the challenges in providing effective WFC is attending to the many content and delivery options that are possible, some of which have been shown to exert tangible effects on students and their…

Feedback can be conceived as a scaffolding strategy aimed at knowledge construction and self-regulation. Despite its pedagogical value in fostering learning processes, empirical studies on feedback in translation pedagogy are scarce. In this paper, we focus on the written corrective feedback provided by lecturers in specialised student-written…

Numerous studies have delved into the effects of interactional corrective feedback provided in the oral or written mode in the CALL environment (e.g.video-conferencing or text-based chat). Although previous research shows that several factors influence its effectiveness, a research area that merits more attention is the role of feedback timing…