Journal & Article

SSCI Journal

I/F
# Journal I/F

Computer Assisted Language Learning

Investigating students’ uptake of teacher- and ChatGPT-generated feedback in EFL writing: a comparison study The influence of large language models as collaborative dialogue partners on EFL English oral proficiency and foreign language anxiety. ChatGPT and L2 Chinese writing: evaluating the impact of model version and prompt language on automated corrective feedback. Comparing the effects of ChatGPT and automated writing evaluation on students’ writing and ideal L2 writing self. Can AI chatbots effectively improve EFL learners’ learning effects?—A meta-analysis of empirical research from 2022–2024. Incidental L2 pragmatics learning through playing a massively multiplayer online role-playing game. The impact of mobile-mediated dynamic assessment on EFL learners’ pragmatic competence: the speech act of disagreement. Evaluation of AI-generated reading comprehension materials for Arabic language teaching. Goal-oriented flipped learning model to improve L2 learners’ speaking, listening, and self-regulation skills: a mixed methods study. Analysing online peer editing behaviours and their relationship with students’ short-term and long-term writing improvement. WhatsApp-integrated student team achievement division (STAD) in teaching English communicative competence: impact on students’ performance and perception. Effects of incorporating AI chatbots into think–pair–share activities on EFL speaking anxiety, language enjoyment, and speaking performance. ‘Critical chatting’ or ‘casual cheating’: how graduate EFL students utilize ChatGPT for academic writing. Digital literacy practices outside language classrooms: insights of adult migrants’ language education. Analysis of smartphone-based flashcard apps for second language vocabulary acquisition. Investigating L2 learners’ text-to-video resemiotisation in AI-enhanced digital multimodal composing. Willingness to communicate with artificial intelligence (AI)? insights from tracking EFL learners’ perceived acceptance and chat output. Paper-based versus e-portfolios in FL writing: amixed-methods study of young learners’ enjoyment and boredom. Effects of single-player and multi-player role-playing game genres on developing incidental vocabulary acquisition. Tapping into second language learners’ musical intelligence to tune up for computer-assisted pronunciation training. Can we reliably score meaning recall vocabulary tests using AI? a comparison of human vs. AI scoring. The role of design thinking skills in artificial-intelligence language learning (DEAILL) in shaping language learners’ L2 grit: the mediator and moderator role of artificial intelligence L2 motivational self-system. A closer look at the impact of social semiotics and smartphone photography on Iranian English learners’ oral proficiency. Harnessing spherical video-based virtual reality to enhance EFL learners’ writing performance and self-regulated learning strategy use. A comparative study of the effects of informal digital learning of English in extracurricular and extramural settings on reading comprehension: a multi-analysis study on Iranian university students. Enhancing willingness to communicate in the second language through technology: the effects of community of practice, enjoyment, and boredom in online classes. Immersive virtual reality and language learning: activity theory perspectives. Promoting EFL learners’ reading comprehension and critical thinking through online reading circles activities. L2 listening comprehension: effects of task-related and learner-related variables. Exploring self-regulated learning within online informal language learning: a case study. Exploring patterns of AI-powered machine translation use in second language writing: a translanguaging perspective. Promoting intercultural communicative competence and willingness to communicate in EFL learners through virtual reality: a mixed-methods examination. Implementing digital multimodal composing in tertiary EFL curriculum: a focus on teachers’ beliefs. Dynamic reciprocal associations of AI-assisted L2 writing task emotions in data-driven learning: a dynamic structural equation modeling. Investigating student interpreters’ use of automatic speech recognition in China: insights from the extended technology acceptance model. Intrinsic motivational regulation and writing performance in online second language learning classrooms: a time series analysis study. Second language collocation learning through captioned videos: how do learners’ vocabulary knowledge and working memory affect learning? Profiles of media use purpose in informal digital learning of English and their association with vocabulary knowledge. A video modeling intervention for teaching academic language discourse skills. Examining the impact of Intelligent Personal Assistants with self-reflection on language learning beyond the classroom. The effect of text presentation format on L2 processing of machine translation errors. CorpusChat: integrating corpus linguistics and generative AI for academic writing development. Effects of human-AI collaborative writing strategy on EFL students’ argumentative writing skills. ‘It is useful, but we feel confused and frustrated’: exploring learner engagement with AWE feedback in collaborative academic writing. The impact of error diagnosis in handwriting practice on learners’ Chinese character production and orthographic awareness. Technology-assisted vocabulary learning for preschool children: a meta-analysis. Exploring EMI teachers’ agency in addressing language-related challenges with ChatGPT: a multiple case study. Machine-assisted writing evaluation: exploring ­pre-trained language models in analyzing argumentative moves. A sociocultural inquiry into contributions of computerized dynamic assessment to L2 learners’ vocabulary acquisition: the moderating role of brain dominance. Beyond concordances: exploring GenAI-assisted data-driven learning for English periphrastic causative constructions from a sociocultural perspective.