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? Online individualized corrective feedback on EFL learners' grammatical error correction. Insight into learners' experience in LMOOCs. Enhancing EFL students' academic writing skills in online learning via Google Docs-based collaboration: a mixed-methods study. Re-designing a regulatory scale for dynamic assessment in the synchronous text chat environment in collaboration with teachers. Pre-service teachers' professional vision and agency emerging in orchestrating language learning in a hybrid space. Dependability and utility of using e-portfolios in assessing EFL learners' speaking proficiency. Peer interaction and attention to form in web-based synchronous and asynchronous L2 collaborative writing. Facilitating authentic contextual EFL speaking and conversation with smart mechanisms and investigating its influence on learning achievements. Electronic writing portfolio in a collaborative writing environment: its impact on EFL students' writing performance. Pre-service EFL teachers' motivational beliefs about instructional use of technology: development and validation of a scale. L2 grit and language mindsets as predictors of EFL learners' attitudes toward effectiveness and value of CALL. Exploring repeated captioning viewing as a way to promote vocabulary learning: time lag between repetitions and learner factors. A meta-analysis of the relative effectiveness of technology-enhanced language learning on ESL/EFL writing performance: retrospect and prospect.