Proceedings of the XXIInd International CALL Research Conference

Description

Overview

We have seen the field of CALL go through numerous transitions over the past several decades, encompassing transitions in technologies, transitions in teaching approaches, transitions in research methods, transitions across disciplines, and transitions within the broader contexts in which CALL is situated. The XXIInd International CALL Research Conference, held at Waseda University on September 13-15, 2024, sought to explore these transitions in terms of how the field has changed and to consider how these can impact upon the future directions of teaching and learning languages with technology.

Contents

MALL in a challenging EFL context: Can it really enhance L2 vocabulary learning?
Amjed Alrickaby (pp. 1-6)

A Google Sheets-based approach to dynamic written corrective feedback: Learning outcomes and teacher time
Andrew J. Barnes (pp. 7-14)

Embracing transition: The impact of emerging technologies on language learning pedagogies
Anke Berns, Concepción Valero-Franco (pp. 15-22)

Using interactive open textbook materials to tackle issues of intercultural communication in multi-cultural contexts
Heejin Chang, Scott Windeatt (pp. 23-30)

Research on using communicative language teaching combined with game-based learning to improve English communication skills
Mei-Ling Chen, Tung-Hsuan Liu (pp. 31-38)

An investigation of EAP students’ perception of utilising the generative AI chatbot in an EAP writing classroom: An empirical study within higher education in New Zealand
Jinming Du (pp. 39-44)

The investigation of L2 writing process differences between argumentative and narrative genres
Yun-Chien Hsieh, Hui-Hsien Feng (pp. 45-52)

How do online foreign language learners interact with different types of written corrective feedback? A classroom study about processing feedback and self-regulation
Pedro Fernández-Michels (pp. 53-58)

Using Large Language Models (LLMs) to facilitate L2 proficiency development through personalized feedback and scaffolding: An empirical study
Naiyi Xie Fincham, Aitor Arronte Alvarez (pp. 59-64)

Beyond tools for meaningful technology integration: Unravelling the dynamics of teachers’ beliefs and practices in Chinese as second language classrooms in Singapore
Yiting Han, Sim Seok Hwa, Ong Hui Chee (pp. 65-70)

Exploring the use of technology to promote intercultural language learning: A literature review
Riris Handayani (pp. 71-78)

Exploring transitions: The impact of generative artificial intelligence on academic literacy in Taiwanese higher education
Ophelia Hsiang-ling Huang (pp. 79-84)

LinguaPilot: A GAI-based framework for self-regulated EFL reading
Baorong Huang (pp. 85-90)

Online teacher communities in the post-pandemic era: How ChatGPT-focused online teacher communities are assisting language teachers
Yurika Ito (pp. 91-96)

Exploring AI in English medium instruction through Q-methodology analysis
Hisayo Kikuchi (pp. 97-104)

Exploring multimodal perspectives in collaborative writing: Sentiment analysis and word frequency in natural language processing
So-Hee Kim (pp. 105-108)

How GenAI impacts technostress among secondary school English teachers
Lucas Kohnke (pp. 109-114)

Alleviating college students’ writing anxiety through online collaboration to improve story writing
Siao-Cing Lai, Yu-Fen Yang (pp. 115-120)

Facilitating students’ learning of lower-level language strategies of classical Chinese using a game-based flipped learning design
Kit Ling Lau (pp. 121-130)

AI-based writing feedback in ESP: Leveraging ChatGPT for writing business cover letters among Korean university students
Gayoung Lee (pp. 131-136)

Development and validation of digital teaching competence scale for Chinese foreign language teachers in primary and secondary schools
Ling Li (pp. 137-140)

Critical pedagogical transition in instructional content development: A vocabulary intervention using social media for Indigenous youth
Jia Li, Esther Geva, Catherine Snow, Andrew Biemiller (pp. 141-148)

The depth of vocabulary search on smartphones among Japanese language learners in China
Yuzhe Li (pp. 149-154)

The effectiveness and implications of language localization with machine translation in mobile-assisted language learning
Ruoxuan Li, Xiaojun Zhang (pp. 155-162)

A multimodal social semiotic approach to TESOL educator professional development
Stafford Lumsden (pp. 163-168)

Developing and validating an LMOOCs quality evaluation scale in the Chinese EFL context
Rong Luo (pp. 169-172)

Transitions in language MOOCs: International perspectives to redefine the field
Elena Martín-Monje, Kate Borthwick (pp. 173-176)

Peer assessment in an interpreting course with Smartclass software: Student and teacher perspectives
Van Le Mai, Thao Thi Minh Nguyen (177-190)

Enhancing the wellbeing of English teachers at the tertiary level in Vietnam – Technological support for a smooth transition from novice to experienced teachers
Bao Nguyen (pp. 191-196)

Language learning at the brink of singularity: AI’s impact on educational paradigms
Hiroyuki Obari (pp. 197-206)

To screen or not to screen: Exploring shifts in university students’ awareness of self-regulation for language learning across face-to-face, online and hybrid instruction
Ward Peeters, Alexander Ito Maitland (pp. 207-212)

Language teaching supervision for a new era: AICOLT system’s journey to AI-driven innovation
Martine Pellerin, Hiroki Ishizuka, Victor Fernandez Cervantes (pp. 213-218)

Beyond boundaries: Advancing language assessment through tech-driven training
Jacob Petersen, Daniel Newbury (pp. 219-222)

Utilizing the SimpleMind application for developing mind-mapping strategies in ESL students’ academic essays
Dieu Linh Pham (pp. 223-228)

Pixels and personas: Exploring immigrants’ linguistic identity in gaming literacy
Fabielle Rocha Cruz (pp. 229-234)

Transforming language and cultural learning in virtual reality with 360-degree video technology
Shadiev Rustam, Mirzaali Fayziev, Narzikul Shadiev, Zhanargul Beisembayeva, Fahriye Altinay, Elena Gaevskaia, Roza Zhusupova (pp. 235-246)

Expanding L2 learners’ essay topic ideas with ChatGPT and DDL
Yoshiho Satake (pp. 247-252)

The use of IPAs or Intelligent Personal Assistants (Google Assistant, Siri, Alexa, Cortana, etc.) for learning English speaking skills
Sharizan, Yuyun Yulia (pp. 253-260)

E-tandem learning and autonomous learning: Learners’ perceptions of benefits and challenges
Bo Gyeong Son, Xiaoying Yuan, Xiaohui Guo (pp. 261-266)

Student-directed language learning with ChatGPT: Preferences from within Japanese university classrooms
Robert Stroud (pp. 267-274)

Exploring the potential of AI-supported instructional design and multimodal communication to promote a paradigm shift in Chinese language education
Satoko Sugie (pp. 275-280)

Exploring the use of automated writing evaluation (AWE) in English language education: A systematic review
Andi Hidayat Thamrin (pp. 281-288)

Gamifying EFL classrooms: Unveiling teacher perspectives and practices in a digital age
Fani Nabila Titania (pp. 289-294)

Teachers as TikTokers: A multiple-case study exploring practice and perspectives of Vietnamese English teachers on TikTok
Quyen Tran (pp. 295-300)

Synthesizing the use of augmented reality in technology-enhanced language learning contexts: A 15-year systematic review
Lam-Oanh Tran, Jo-Ling Chang, Hsiu-Ting Hung (pp. 301-308)

Connecting the dots: Examining the relationship between language proficiency and digital literacy of EMI university students
Ling (Angela) Xia, Xiaojun Zhang (pp. 309-314)

A study on constructing a theoretical model of adaptive learning system for English reading
Tingli Xue, Shuheng Li, Zhoujing Lin (pp. 315-320)

Artificial Intelligence in language instruction: Impact on English learning achievement and L2 motivational self-system
Zhang Yifan (pp. 321-326)

A critical thinking-oriented approach in English as a foreign language (EFL) writing: Using ChatGPT as an ideal peer
Yin Xue (pp. 327-332)

Developing and validating a scale for engagement in writing with machine translation
Mariko Yuasa (pp. 333-338)

Exploring the effects of different gamified learning conditions on L2 learners’ vocabulary acquisition using Quizlet
Zuyang Jerrie Zhang (pp. 339-344)

Using AI chatbots to improve university EFL students’ speech scripts’ writing quality and critical thinking skills
Meng Zhang, Yuxuan Wang, Qian Shang (pp. 345-354)

Students’ perception on online formative assessment in English as a foreign language class
Han Zhang, Shanshan Ai, Lingyu Zhang (pp. 355-359)