Proceedings of the XXIIIrd International CALL Research Conference: Inclusive CALL

Proceedings of the XXIIIrd International CALL Research Conference: Inclusive CALL

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Edited by Yijen Wang, Paul Moore, Teresa Hsieh & Hao Tran (2025)

CALL can both facilitate inclusiveness in language education as well as cause divisions and divides, depending on how it is used. The XXIIIrd International CALL Research Conference, held at The University of Queensland from October 3-5, 2025, sought to explore how to deal with these issues to provide a more inclusive environment for learners of all sociocultural and socioeconomic backgrounds.

DOI: 10.29140/9781763711624 Categories: , , Tags: , , , ,

Description

Overview

CALL can both facilitate inclusiveness in language education as well as cause divisions and divides, depending on how it is used. The XXIIIrd International CALL Research Conference, held at The University of Queensland from October 3-5, 2025, sought to explore how to deal with these issues to provide a more inclusive environment for learners of all sociocultural and socioeconomic backgrounds.

Contents

Using voice-enabled AI chatbot to improve academic presentation skills
Aisha Aslam, Saqib Aziz (pp. 1-12)

The relationship between media and technology usage and learning styles in language learning
Elham Azad, Mehmet Ali Yavuz (pp. 13-20)

Multi-agent debate in L2 argumentative writing: An exploratory study of Chinese EFL learners
Tianshu Chu (pp. 21-28)

Undergraduates’ reflection on applying ChatGPT in ESP Writing skills: A case from Foreign Trade University HCMC
Thi My Dung Dang (pp. 29-34)

L2 Spanish and Indonesian learners’ engagement with ChatGPT written corrective feedback
Alicia Gazmuri, Franciele Spinelli, David Wijaya (pp. 35-44)

Enhancing inclusivity and equity through a broader understanding of data-driven learning in pre-tertiary education: A mixed-methods systematic review
Shiya Huang, Qing Ma (pp. 45-50)

AI-supported collaborative learning to reduce EFL college students’ anxiety in story writing
Siao-Cing Lai, Yu-Fen Yang, Christine Chifen Tseng, Min-Chuan Tsai (pp. 51-58)

Exploring digital literacy in ESP tourism presentations using importance-performance analysis
Gayoung Lee (pp. 59-64)

From lookup to output: Exploring mobile vocabulary searches for self-expression in multicultural Japanese language learning
Yuzhe Li, Kei Ishiguro (pp. 65-70)

The transformative role of E-readers in inclusive online Mandarin education: A duo-ethnographic study
Chuan Liu, Jing (Vera) Huang (pp. 71-76)

Using a custom GPT to scaffold corpus-based vocabulary learning for low-proficiency learners
Jing Liu, Qing Ma (pp. 77-84)

Vietnamese pre-service language teachers’ technology-mediated task creation: An ecological perspective
Paul Moore, Giang Hong Nguyen, Quang Vinh Nguyen (pp. 85-90)

Beyond the game: The theoretical exploration of gamification in foreign language teaching
La Nguyen (pp. 91-98)

Leveraging the affordances of artificial intelligence chatbots to create differentiated instructions and cater to learners’ differences in an English as a foreign language class
Trang Nguyen, Phuc Nguyen (pp. 99-106)

Using dialogic multimodal feedback to enhance university EFL students’ writing: Affordances for language learning styles
Nguyen Thi Thuy Trang, Edwin Creely, Huynh Anh Tuan (pp. 107-114)

A large-scale mixed-methods study of Japanese university students’ use of ChatGPT for L2 learning
Louise Ohashi, Suwako Uehara (pp. 115-122)

Designing collaborative resources in data-driven learning to accommodate learner diversity
Muhammad Rudy, Emi Emilia, Destiani, Wawan Gunawan (pp. 123-144)

AI as a thinking partner? Exploring international students’ use of GenAI to support their academic English needs
Franciele Spinelli (pp. 145-154)

Instructional design for co-created and context-based VR Chinese learning environments
Satoko Sugie (pp. 155-160)

Understanding the digital literacies of English major students in tertiary education
Yong Tan (pp. 161-166)

Beyond technical competencies: A critical analysis of global research on language teacher AI literacy
Danping Wang, Qianwei Zhang (pp. 167-172)

Evaluating advanced EFL learners’ writing performance and perceptions of large language model assistance
Mengkai Wang (pp. 173-178)

Artificial intelligence-driven personalized language learning: Customizing content and feedback to learners’ needs and proficiency levels
Mengkai Wang, Yifei Gao (pp. 179-184)

Developing college students’ creative thinking and English story writing through AI-supported collaborative learning
Shih-Chiao Wang, Yu-Fen Yang (pp. 185-190)

Ethical principles for generative AI in research paper writing for EFL graduate students in China
Jianbin Zeng, Xuhua Zhang (pp. 191-196)

Using large language models to enhance data-driven learning in academic writing
Xuhua Zhang, Jianbin Zeng (pp. 197-202)

Additional Information

Format

Paperback
Year

DOI

https://doi.org/10.29140/9781763711624

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Description

Overview

CALL can both facilitate inclusiveness in language education as well as cause divisions and divides, depending on how it is used. The XXIIIrd International CALL Research Conference, held at The University of Queensland from October 3-5, 2025, sought to explore how to deal with these issues to provide a more inclusive environment for learners of all sociocultural and socioeconomic backgrounds.

Contents

Using voice-enabled AI chatbot to improve academic presentation skills
Aisha Aslam, Saqib Aziz (pp. 1-12)

The relationship between media and technology usage and learning styles in language learning
Elham Azad, Mehmet Ali Yavuz (pp. 13-20)

Multi-agent debate in L2 argumentative writing: An exploratory study of Chinese EFL learners
Tianshu Chu (pp. 21-28)

Undergraduates’ reflection on applying ChatGPT in ESP Writing skills: A case from Foreign Trade University HCMC
Thi My Dung Dang (pp. 29-34)

L2 Spanish and Indonesian learners’ engagement with ChatGPT written corrective feedback
Alicia Gazmuri, Franciele Spinelli, David Wijaya (pp. 35-44)

Enhancing inclusivity and equity through a broader understanding of data-driven learning in pre-tertiary education: A mixed-methods systematic review
Shiya Huang, Qing Ma (pp. 45-50)

AI-supported collaborative learning to reduce EFL college students’ anxiety in story writing
Siao-Cing Lai, Yu-Fen Yang, Christine Chifen Tseng, Min-Chuan Tsai (pp. 51-58)

Exploring digital literacy in ESP tourism presentations using importance-performance analysis
Gayoung Lee (pp. 59-64)

From lookup to output: Exploring mobile vocabulary searches for self-expression in multicultural Japanese language learning
Yuzhe Li, Kei Ishiguro (pp. 65-70)

The transformative role of E-readers in inclusive online Mandarin education: A duo-ethnographic study
Chuan Liu, Jing (Vera) Huang (pp. 71-76)

Using a custom GPT to scaffold corpus-based vocabulary learning for low-proficiency learners
Jing Liu, Qing Ma (pp. 77-84)

Vietnamese pre-service language teachers’ technology-mediated task creation: An ecological perspective
Paul Moore, Giang Hong Nguyen, Quang Vinh Nguyen (pp. 85-90)

Beyond the game: The theoretical exploration of gamification in foreign language teaching
La Nguyen (pp. 91-98)

Leveraging the affordances of artificial intelligence chatbots to create differentiated instructions and cater to learners’ differences in an English as a foreign language class
Trang Nguyen, Phuc Nguyen (pp. 99-106)

Using dialogic multimodal feedback to enhance university EFL students’ writing: Affordances for language learning styles
Nguyen Thi Thuy Trang, Edwin Creely, Huynh Anh Tuan (pp. 107-114)

A large-scale mixed-methods study of Japanese university students’ use of ChatGPT for L2 learning
Louise Ohashi, Suwako Uehara (pp. 115-122)

Designing collaborative resources in data-driven learning to accommodate learner diversity
Muhammad Rudy, Emi Emilia, Destiani, Wawan Gunawan (pp. 123-144)

AI as a thinking partner? Exploring international students’ use of GenAI to support their academic English needs
Franciele Spinelli (pp. 145-154)

Instructional design for co-created and context-based VR Chinese learning environments
Satoko Sugie (pp. 155-160)

Understanding the digital literacies of English major students in tertiary education
Yong Tan (pp. 161-166)

Beyond technical competencies: A critical analysis of global research on language teacher AI literacy
Danping Wang, Qianwei Zhang (pp. 167-172)

Evaluating advanced EFL learners’ writing performance and perceptions of large language model assistance
Mengkai Wang (pp. 173-178)

Artificial intelligence-driven personalized language learning: Customizing content and feedback to learners’ needs and proficiency levels
Mengkai Wang, Yifei Gao (pp. 179-184)

Developing college students’ creative thinking and English story writing through AI-supported collaborative learning
Shih-Chiao Wang, Yu-Fen Yang (pp. 185-190)

Ethical principles for generative AI in research paper writing for EFL graduate students in China
Jianbin Zeng, Xuhua Zhang (pp. 191-196)

Using large language models to enhance data-driven learning in academic writing
Xuhua Zhang, Jianbin Zeng (pp. 197-202)

Additional Information

Format

Paperback
Year

DOI

https://doi.org/10.29140/9781763711624

Reviews

There are no reviews yet

Be the first to review “Proceedings of the XXIIIrd International CALL Research Conference: Inclusive CALL”

Your email address will not be published. Required fields are marked *

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