Computer-Assisted Language Learning Electronic Journal
With a major focus on computer-assisted language learning (CALL), CALL-EJ solicits and welcomes articles and reviews on research and practice in the fields of computer-assisted instruction (CAI) / computer-managed instruction (CMI) / computer-assisted learning (CAL) / computer-enhanced language learning (CELL) / computer-mediated communication (CMC) in ESL, EFL or other languages. Contributions to second language acquisition and computers, language assessment and computers, applied linguistics and computers, and other related areas are also encouraged.
The Pacific Association for Computer Assisted Language Learning (PacCALL)
Copyright of articles is retained by authors and CALL-EJ. As CALL-EJ is an open-access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. Sources must be acknowledged appropriately.
Gamified AI for Fostering Vocabulary Retention and Motivation: A Phenomenological Study of Uzbek EFL Learners
The increasing integration of gamified artificial intelligence (AI) platforms in English as a Foreign Language (EFL) education offers promising prospects for vocabulary development, yet their cognitive and motivational impacts remain inadequately explored in culturally distinct contexts. While these platforms employ adaptive algorithms and game mechanics to customize learning experiences and sustain engagement, they may also generate disparities between design assumptions and the actual socio-technological contexts of learners, particularly in resource-constrained, teacher-centric educational systems like that of Uzbekistan. This research addressed a gap by doing a phenomenological inquiry grounded on Cognitive Load Theory (CLT), analyzing the engagement of 24 Uzbek female EFL learners with a gamified AI vocabulary platform across four weeks of casual use. Data were collected using digital reflective diaries including prompts designed for language retention and motivation, and were analyzed using Interpretative Phenomenological Analysis (IPA). Findings identified three interconnected categories: (1) Enhancing cognitive architecture through gamified scaffolding (e.g., minimizing extraneous load via micro-task sequencing and augmenting germane load through adaptive feedback loops), (2) Regulating motivation through intrinsic gamification cues (e.g., fostering autonomy through meaningful choices and sustaining engagement through mastery-oriented progression), and (3) Navigating socio-cultural and technological ambiguities (e.g., tension between gamified simplicity and academic complexity and digital literacy disparities exacerbating extraneous load). The results demonstrate that the efficacy of gamified AI systems depends not just on algorithmic customization but also on its alignment with learners' cognitive capacities, emotional needs, and contextual constraints.
Interpretative Phenomenological Analysis
Copyright (c) 2025 Author and CALL-EJ https://creativecommons.org/licenses/by/4.0
A Phenomenological Study on the Impact of Personalized AI Feedback on Writing Quality: Insights from EFL Students in Uzbekistan
The incorporation of artificial intelligence (AI) into language education has garnered increasing academic interest, especially concerning how learners interact with and react to feedback on their writing. Although a significant amount of quantitative research has shown enhancements in writing performance, due to AI-mediated feedback, there is much less understanding of the actual experiences of learners who engage with this feedback in real classroom settings. This study aims to fill a gap by employing a phenomenological approach to explore the perceptions and interpretations of personalized AI feedback on writing quality among intermediate-level EFL students in Uzbekistan. Thirty students engaged in an eight-week intervention where they received iterative AI feedback on a variety of academic writing tasks. Data were collected through semi-structured interviews and reflective journals, and analyzed thematically to capture the essence of learners’ experiences. The analysis uncovered four interconnected themes: (1) exploring a new ecology of feedback, (2) building trust and understanding with AI, (3) rebuilding writing confidence and agency, and (4) addressing challenges in human–AI mediation. Learners frequently characterized AI feedback as prompt, comprehensive, and encouraging, in stark contrast to the often delayed and generalized feedback usually given by teachers. Simultaneously, they conveyed uncertainty regarding the authority of AI, often verifying its recommendations with teachers to guarantee accuracy and relevance to the context. Personalized AI feedback was notably experienced as empowering, allowing learners to take on greater responsibility for revisions and to view themselves as more capable writers. However, worries also arose about dependence on AI, societal norms surrounding teacher authority, and the sporadic insensitivity to context and rhetorical suitability in suggestions produced by AI. This study enhances our understanding of the phenomenological aspects of personalized AI feedback in EFL writing by emphasizing the perspectives of learners.
Effectiveness of AI Chatbots in Promoting Informal Speaking Proficiency and Social Pragmatic Skills in Uzbekistan: A Multi-analysis Study
This research investigates the role of artificial intelligence (AI) chatbots in improving informal speaking proficiency and social pragmatic abilities in upper-intermediate male EFL learners located in Tashkent, Uzbekistan. A quasi-experimental design was utilized, involving 50 learners aged 18–24 from an English Language Institute. These participants were randomly assigned to either an experimental group (EG), which interacted with a ChatGPT-based AI chatbot, or a Control Group (CG), which engaged in teacher-led speaking practice. Pre- and post-tests, which included a speaking proficiency rubric and a social pragmatics assessment, evaluated changes in fluency, accuracy, lexical complexity, and pragmatic competence (such as turn-taking and politeness strategies). Quantitative data were analyzed using paired and independent t-tests, whereas qualitative survey responses regarding learner attitudes were explored through thematic analysis. Results indicated notable enhancements in both groups, with the EG showing more substantial progress (mean improvement = 6.39 vs. 1.59 points for speaking proficiency; 0.9 vs. 0.3 for social pragmatics; p < 0.05). Participants indicated a boost in confidence, heightened engagement, and a decrease in anxiety when interacting with chatbots. These findings highlight the potential of AI chatbots to enhance traditional instruction by offering flexible, low-anxiety practice environments. They provide valuable insights for teachers, curriculum designers, and material developers on how to incorporate AI tools to improve EFL communicative competence.
Relationship between Students’ Informal Digital Learning of English and Willingness to Communicate: Insights from the Vietnamese EFL Context
Despite the impact of technology on education, little research has investigated Asian students’ informal digital learning activities in relation to willingness to communicate (WTC). Driven by the desire to bridge the gap between technology and education, this study examines the extent to which digital informal digital learning of English (IDLE) can predict WTC in class, beyond class and in digital settings and identifies the mechanisms in IDLE that contribute to students’ WTC. Employing an explanatory sequential mixed-methods design, the data collection procedure consisted of two main phases. First, questionnaires were administered to 365 Vietnamese university students to collect quantitative data. Subsequently, the sample was randomly stratified to select 15 students for semi-structured qualitative interviews. After the data cleaning stage, the quantitative data from the remaining sample of 328 was projected to SPSS version 27 for analysis. We employed normality tests, EFA, CFA, internal coefficient consistency, Pearson correlation, regression analysis, and descriptives. The qualitative data was analyzed thematically. The quantitative findings generally indicate a positive significant relationship between IDLE and WTC. In fact, IDLE was more associated with WTC in digital settings than that in the other contexts. The interview data show that the students prioritized some informal digital learning activities to solve their academic problems. Also, their level of WTC in the digital context was higher than that in class because the students could communicate freely, without being controlled and scared of being corrected. Their level of WTC outside the classroom was the lowest as it was mainly directed by their needs. The results suggest implications for education in the digital era.
Language Education/Applied Linguistics (TESOL/TEFL)
Technology-enhanced Language Learning, AI-mediated Language Learning
Computer-Assisted Language Learning (CALL)
Education (Higher Education, Educational Technology)
Contributions of AI Tools to Critical Thinking Development in EFL Learning: A Systematic Review and Meta-Analysis
The use of Artificial Intelligence tools within language learning environments is an emerging trend in educational settings. Existing literature highlights the potential of AI applications to enhance English as a Foreign Language (EFL) learners' competencies, such as listening, speaking, vocabulary acquisition, and cross-cultural understanding. Despite these promising outcomes, systematic reviews exploring how AI technologies contribute to the development of critical thinking in EFL students remain limited. This systematic review examines the contributions of AI tool implementation to the development of critical thinking in EFL students, identifying the methodologies used and findings obtained across different educational contexts. Articles from major databases including ERIC, Scopus, Scielo, WOS, and Science Direct were screened by reviewing titles, abstracts, and full texts. Of the 1,319 articles analysed, only 30 published between 2015 and 2024 were found relevant to the research topic. The findings suggest the potential of AI tools in fostering critical thinking when thoughtfully integrated with pedagogical strategies in the EFL classroom. Future research could explore the long-term effects of AI tools on critical thinking and address ethical considerations and cultural sensitivities that may affect fair and inclusive integration.
English as a Foreign Language (EFL) / TESOL
Understanding Foreign Language Enjoyment in AI-Mediated Informal Learning of English: Insights from the Vietnamese EFL Context
The advent of artificial intelligence (AI) and its widespread adoption in language education have altered the way English is learned. Despite abundant research on the classroom-based implementation of educational technologies, learners’ affective responses to the digital transformation outside classrooms have been relatively overlooked. This study examines the association between informal digital learning of English mediated by AI (AI-IDLE) and university students’ enjoyment in this learning practice. A structured, paper-based survey focusing on the nexus of AI-IDLE and L2 enjoyment was conducted with 304 Vietnamese EFL students, aged between 19 and 23, from two different universities. They enrolled in three different disciplines, including Business Administration (n = 87), Finance and Accounting (n = 104), and Tourism (n = 113). Results show a positively strong correlation between these two variables, an indication of students’ enjoyment in informal digital learning activities through the mediation of AI. They could benefit from the rich exposure to L2 and culture that are partially conducive to their enhancement in speaking and writing skills. This study makes contributions to the burgeoning body of research on the importance of AI and digital resources in supporting beyond-class language education and fostering positive emotional nuances.
Artificial Intelligence, Foreign Language Enjoyment, Informal Digital Learning of English, Vietnamese EFL Context
Predictive Power of AI-Generated Corrective Feedback on EFL Learners’ Self-Regulation and Language Proficiency: Empirical Evidence from Saudi Arabian Context
Students learning English as a foreign language (EFL) often face challenges in achieving both linguistic accuracy and fluency, primarily due to the absence of prompt and personalized feedback. AI-generated corrective feedback (AIGCF) offers a promising opportunity by providing timely, tailored support designed to enhance learner autonomy and language proficiency. This study examined the predictive relationships between AIGCF, self-regulation, and language proficiency within a sample of 125 undergraduate students majoring in English Language and Literature at universities in Saudi Arabia, utilizing a non-interventional correlational design and multiple regression analysis. Data were collected utilizing dependable instruments, including a self-regulation questionnaire, a language proficiency assessment, and a perception scale for AIGCF. The Pearson correlation analyses revealed significant positive relationships between AIGCF and self-regulation, AIGCF and language proficiency, and between self-regulation and language proficiency. The findings from the multiple regression analysis indicated that AIGCF and self-regulation together accounted for 36% of the variance in language proficiency. Self-regulation was identified as the more substantial predictor when compared to AIGCF. The findings suggest that students who engage positively with AIGCF are likely to exhibit enhanced self-regulatory behaviors, which in turn contribute to higher proficiency levels. This study, situated within the evolving educational landscape of Saudi Arabia and aligned with the digital goals of Vision 2030, provides empirical evidence highlighting the significance of integrating AIGCF and self-regulation training into EFL programs.
A Quasi-Experimental Study on AI-Supported Informal Learning Intervention: Cultivating Digital Competence, Academic Enjoyment, and Engagement among Saudi EFL Learners
While the application of artificial intelligence (AI) technologies in English as a Foreign Language (EFL) instruction is on the rise, there is still a scarcity of empirical research investigating their effects on learners' digital competence, engagement, and emotional experiences, especially within informal, conversation-oriented learning environments. The lack of evidence is especially evident in the high-stakes, rapidly changing EFL environment of Saudi Arabia, which poses distinct challenges for genuine conversational practice. This study aimed to fill a significant gap by employing a quasi-experimental design with a non-equivalent control group. It explored the impact of an AI-supported informal learning intervention on 140 intermediate-level female EFL learners within a university context in Saudi Arabia. Participants were methodically allocated to an experimental group (EG; n = 64) that engaged in AI-integrated conversational practice throughout eight units of the mandated curriculum Connect Book 3, or a control group (CG; n = 65) that experienced traditional teacher-led instruction utilizing the same curriculum material. Data were gathered through three validated self-report instruments that assess learners' self-perceived digital competence, academic enjoyment, and engagement. The research aimed to address three questions regarding the impact of the intervention on these significant outcomes. Multivariate Analysis of Covariance (MANCOVA) indicated notable enhancements in the experimental group relative to the control group concerning academic enjoyment, engagement, and digital competence. The intervention demonstrated a significant overall multivariate effect (Wilks’ Lambda = .80, F(3,122) = 9.86, p < .001, partial η2 = .19), affirming the beneficial influence of the AI intervention. The findings present important, practical considerations for curriculum developers and EFL teachers in Saudi Arabia concerning the incorporation of conversational AI tools to enhance digital literacy and emotional involvement.
AI-Supported Informal Learning Intervention
­­EFL Students’ Agency in Self-study of English Language with AI-powered Learning Applications
This study explores the self-study practices of English as a Foreign Language (EFL) students utilizing mobile devices and AI-powered language learning applications, examining the mediating role of these tools on learner agency through the lens of sociocultural theory (SCT). Employing a mixed-methods approach, the research investigates how these mobile devices and language learning applications mediate EFL students' self-study, and how they perceive the usability and effectiveness of the tools. The findings reveal that mobile devices and AI-powered applications significantly enhance learner agency, motivation, and engagement in self-study. Besides, the accessibility and flexibility of mobile platforms, combined with the personalized and interactive features of AI-driven applications, create supportive conditions for effective self-study. This study contributes to the understanding of the interplay between technology, learner agency, and language learning within the framework of SCT, providing insights into creating empowering, technology-mediated language learning experiences.
AI-Powered Language Learning Applications
Investigating the Impact of Artificial Intelligence-Powered Gamification on Saudi EFL Learners’ Cognitive Load, Motivation, and Long-Term Retention: An Experimental Mixed-Methods Study
Despite growing interest in Artificial Intelligence (AI)-driven educational technologies, limited research has explored how AI-powered gamification influences both the cognitive and affective dimensions of language learning, particularly in EFL contexts. Grounded in Cognitive Load Theory (CLT) and Self-Determination Theory (SDT), this study inspected the impacts of AI-powered gamification on English as a Foreign Language (EFL) learners’ cognitive load (CL), motivation, and long-term retention of vocabulary and grammar. By using an experimental mixed-methods design, 85 Saudi EFL learners were randomly assigned to either an experimental group (EG) that engaged with an AI-powered gamified platform or a control group (CG) applying a non-gamified, content-equivalent digital platform. Over a six-week period, both groups received identical instructional content delivered in differing formats. Quantitative data were gathered through a motivation questionnaire, a modified CL scale, and a delayed posttest on vocabulary and grammar retention. Qualitative data were collected from semi-structured interviews. The gained findings demonstrated that the EG significantly outperformed the CG in posttest measures of motivation and long-term retention, while reporting significantly lower levels of CL. Thematic analysis of interview data highlighted key advantages of gamification, including enhanced engagement, reduced mental effort, and improved confidence. Students stressed the motivational impact of game elements, the value of personalized AI feedback, and the perceived effectiveness of the gamified platform in developing language retention. These outcomes offer that AI-powered gamification can serve as a useful instructional instrument for enhancing learning outcomes in EFL contexts by fostering motivation, reducing cognitive strain, and improving the durability of language knowledge. Practically, the findings inform EFL pedagogy in Saudi Arabia by suggesting ways to integrate adaptive technologies into centralized curricula, guide instructional designers in creating engaging digital tools, and support policymakers in promoting EdTech adoption to address motivation and retention challenges.
Personalized AI-Driven Language Learning in Saudi Arabia: An Experimental Study on Perceived Adaptability, Learner Autonomy, and Language Retention
Personalized AI-driven platforms, such as ChatGPT, offer individualized guidance that aligns with the specific needs of each learner, potentially boosting motivation, fostering independence, and improving knowledge retention. This study investigates the impact of a personized AI-driven language learning platform, utilizing ChatGPT, on EFL learners' perceived adaptability, autonomy in their learning processes, and retention of language skills. Sixty intermediate-level female students from Riyadh, Saudi Arabia, were randomly divided into two groups: an experimental group (n = 30) that engaged in adaptive AI-enhanced instruction, and a control group (n = 30) that experienced static, non-personalized digital content. The research utilized a quantitative pre-post experimental framework, featuring pre- and posttests to evaluate language retention, a validated questionnaire to measure learner autonomy, and a scale to assess perceived adaptability. Quantitative findings examined via Analysis of Covariance (ANCOVA) revealed significant post-intervention enhancements across all three variables for the experimental group, with considerable effect sizes observed for perceived adaptability and language retention, as well as a moderate effect for autonomy. The results highlight the crucial role of personalized AI in fostering independent, adaptable, and retention-boosting language learning experiences. The findings of this study indicate significant factors to consider when integrating intelligent tutoring systems into EFL instruction and improving learner-centered digital education. This encompasses the essential need for educator training in AI prompt engineering, the creation of curricula that incorporate decision-making opportunities, and the emphasis on policies that endorse adaptive learning platforms.
Personalized AI-driven language learning
The Interplay Between Preservice Teachers’ AI-Based Collaborative Reflection and Emotional Intelligence to Promote Reflective, Collaborative, and Emotional Practices in the Digital Era Through ChatGPT
Collaborative reflective practice (CRP) and emotional intelligence (EI) are critical in fostering preservice teachers’ social, emotional, and reflective development by enabling the construction and reconstruction of their personal and professional knowledge, practices, and emotional states. This study investigated how artificial intelligence (AI)-supported collaborative reflection and EI might be integrated to potentially foster reflective, collaborative, and emotional practices among preservice English-as-a-foreign-language (EFL) teachers in the context of Iran. The research involved 10 Iranian preservice EFL teachers participating in an English language teaching course, incorporating ChatGPT to facilitate collaborative reflection and emotional growth. Findings from qualitative analyses revealed that ChatGPT-supported CRP showed potential in enhancing EFL teachers' EI development and facilitating reflective, social, and emotional learning. The teachers successfully transformed negative emotions into positive ones through AI-mediated collaborative reflection, improving their emotional regulation and well-being. Additionally, EI was found to reinforce CRP practices, as positive emotions such as satisfaction, enjoyment, self-efficacy, and emotional regulation supported deeper reflection and collaboration. The findings suggest that incorporating ChatGPT into CRP and EI frameworks can significantly improve the quality of teacher education by fostering reflective, collaborative, and emotionally intelligent teaching practices.
Impact of SORA AI-Generated Storyboards on CLIL Writing Anxiety, Motivation and Enjoyment
The purpose of this study is to explore if OpenAI's SORA, an AI program that creates video storyboards, can better provide writing related affective outcomes than traditional hand drawn sequences in a Content and Language Integrated Learning (CLIL) situation. A total of seventy-two undergraduate participants who enrolled in an English preparation program were randomly assigned to either a control or experimental group. The experimental group utilized SORA to transfigure written prompts into a brief video, while the control group produced nine hand images in a session for thirty minutes using contextual prompts. While both groups did not result in significant pre–post changes on the main scales, the control group had a statistically significant decline in motivation, while the experimental group held steady at baseline motivation levels. The engagement scores in the SORA condition were high even though students expressed concern with time and complications designing prompts. Taken together, these results provide evidence that a generative AI to complete storyboards can impact learners' motivation and engagement during CLIL writing tasks in a positive manner because it is a positive multimodal support that uncouples cognitive capacity from the drawing technicality and provides an opportunity for learners to communicate and elaborate linguistic ideas.
Intelligent-TBLT for EFL Learners’ Reading and Writing Skills: A Chaos Complexity Theory Lens
This mixed method exploratory sequential case study examines the integration of generative AI within a task-based language teaching (Intelligent TBLT) framework designed to enhance reading and writing skills through an innovative learning procedure within an informal learning context. In a one shot, one-hour intervention, 15 EFL learners worked in small groups to interpret a complex “deserted island” regulations for survival and collaboratively produced a 180-220 words survival plan for two months. Throughout the task, they relied on generative AI and their peers for clarification and support, with limited teacher interference. The study qualitatively investigated the students’ perceptions on how AI’s digital scaffolding influences their cognitive load and its perceived impact on learning of reading and writing through open-ended questions. Besides, the study quantitatively investigated the learners’ mental, physical and temporal workload, and given effort, their task performance, and frustration levels using NASA Task Load Index which was completed in the mid-task phase. Qualitative analysis examined the degree to which the role of ChatGPT has an effect on the understanding of the difficult text, the quality of written text, emotional, and cognitive reactions of the learners. The results indicate that the utilization of AI can reduce part of cognitive load and anxiety that can provide greater involvement and getting of the tasks. The study can be added to the growing body of research on AI-assisted informal language learning, and provide information about the ways in which technology can be used to assist students.
Computer-Assisted Language Learning; Applied Linguistics; Educational Technology
“Can AI Be Trusted for My Thesis?” The Voices of Indonesian Higher Education Levels About ChatGPT in Automated Writing Evaluation (AWE)
This study aims to provide a comprehensive framework for examining the voices of students regarding the use of ChatGPT as an AWE tool, and what challenges and conveniences are associated with using ChatGPT. This narrative inquiry research explores the diverse perspectives of students in the context of ChatGPT in Automated Writing Evaluation. The findings of this study explained that students' perspectives on the integration of AI technologies in higher education highlight the need to ethically integrate AI technologies into education, taking into account responsible practices. Therefore, it is suggested that the integration of ChatGPT in the students' writing process should be accompanied by careful consideration of the ethical ramifications and potential impact on students’ academic progress.
Contextualized CALL Products: A Case Study of CALL Academic Entrepreneurs
Despite numerous entrepreneurial products and services capitalizing on the opportunities afforded by CALL, there is a noticeable lack of entrepreneurial perspectives and analyses in CALL-related literature. This study explores four CALL academic entrepreneurs and the CALL products they developed. It aims to identify the distinctive products generated, the target customer base, and the entrepreneurial goals of the academic entrepreneurs. The study highlights that CALL products are highly contextual and are influenced by personal experiences, interests, and professional expertise. The study's findings were utilized to create a CALL entrepreneurial products model. These findings have the potential to inform future research in this area and offer valuable guidance to policymakers and stakeholders seeking to support and foster the development of CALL academic entrepreneurship in diverse settings.
Examining Indonesian Students’ Intercultural Presence in, and perspectives of, an International Community of Inquiry Via Virtual Exchange
Globalization has resulted in educational and commercial groups requiring their mentors and mentees to have an international outlook and be interculturally aware. Teachers of English as a Foreign Language (EFL) students are often assigned the task of ensuring students are attuned to this fact and encouraged to bring intercultural training into their classrooms. Acclimatizing students to intercultural contact with international peers is now possible in foreign language classrooms. This study examines Indonesian students’ intercultural presence through an international Virtual Exchange (VE) being integrated into their university EFL course. The study is longitudinal as it followed a classroom, and the different participants therein, over a three-year period. A post-survey was used that included qualitative and quantitative data collection through Likert scale and open-ended questions. The surveys evince a deeper understanding of the students’ perspective of, and reactions to, their intercultural presence in the VE. Results were analyzed with mean scores and standard deviations of the Likert scales calculated and thematic analysis of the answers to the open-ended questions. Despite some challenges, results show students had a positive impression of participating in an international community of inquiry through the VE and appreciated its effect on their English language and intercultural competence development.
Nearpod Interactive Video as an Independent Learning Tool in a Flipped Writing Course in a Thai University
This study is part of a Design-Based Research (DBR) project aiming to develop an online English learning model, called an online Flipped Classroom with Interactive Response Systems and Task-Based Language Teaching, to teach English or the FITE model. This particular study focuses on Nearpod as an independent learning tool for a flipped writing course within this model. We investigate how students perceive Nearpod and whether their perceptions vary based on their CEFR levels. The study includes 118 first-year students, evenly distributed across CEFR A2 and B1 levels, and employs a 12-week intervention using Nearpod interactive videos. Data collection uses surveys with Likert-scale statements and an open-ended section. Analysis combines quantitative and qualitative methods, providing a comprehensive understanding of student experiences and the impact of the teaching approach. Students expressed highly favorable views of using Nearpod interactive videos for independent learning in flipped writing classes. All 10 survey items received mean scores exceeding 4.0, indicating strong agreement among participants. Positive comments from students highlighted themes of engagement, comprehension, independent study, and convenience. Some students raised concerns about the need for a consistent internet connection and suggested adding subtitles to the videos. Students' perceptions were divided into A2 (beginner) and B1 (intermediate) groups. Beginner students exhibited significantly more positive perceptions compared to intermediate students. The A2 group provided higher average scores across most survey items, indicating that beginners seemed to benefit more from using Nearpod.
Exploring the Impact of Gamified Web-Based Collaborative Writing on Individual L2 Writing Performance in Higher Education
The present study intends to investigate the effect of using a gamified platform called Classcraft on the individual L2 writing performance of Iranian university students of TEFL. For this purpose, a group of 120 male and female intermediate university students was assigned to three treatment groups as well as a control group, each containing 30 participants, in a quasi-experimental pretest/post-test design. The first experimental group benefited from both gamification and collaboration while interacting via the Classcraft platform to do the tasks. The second experimental group did the writing tasks individually via the same platform, while the third group practiced collaborative writing without gamification. Finally, the control group did the writing assignments without either gamification or collaboration. The results of the two-way ANCOVA revealed that the gamification factor significantly improved the writing performance of the students who utilized the gamified platform (i.e., the first and second experimental groups). However, the collaboration factor failed to exert a statistically significant impact on the scores of the participants who did the tasks jointly (i.e., the first and third experimental groups). The findings of this study can provide practical implications for language teachers, materials designers, and policy-makers in education.
Using Google Docs Mobile Application for Autonomous Pronunciation Practice in a Japanese University EFL Program
This study investigates the use of Google Docs mobile app to improve students’ pronunciation and explores potential effects on their autonomy, self-efficacy beliefs, and motivation for pronunciation practice. The participants were 71 Japanese university freshmen enrolled in a compulsory Basic Speaking class for a 16-week semester. Pre- and post-surveys were used to measure the attitudes and opinions of both the treatment group (n=50) and control group (n=21), while pre- and post-assessments were employed to assess the effectiveness of the intervention. The results showed that there was statistically significant improvement of pronunciation between the pre- and post-assessments of the treatment group, suggesting that the intervention was successful in improving participants’ pronunciation. However, the survey results indicated no significant differences between groups in autonomy, self-efficacy beliefs, or motivation pre- and post-intervention. This highlights the need to couple technology tools with explicit strategies and support for promoting autonomy, self-efficacy, and motivation.
Students' Perspectives on A Computer-Based Graphic Organizer with Embedded Self-Regulated Learning Strategies on the Argumentative Writing in Higher Education
This study aimed to explore students' perspectives on the use of a computer-based graphic organizer with embedded self-regulated learning strategies for argumentative writing in higher education. The researchers conducted a qualitative study with blended ethnographic design to gather data on students' experiences and opinions regarding the use of this technology in their writing process. The participants were recruited using convenient sampling technique and there were 9 EFL students participated in this study. The findings indicated that the majority of students found the computer-based graphic organizer to be helpful in organizing their ideas, monitoring their progress, and regulating their learning strategies while writing argumentative essays in higher education. The students' positive perspectives on the use of this technology highlight its potential as an effective tool for enhancing argumentative writing skills in higher education. Furthermore, this study contributes to the growing body of research on the integration of technology and self-regulated learning strategies in writing instruction. The results of this study support the use of a computer-based graphic organizer with embedded self-regulated learning strategies as a valuable tool in higher education for improving students' argumentative writing skills.
Computer-Based Graphic Organizer, Self-Regulated Learning Strategies, Argumentative Writing, Higher Education
Language Assessment Literacy in Online EFL Reading Class: What Novice and Experienced Teachers Reveal
Reading on online platforms becomes more prevalent, and technology adoption to support reading assessment continues to proliferate. As teacher competence to accurately assess students’ reading competence in online platforms is paramount, this study concerns how novice and experienced teachers conduct assessment practices in online reading in English as a Foreign Language (EFL) under the language assessment literacy (LAL) principles proposed by Giraldo (2018). A mixed-methods approach was employed by gathering data through a close-ended questionnaire from 60 participants to examinethe level of LAL perceived by novice and experienced teachers, while semi-structured interviews with six selected participants were conducted to uncover the factors influencing LAL from the lens of both novice and experienced EFL teachers. The findings indicated that novice and experienced teachers’ LAL was at moderate level, and few others found hurdles to optimally utilizing skills in LAL. The qualitative elaboration revealed three factors influencing teachers’ LAL in online EFL reading: technology factors, individual factors, and teacher’s knowledge factors. Portraying the factors would equip teachers to better enhance their LAL knowledge and optimize the assessment practice despite numerous limitations. The finding calls for assessment training, which provides teachers with necessary skills to effectively conduct assessment practice in online reading.
assessment literacy; experienced teachers; language assessment literacy (LAL); novice teachers; online EFL reading
Technology in Second Language Writing: Advances in Composing, Translation, Writing Pedagogy and Data-Driven Learning
Recent technological advancements have significantly transformed language education, particularly in the realm of writing, a skill known for its complexity, especially for second language (L2) learners (Hyland, 2021). The digital age has reshaped the writing landscape through various technologies, highlighting a heightened emphasis on integrating technology into L2 writing instruction and research. An up-to-date publication titled Technology in Second Language Writing: Advances in Composing, Translation, Writing Pedagogy, and Data-Driven Learning, edited by Jingjing Qin and Paul Stapleton, aptly illustrates how the L2 writing domain is embracing technology to educate and study students from diverse cultural backgrounds. Part of the Routledge Research in Language Education series, this insightful volume delves into the evolving integration of technology in L2 writing, serving as a vital resource for scholars, postgraduate students, and practitioners in language teaching, Applied Linguistics, and TESOL. With 11 chapters, the book offers a comprehensive exploration of technological advancements in L2 writing instruction and research. Topics covered include machine translation, electronic feedback, wiki writing, multimodal resemiotization, social networking, corpus analysis, text recognition, and keystroke logging. These chapters collectively assess the effectiveness of various technological tools and their impact on teaching and research in the field of L2 writing.
Teachers' use of online scaffolding strategies in a poly-synchronous grammar course: Effect and perception of Indonesian EFL students
Technology-based scaffolding has emerged as an area of interest in EFL research, particularly in the context of grammar learning and comprehension. The current study sought to examine the impact of online teacher scaffolding on the grammatical proficiency of Indonesian EFL learners and the students' perceptions of the learning experience. For this purpose, 42 Indonesian EFL students, majoring in International Relations, were involved in this study. Utilizing a mixed method, this study employed t-tests to compare the efficacy of teachers' scaffolding in enhancing students' proficiency in online English grammar classes, with a particular focus on grammar for the TOEFL exam. Meanwhile, a semi-structured interview was employed to explore the students' perceptions regarding their experience in grammar online classes. The results showed that despite the limited duration of a few weeks, the post-test findings demonstrated a significant enhancement in the grammatical proficiency of Indonesian EFL learners through the implementation of technology-based teacher scaffolding. In addition, the students also elicited favourable responses regarding their participation in online grammar classes. The findings indicated that educators and instructors can effectively use certain scaffolding strategies in online learning for pedagogical purposes, especially online learning scaffolding for interaction.
Digital video games and Language Learners’ Vocabulary learning, motivation and engagement: Teachers’ perceptions of types and effectiveness
Digital video games are effective sources for learning language skills and components, particularly vocabulary. While digital video games have gained popularity as educational tools, there needs to be more research focusing on teachers' perspectives. The study adopts a qualitative research design, employing interviews to gather data. This qualitative research study explored the perceptions of 12 selected teachers through theoretical sampling. The teachers were asked to elaborate on the types and effectiveness of digital video games in young language learners' vocabulary learning. The findings revealed that teachers utilize various types of digital video games, including educational games, language-specific games, and interactive simulations, in vocabulary instruction. Teachers perceived these games as effective in enhancing vocabulary learning by providing engaging and immersive experiences that promote active participation and motivation among young language learners. However, concerns about potential distractions and limited control over content are also identified. The study highlights the need for further research to support teachers in effectively integrating digital video games into language learning contexts. By understanding teachers' perceptions, this study contributes to the pedagogical implications of digital video games in language education and informs future practices in vocabulary instruction.
Digital video games, young language learners, teachers’ perceptions, engagement, motivation, qualitative research
The field of Computer-Assisted Language Learning (CALL) has undergone a profound transformation over the past three decades, shaped by rapid technological advances, evolving pedagogical paradigms, and shifting socio-cultural realities. Within this dynamic landscape, regional associations have played a crucial role in fostering dialogue, collaboration, and innovation. The creation of LatinCALL, the Latin American Computer-Assisted Language Learning association, at the 2018 WorldCALL Conference in Concepción, Chile, represents a milestone in the global CALL community, not only in terms of regional representation but also in the breadth of scholarly contributions emerging from contexts often underrepresented in the literature. In addition to providing greater visibility, CALL also helped strengthen research networks throughout Latin America and collaboration between institutions that had previously worked in silos. Such an approach not only increased the scope of the investigation produced within the region but also highlighted the CALL research conducted in Latin America and the region’s ability to impact international teaching, technology, language policy, and research through pragmatic scholarly work. The present special issue of CALL-EJ brings together eight peer-reviewed papers originally presented at the first LatinCALL online conference. Collectively, these contributions illustrate the richness and diversity of contemporary CALL research, spanning contexts from Latin America to Europe, the Middle East, and Asia, while maintaining a strong connection to the LatinCALL initiative. They address topics of pressing importance for CALL research and practice, including the integration of generative artificial intelligence (GenAI) into language education, the affordances of digital platforms for interaction and learning, the theoretical frameworks guiding technology use in teacher education, and the role of CALL in fostering intercultural dialogue and democratic competences. This editorial situates the eight contributions within the broader field of CALL and synthesises their insights into three interrelated thematic clusters: (1) AI and generative AI in language learning and assessment, (2) digital platforms and tools for interaction and skill development, and (3) intercultural competence and global citizenship through CALL. The discussion highlights how the papers collectively advance our understanding of CALL at a historical juncture characterised by the emergence of generative AI, the consolidation of online and blended learning environments, and renewed attention to intercultural dialogue.
Refining EFL Essay Writing with Multimodal GenAI Tools
This study presents a structured didactic intervention that uses multimodal Generative Artificial Intelligence (GenAI) tools to enhance English essay writing. It was implemented among 50 second- and fourth-year teacher-training students at a Chilean university. After an initial diagnostic activity, the students took part in six structured sessions that combined traditional teaching with various AI tools: ChatGPT for self‑assessment, Claude for outlining, Perplexity for brainstorming, Gemini for thesis development, NotebookLM for expanding ideas, and a custom GPT for building paragraphs. Only the first session included some quantitative analysis, comparing student self‑ratings with AI feedback, while the rest focused on reflections collected through online forms. A manual and AI-supported thematic analysis found that students valued quick, personalized feedback that helped them with grammar, organization, and overall clarity. Learners at lower levels used AI for basic support, whereas more advanced students used it to strengthen arguments. Some worries emerged, including becoming too dependent on AI, losing originality, and facing technical issues. Overall, the study suggests that AI can enhance writing and self‑awareness when used alongside explicit instruction and training. Future research should look into improving student retention and integrating AI tasks into regular coursework.
Artificial Intelligence, Applied Linguistics, Emotional Intelligence, Critical Discourse Analysis, Interactive Alignment, EdTech
Exploring Zoom as a Platform for Language Learning: An Interactionist Approach
Video Conferencing tools like Zoom have provided new avenues for authentic learner interaction in second language ( L2) learning, supporting research that highlights the role of the interaction in facilitating L2 acquisition. For instance, according to the Interactionist Approach, it is hypothesized that learners acquire language most effectively when they engage in meaningful communication and negotiate meaning with others. Zoom aligns with this approach by providing authentic virtual interaction opportunities. Following the Interactionist Approach, this study conducted an exploratory analysis of how Zoom's features can be leveraged to promote interactions by providing learners with access to the L2 input (e.g., listening) and promoting opportunities for output ( e.g., speaking) and negotiation of meaning (e.g., to solve a communication breakdown). Our feature-based analysis found that most Zoom features fulfill its criteria, demonstrating the tool's potential to provide comprehensible input, foster meaningful output, encourage negotiation of meaning, and facilitate interactive feedback. Our discussion highlights Zoom's potential as a versatile platform, offering benefits for synchronous and asynchronous L2 learning.
Technology Use in English Language Teaching: Insights from TPACK, SAMR, and TAM Frameworks
The integration of digital technologies in the EFL context has modernised teaching and learning. Teachers can leverage a variety of digital tools, platforms, and applications to enhance their methods and address diverse learning styles. Despite the widespread acceptance of digital tools among learners, not all teachers fully exploit their potential. Pre-service teachers, in particular, must be prepared for the dynamic nature of technology in education. This paper maps the current state of digital tool use among in-service teachers and explores the attitudes of pre-service teachers towards these tools. The study was conducted at Trnava University in Trnava, Slovakia, and holistically examined the perspectives of both teachers and pre-service teachers through three frameworks: the Technology Acceptance Model (TAM), the SAMR framework, and the Technological Pedagogical Content Knowledge (TPACK) framework. Data were collected through interviews with in-service teachers and a questionnaire targeting the views of pre-service teachers. The qualitative data were evaluated through thematic coding, and the quantitative data were analysed statistically. The findings indicate notable similarities between the two groups, particularly in their preference for efficient and user-friendly tools. Learners emphasise engagement and interactivity, while teachers prioritise tools that support effective classroom management and maintain pedagogical accuracy.
SAMR framework, TPACK, Technology Acceptance Model (TAM), ELT, higher education
Integration of technology and English teaching
Fostering Intercultural Competence through UNESCO Story Circles: A Virtual Exchange Case Study with EFL Learners
The integration of technology in education has opened new avenues for promoting global citizenship and democratic culture among EFL learners through virtual exchanges and intercultural dialogue. This study explores, from the learners’ perspective, the integration and effectiveness of UNESCO Story Circles as reflective activities in the context of a virtual exchange involving 22 EFL university students from Costa Rica and Japan. A mixed-method approach was used. By analyzing participants’ feedback, the research demonstrates how the use of UNESCO Story Circle within a virtual exchange fosters the development of some competences for democratic culture and critical reflection. Ultimately, the findings highlight the role virtual exchanges and UNESCO Story Circles in enhancing global citizenship and supporting inclusive intercultural dialogue in EFL education.
Computer-Assisted Language learning (CALL)
Applied Linguistics English Language Teaching (ELT) Computer-Assisted Language Learning (CALL) Educational Technology E-learning