Digital games have become an important educational tool for learning and teaching. The development of such games has advanced from 2D, desktop-based technologies to 3D, augmented reality (AR) /... Show More

Digital games have become an important educational tool for learning and teaching. The development of such games has advanced from 2D, desktop-based technologies to 3D, augmented reality (AR) / virtual reality (VR)-based technologies. Yet digital game-based language learning (DGBLL) with AR/VR has only recently started to be investigated, owing to the emerging availability of these new technologies. This position paper begins with a short review of the educational benefits of DGBLL, followed by a discussion of the use of AR/VR in language learning. To illustrate the potential use of AR/VR in DGBLL, recent empirical studies are reviewed. Based on this analysis, a new model for integrating AR/VR in DGBLL is proposed. The paper ends with suggestions for how DGBLL with AR/VR technologies can be used in future educational endeavors.

Affective, behavioral, and cognitive engagements play crucial roles in how learners interact with and process written feedback on their language production. The present study examines the efficacy... Show More

Affective, behavioral, and cognitive engagements play crucial roles in how learners interact with and process written feedback on their language production. The present study examines the efficacy of peer feedback versus ChatGPT-generated feedback in an English as a Foreign Language (EFL) writing context. Participants (n = 169) were 1st-year undergraduate students at a teacher education university in China, enrolled in a mandatory writing class. The control group (n = 86) did not use ChatGPT, while the treatment group (n = 83) engaged with ChatGPT, leveraging carefully designed prompts to receive feedback on their writing. A survey instrument measuring affective, behavioral, and cognitive engagement was administered at both the start and conclusion of the semester. Results revealed that ChatGPT has potential to enhance specific aspects of student engagement, like affective and behavioral engagement, in EFL writing. Cognitive engagement, although slightly higher in the treatment group, did not differ significantly between the groups. The findings suggest that while AI-generated feedback can be integrated into EFL instruction, its impact on student engagement, particularly affective and behavioral, warrants careful consideration. We finally provided pedagogical implications based on the findings.

D-ID Creative Reality Studio (D-ID) is a platform for creating Artificial Intelligence (AI) presenter (digital human) videos, translating videos, and designing conversational agents. D-ID seamlessly... Show More

D-ID Creative Reality Studio (D-ID) is a platform for creating Artificial Intelligence (AI) presenter (digital human) videos, translating videos, and designing conversational agents. D-ID seamlessly integrates deep-learning face animation technology, large language models (LLMs), natural language processing (NLP), and speech synthesis and recognition (SSR), offering new possibilities for immersive language teaching and learning. As highlighted in the slogan, “Amaze your audience with your art” (D-ID, 2024), both language learners and teachers can utilise D-ID to create personalised multimodal digital learning resources. Aligning with the interaction hypothesis (Long, 1996), a conversational agent can serve as a language partner, offering accurate linguistic input and facilitating conversational practice anytime and anywhere. Additionally, the incorporation of a digital human is consistent with the Cognitive Theory of Multimedia Learning (Mayer & Moreno, 2003), which asserts that dual-channel input—integrating visual and auditory modalities—enhances memory retention and overall learning effectiveness. This software review centres on the web-based version of D-ID and provides a detailed analysis of the main features that can contribute to second language acquisition.

This study aims to develop a robust rubric for evaluating artificial intelligence (AI)–assisted essay writing in English as a Foreign Language (EFL) contexts. Employing a modified Delphi technique... Show More

This study aims to develop a robust rubric for evaluating artificial intelligence (AI)–assisted essay writing in English as a Foreign Language (EFL) contexts. Employing a modified Delphi technique, we conducted a comprehensive literature review and administered Likert scale questionnaires. This process yielded nine key evaluation criteria, forming the initial rubric. The rubric was applied to evaluate 33 AI-assisted essays written by students as part of an intensive course assignment. Statistical analysis revealed significant inter-rater reliability and convergent validity coefficients, supporting the adoption and further development of such rubrics across higher education institutions. The developed rubric was subsequently used to evaluate these essays using two AI tools: ChatGPT and Claude. The results indicated that both AI tools evaluated the essays with similar scores, demonstrating consistency in their assessment capabilities.

The release of ChatGPT marked the beginning of a new era of artificial intelligence (AI)-assisted plagiarism that disrupted traditional assessment practices. In response to this existential threat... Show More

The release of ChatGPT marked the beginning of a new era of artificial intelligence (AI)-assisted plagiarism that disrupted traditional assessment practices. In response to this existential threat, Turnitin added an AI content detector to its platform, which is the most used plagiarism detection software in most academic institutions. However, several early studies suggest that AI detectors have questionable accuracy rates, especially when dealing with English as a second language writings or modified AI texts. To explore this uncharted territory in second language writing research, the present study evaluated the performance of Turnitin AI Detector with different text types. Using a comparative descriptive research paradigm, the researchers measured and compared Turnitin's detection accuracy in four conditions: a) English as a foreign language texts, (b) AI-generated texts, (c) paraphrased AI-generated texts, and (d) humanized AI-generated texts. The results demonstrated that Turnitin had an above-average accuracy in detecting AI texts, but its accuracy dropped slightly for paraphrased text and significantly for humanized texts.

Artificial intelligence (AI) is one of the fastest growing technologies today. Its extraordinary scope and capabilities have led people of all ages and abilities to employ it in many of their... Show More

Artificial intelligence (AI) is one of the fastest growing technologies today. Its extraordinary scope and capabilities have led people of all ages and abilities to employ it in many of their activities. Language learning is a lifetime experience that could benefit from the use of AI and thus it is worth exploring people's awareness of this technology and its implications. Thus, this study aims to explore attitudes to AI chatbots and its usability in language learning in Saudi Arabia. The results showed favorable attitudes among most participants towards using AI chatbots in language learning. ChatGPT, Google Translate, and Duolingo are the AI chatbots best recognized and viewed as the most usable among the participants. AI is heavily incorporated in language learning technologies (LLTs) and chatbots. It seems that the merits of employing AI chatbots in language learning are greater than the drawbacks. Further research is needed to explore the challenges, potential threats and future expectations related to the application of AI chatbots in language learning.

This study examines the impact of artificial intelligence (AI)-assisted blended learning on writing self-efficacy and resilience among lower intermediate English as a foreign language learners.... Show More

This study examines the impact of artificial intelligence (AI)-assisted blended learning on writing self-efficacy and resilience among lower intermediate English as a foreign language learners. Using a quasi-experimental design, it compares outcomes of an experimental group using AI tools with a control group receiving traditional instruction. Results show AI tools enhance linguistic accuracy, performance self-efficacy, and resilience, while traditional methods effectively support self-regulation and metacognitive growth. AI tools provide personalized feedback, reduce cognitive load, boost confidence, and expand vocabulary. However, challenges like over-reliance on AI and creativity concerns emphasize the need for balanced integration with teacher guidance. These findings highlight the complementary strengths of AI and traditional pedagogy, stressing the value of integrating technological advancements with reflective practices to optimize writing development. The research offers insights into AI's potential to enhance language education while addressing its limitations for responsible and effective use.

Although research on generative artificial intelligence (GenAI) has expanded rapidly, limited attention has been given to students' GenAI literacy in English as a foreign language learning... Show More

Although research on generative artificial intelligence (GenAI) has expanded rapidly, limited attention has been given to students' GenAI literacy in English as a foreign language learning, particularly from a process-oriented perspective. To address this gap, a process-oriented analytical framework was proposed and applied to examine Chinese university students' GenAI literacy in English as a foreign language learning. The analysis drew on three datasets from the same cohort of 144 students: focus group transcripts, GenAI usage reports from a video presentation project, and presentation scripts developed with GenAI support. The findings reveal dual challenges in students' GenAI literacy: a tendency to underutilize advanced functionalities while over-relying on GenAI for basic tasks. Additionally, the results underscore the significant influence of contextual factors in shaping student–GenAI interactions. Theoretical and pedagogical implications of these findings are discussed.

The November 2022 release of ChatGPT revolutionized the accessibility, perception, and use of generative artificial intelligence (GenAI). In this position paper, we argue that a major goal of... Show More

The November 2022 release of ChatGPT revolutionized the accessibility, perception, and use of generative artificial intelligence (GenAI). In this position paper, we argue that a major goal of currently-practicing language teachers should be to acquire relevant knowledge and skills in GenAI, with teacher educators, professional organizations, and language programs co-responsible in that effort. As necessary background, we describe the history and current state of AI in language teaching, especially as it relates to GenAI. Then, drawing on recent research and in-service training sources, we offer guidance for practicing teachers at all stages of their careers to achieve a basic understanding of and facility with GenAI in a range of forms relevant for language teaching and learning. We propose that teachers engage in a targeted form of continuous professional development, GenAI sustained integrated professional development (SIPD), to accommodate the rapid, unpredictable, and likely transformative changes in GenAI for language education.

Massive open online courses (MOOCs) are beneficial e-learning resources for a wide range of learners around the globe. None of the investigated literature has attempted to explore the integration of... Show More

Massive open online courses (MOOCs) are beneficial e-learning resources for a wide range of learners around the globe. None of the investigated literature has attempted to explore the integration of MOOCs as primary teaching methodologies within curricula to deliver specific learning objectives in grammar courses in tertiary education. Thus, this paper aims to answer the following question: To what extent can the integration of MOOCs into English grammar curricula contribute to the enhancement of grammar skills in health sciences students at King Saud bin Abdulaziz University for Health Sciences? A quasi-experimental research design was utilized to explore the effects of an independent variable of interest, in this context MOOCs incorporation. The researchers distributed participants in both groups equally according to their English proficiency and pretest achievement. The results of this study showed that both groups have identical median scores with P-values exceeding 0.05, indicating that there were no significant differences between the two groups.

This study explores students' level of self-determination, learning engagement, and use of language technology toward English language learning with an analysis in different engineering disciplines... Show More

This study explores students' level of self-determination, learning engagement, and use of language technology toward English language learning with an analysis in different engineering disciplines and correlation between variables. The descriptive-quantitative-correlation approach with different instruments was adopted and administered to 369 students in an international engineering college. Results revealed that there is a positive relationship between self-determination and learning engagement, where students are determined and recognize the importance of English learning. Moreover, there is a significant relationship between learning engagement and language technology engagement, indicating that there is indeed a certain correlation between the degree of learning engagement and use of language technology in the learning process. However, there is no significant relationship between self-determination and language technology engagement, which suggests individuality and independence in language learning and indicates a need for additional support in technology integration.

This study employs fuzzy-set Qualitative Comparative Analysis to investigate how generative artificial intelligence (GAI) integration affects English as a Foreign Language development in... Show More

This study employs fuzzy-set Qualitative Comparative Analysis to investigate how generative artificial intelligence (GAI) integration affects English as a Foreign Language development in project-based learning (PjBL) contexts. This study examined configurations of learner autonomy, collaborative learning, GAI-supported language learning, and GAI-supported project-based learning among 43 undergraduate students engaged in a 12-week intervention. Results identified four pathways to enhanced language development: autonomy with GAI language support, synergistic integration of autonomy and collaboration with GAI in projects, comprehensive GAI integration with collaborative practices, and an individualistic pathway combining autonomy with GAI tools. Necessity analysis revealed that absence of GAI-supported language learning consistently predicted failure. These findings demonstrate the configurational nature of effective GAI integration in language education and provide guidance for implementing these tools across diverse instructional settings.

This study investigates changes in motivation and test score, and the relationships between them, in English as a foreign language (EFL) blended learning environments. It employs self-determination... Show More

This study investigates changes in motivation and test score, and the relationships between them, in English as a foreign language (EFL) blended learning environments. It employs self-determination theory to examine EFL learners' motivation and uses a pre-post quasi-experimental design and a mixed-methods approach. Twenty-four Japanese EFL learners participated in the study over the course of a semester. News broadcasts served as the primary teaching and learning material in a computer-equipped classroom. Questionnaires and test results provided data. A Wilcoxon signed-rank test revealed no significant increase in learners' self-determination theory and test scores. However, subsequent correlation analysis and qualitative analysis indicated that the increases in intrinsic motivation and competency are significantly correlated with test score increases in blended learning EFL situations (r =.627, r =.681, respectively). Hence, these findings suggest that fostering intrinsic motivation and competency may be beneficial for improving academic achievement in blended learning contexts.

Generative Artificial Intelligence (GenAI) is increasingly recognized as a transformative force in education, offering innovative ways to improve teaching and learning. However, integrating these... Show More

Generative Artificial Intelligence (GenAI) is increasingly recognized as a transformative force in education, offering innovative ways to improve teaching and learning. However, integrating these technologies into educational settings poses significant challenges. Teachers often express skepticism and anxiety about implementing GenAI tools due to various factors (e.g., lack of familiarity and concerns about job displacement). This study aimed to investigate the level of AI anxiety (AIA) among Iranian English as a Foreign Language (EFL) teachers, focusing on their perceptions of GenAI tools such as ChatGPT in language teaching. In addition, the research examined differences in AI anxiety based on demographic variables such as age, gender, teaching experience, field of study, and educational level. A total of 444 Iranian EFL teachers from different language education institutions participated in the study, with data collected through an online questionnaire. The results revealed moderate level of AIA among EFL teachers. The study also showed that there were no statistically significant differences in AIA based on the gender, age, field of study, and highest level of education. However, significant difference in AIA among EFL teachers based on their teaching experience was revealed. Specifically, EFL teachers with fewer years of teaching experience (1-3 years) tended to have significantly lower AIA compared to those with moderate teaching experience (4-20 years). To address AIA among EFL teachers, targeted professional development programs should be implemented to enhance teachers' AI literacy and confidence. Additionally, educational institutions should ensure that AI implementation is accompanied by clear guidelines and pedagogical frameworks to alleviate concerns about job security and teaching autonomy.

As digital tools become increasingly embedded in teacher professional development (TPD), teacher reflection is often mediated by institutional platforms, algorithmic suggestions, and artificial... Show More

As digital tools become increasingly embedded in teacher professional development (TPD), teacher reflection is often mediated by institutional platforms, algorithmic suggestions, and artificial intelligence–assisted tools. This study explores how Writing-With, a self-developed stance toward dialogic teacher reflection, can reorient these tools from instruments of compliance into spaces of co-presence and ethical inquiry. Through a duoethnographic exchange, the authors reflect on three episodes involving learning management systems, teacher use of ChatGPT, and platform-based feedback. The duoethnographic exchange surfaced emotional labor, pedagogical ambivalence, and moments where digital tools both constrained and provoked insight. Rather than positioning technology as inherently limiting or liberating, the study shows how Writing-With enabled dwelling in dissonance, reclaiming teacher judgment, and reframing feedback as a relational practice. Findings suggest that Writing-With supports a form of TPD grounded not in performance metrics, but in mutual noticing, ethical presence, and care.

Blended teaching, which combines online resources with face-to-face instruction, has become the dominant pedagogical model in College English education. As a crucial form of computer-assisted... Show More

Blended teaching, which combines online resources with face-to-face instruction, has become the dominant pedagogical model in College English education. As a crucial form of computer-assisted language learning, blended teaching leverages digital technologies to enhance language learning experiences. However, current implementations often result in fragmented learning experiences due to poorly integrated online and offline components, leading to reduced learning outcomes and student dissatisfaction. This study developed and evaluated an optimized blended teaching model guided by the production-oriented approach, implemented through two iterative action research cycles involving 92 undergraduate students (44 experimental, 48 control) over one semester. Results show that this model significantly improved students' reading and writing performance compared to traditional blended teaching, with marked increases across all dimensions of course satisfaction, particularly in learning assessment.

This study investigates how English as a Foreign Language students interact with artificial intelligence (AI) tools at different stages of the writing process. To achieve this aim, the study... Show More

This study investigates how English as a Foreign Language students interact with artificial intelligence (AI) tools at different stages of the writing process. To achieve this aim, the study employed an experimental research design, with pre-and post-tests, and recruited 47 English as a Foreign Language learners at Arab Open University, Kuwait to participate. The students were divided randomly into an experimental group and a control group. The experimental group used AI tools in their writing tasks, while the control group did not. The treatment comprised 10 sessions covering the mechanics of writing in four rhetorical patterns (narrative, causative, comparative, and argumentative essays), with each session lasting for two hours. Results indicated that there were statistically significant differences. The students in the experimental group who used AI tools demonstrated a significant improvement in their writing performance in comparison to the control group.

The current study examined how artificial intelligence brainstorming tools affected the development of essay writing among English as a foreign language (EFL) learners. An experimental design was... Show More

The current study examined how artificial intelligence brainstorming tools affected the development of essay writing among English as a foreign language (EFL) learners. An experimental design was used for the study. The participants were thirty Saudi EFL learners enrolled at the English Departments and already finished the writing courses of the English program. These participants were divided into two groups: control and experimental groups. The control group students did the brainstorming task manually whereas the experimental group used the artificial intelligence tool (AYOA) in brainstorming the ideas; then the two groups wrote the essay depending on the brainstormed ideas. The findings of the study revealed a better performance with the experimental group due to the artificial intelligence tool. Besides, the cognitive load required by participants in the experimental group was the same as the cognitive load of the control group participants. The study provided guidelines for language instructors at Saudi universities to integrate artificial intelligence in writing courses.