Journal Archives
Artificial intelligence (AI) and immersive technologies are expanding opportunities for language learners to obtain feedback, revise writing, and rehearse communication. Their educational value depends on how these oppor…
While numerous studies have explored the affordances of generative artificial intelligence (AI) for writing, few have empirically examined its automated language editing capabilities. To address this gap, this paper exam…
Generative artificial intelligence (AI) has unsettled a long-standing premise of second language (L2) writing research: that the language through which a writer’s voice is realised originates with the learner. Voice (wha…
Despite the increasing use of artificial intelligence (AI) tools in informal English-speaking practice, there is still limited understanding of multilingual learners’ subjective perceptions and engagement patterns in thi…
This study investigates how task-based language teaching (TBLT) enacted in a metaverse environment supports Thai EFL undergraduates’ oral communication and how students experience such learning. Addressing concerns about…
Immersive virtual reality (IVR) has the potential to foster L2 speaking development by simulating communication, enabling embodied practice, and delivering multimodal feedback. This study investigates how a commercial IV…
This paper argues that generative artificial intelligence (AI) is becoming an active partner in English language teaching (ELT) for lesson planning, communicative practice, feedback, and assessment support. However, clas…
With the widespread adoption of generative artificial intelligence in English as a Foreign Language (EFL) learning, helping learners use AI effectively to solve language-related problems while maintaining independent jud…
The integration of generative AI tools such as ChatGPT has transformed English as a Foreign Language (EFL) education, offering new opportunities for supporting writing, research, and critical inquiry. However, unguided u…
This study examines the intricate connection between teachers’ agency and their levels of artificial intelligence (AI) literacy. Utilizing qualitative data from two teachers, the analysis showed that Christine’s proactiv…
