A mixed-methods study on the use of chatgpt in the pre-writing stage: EFL learners’ utilization patterns, affective engagement, and writing performance DOI
Long Quoc Nguyen, Ha Van Le, Phong Thanh Nguyen

et al.

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 18, 2024

Language: Английский

Learner Engagement in the Tertiary EFL Classroom: Trajectories and Contributing Factors DOI
Yan Guo,

XU Jinfen,

Cong Chen

et al.

The Asia-Pacific Education Researcher, Journal Year: 2025, Volume and Issue: unknown

Published: Feb. 24, 2025

Language: Английский

Citations

0
Understanding the dynamics of EFL learner affective engagement with receiving peer feedback: A case study from the sociocultural perspective DOI
Jinfen Xu, Shanshan Zhang

Learning and Individual Differences, Journal Year: 2025, Volume and Issue: 120, P. 102662 - 102662

Published: March 26, 2025

Language: Английский

Citations

0
Exploring the dynamic relations between second language students’ classroom engagement and task value belief: A longitudinal study DOI Creative Commons
Vo Ngoc Hoi,

Thi Thu Hien Hoang,

Guanglun Michael Mu

et al.

Learning and Instruction, Journal Year: 2024, Volume and Issue: 95, P. 102025 - 102025

Published: Sept. 25, 2024

Language: Английский

Citations

1
Exploring EFL learners’ engagement and draft quality in a multi-stage expository writing task using model texts as a feedback facilitator: A mixed-methods study DOI
Long Quoc Nguyen, Duy Van Vu

Journal of Second Language Writing, Journal Year: 2024, Volume and Issue: 66, P. 101161 - 101161

Published: Nov. 30, 2024

Language: Английский

Citations

0
Understanding changes in learner engagement with peer feedback giving in EFL writing: A longitudinal study DOI
Jing Li, Lianjiang Jiang

Studies In Educational Evaluation, Journal Year: 2024, Volume and Issue: 83, P. 101391 - 101391

Published: Aug. 10, 2024

Language: Английский

Citations

0
The differential role of AI-operated WCF in L2 students’ noticing of errors and its impact on writing scores DOI Creative Commons

Khaled ElEbyary,

Ramy Shabara,

Deena Boraie

et al.

Language Testing in Asia, Journal Year: 2024, Volume and Issue: 14(1)

Published: Dec. 3, 2024

Abstract Despite the plethora of studies on role noticing in second language learning, little is known about AI-operated feedback errors and uptake during after writing. To address this gap, study primarily aimed to investigate impact modes timing L2 students’ writing scores. In pursuit objective, a quasi-experimental design was adopted which 75 university undergraduate EFL participants were randomly distributed into four groups representing conditions. These included receiving (a) from Grammarly while composing, (b) E-rater (c) teacher (d) no condition. Three argumentative prompts taken IELTS task 2 used as tasks Noticing Sheets (NSs) employed recording analyzing participants’ noticing. The findings generally demonstrate that exhibited increased with input compared E-rater, yet they still noticed when using AI systems results also show occurred all conditions, including fourth one involved any source. This suggests not an absolute prerequisite for noticing, but source such corrective can influence focus intensity. provides further insights learning offers practical implications teachers seeking optimize conventional automated strategies enhanced learning.

Language: Английский

Citations

0
A mixed-methods study on the use of chatgpt in the pre-writing stage: EFL learners’ utilization patterns, affective engagement, and writing performance DOI
Long Quoc Nguyen, Ha Van Le, Phong Thanh Nguyen

et al.

Education and Information Technologies, Journal Year: 2024, Volume and Issue: unknown

Published: Dec. 18, 2024

Language: Английский

Citations

0