We
explore
a
novel
transcription
task
in
mobile
text
entry
research,
presenting
stimuli
within
LLM-generated
conversational
contexts
to
improve
participant
engagement
and
phrase
memorability.
conducted
two
studies:
an
eye-tracking
study
examining
participants'
attention
when
presented
with
alongside
stimuli,
experiment
comparing
human-generated
prompt-response
pairs
tasks,
involving
both
high
low
memorability
stimuli.
Key
findings
reveal
that
improves
recall
for
phrases
results
fewer
uncorrected
errors
during
transcription.
No
significant
effects
were
observed
on
other
basic
metrics,
or
subjective
appraisals
of
the
task,
suggesting
it
can
be
used
safely
as
alternative
traditional
task.
discuss
potential
LLMs
improving
evaluation
methods,
including
generating
diverse
linguistic
styles,
emotionally
loaded
contexts,
even
simulating
entire
processes.
Our
highlights
need
systematic
approaches
generate
evaluate
LLM
outputs
research
purposes,
proposing
new
metrics
methods.
Innovation in Language Learning and Teaching,
Journal Year:
2025,
Volume and Issue:
unknown, P. 1 - 14
Published: Jan. 1, 2025
The
role
of
artificial
intelligence
(AI)
tools
in
promoting
different
aspects
second
language
(L2)
education
has
recently
obtained
increasing
attention.
However,
there
is
insufficient
evidence
about
the
contribution
AI-mediated
L2
instruction
to
English
as
a
foreign
(EFL)
learners'
positive
and
negative
emotions.
To
address
gap,
this
study
conducted
latent
growth
curve
modeling
(LGCM)
analysis
find
out
changes
350
Chinese
EFL
classroom
engagement
enjoyment.
Two
questionnaires
were
used
collect
data
at
points
semester
that
was
taught
through
AI
tools.
results
showed
both
enjoyment
significantly
increased
learners
over
time.
While
grew
steadily
participants,
rate
not
equal
among
them.
Furthermore,
it
found
student
had
going-togetherness
time,
from
beginning
end
course.
are
discussed
implications
for
adoption
classes
provided
teachers
teacher
educators.
Innovation in Language Learning and Teaching,
Journal Year:
2024,
Volume and Issue:
unknown, P. 1 - 17
Published: April 5, 2024
Purpose:
The
significance
of
self-regulated
learning
(SRL)
strategies
has
been
extensively
discussed
in
second
language
acquisition
(SLA)
research.
However,
their
specific
influence
on
EFL
students'
task
engagement
remained
under-explored.
To
address
this
gap,
study
analyzed
the
correlation
and
predictor
power
different
components
SRL
metastrategy
use
engagement.
Perceptual and Motor Skills,
Journal Year:
2025,
Volume and Issue:
unknown
Published: March 12, 2025
In
this
study,
drawing
on
an
integrated
understanding
of
the
process
model
emotion
regulation
(Gross,
2015)
and
control-value
theory
(Pekrun,
2006),
informed
by
principles
from
complex
dynamic
systems
theory,
we
used
a
network
analysis
to
examine
relationships
between
task
engagement,
achievement
emotions
(i.e.,
enjoyment,
boredom
anxiety),
348
Chinese
college
students
in
English-as-a-foreign
language
(EFL)
classes.
We
found
relatively
strong
connection
these
constructs,
with
cognitive
appraisal,
emotional
engagement
being
most
central
nodes
within
connections
emotions,
regulation,
respectively.
Notably,
peripheral
emerged
enjoyment
all
facets
which
were
positively
associated
reappraisal
but
negatively
boredom.
Expressive
suppression
was
linked
only
anxiety,
whereas
social
engagement.
no
direct
association
anxiety
or
suppression.
Collectively,
findings
provide
novel
insights
into
underpinnings
students'
EFL
contexts.
IRAL - International Review of Applied Linguistics in Language Teaching,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Oct. 10, 2024
Abstract
A
great
wealth
of
investigation
has
inspected
the
psycho-emotional
aspects
second/foreign
language
(L2)
learning
in
past
decades.
It
been
contended
that
L2
students
need
capacities
to
self-regulate
and
direct
their
language-learning
journey.
To
do
so,
they
require
different
strategies
get
involved
own
process.
group
such
crucial
concerns
self-regulated
(SRL),
which
increasingly
reported
influence
classroom
engagement.
However,
way
SRL
correlate
predict
task
engagement
contexts
remained
under-explored.
fill
this
gap,
study
administered
two
online
questionnaires
a
sample
384
English
learners
disclose
relationship
predictive
power
components
The
results
structural
equation
modeling
(SEM)
pointed
positive
associations
between
behavioral
meta-cognitive
meta-affective
strategies;
emotional
cognitive
agentic
social
sociocultural-interactive
meta-sociocultural-interactive
strategies.
Practical
implications
for
teachers
suggestions
further
research
are
also
discussed.
