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

и другие.

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Дек. 18, 2024

Язык: Английский

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

XU Jinfen,

Cong Chen

и другие.

The Asia-Pacific Education Researcher, Год журнала: 2025, Номер unknown

Опубликована: Фев. 24, 2025

Язык: Английский

Процитировано

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, Год журнала: 2025, Номер 120, С. 102662 - 102662

Опубликована: Март 26, 2025

Язык: Английский

Процитировано

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

и другие.

Learning and Instruction, Год журнала: 2024, Номер 95, С. 102025 - 102025

Опубликована: Сен. 25, 2024

Язык: Английский

Процитировано

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, Год журнала: 2024, Номер 66, С. 101161 - 101161

Опубликована: Ноя. 30, 2024

Язык: Английский

Процитировано

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, Год журнала: 2024, Номер 83, С. 101391 - 101391

Опубликована: Авг. 10, 2024

Язык: Английский

Процитировано

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

и другие.

Language Testing in Asia, Год журнала: 2024, Номер 14(1)

Опубликована: Дек. 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.

Язык: Английский

Процитировано

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

и другие.

Education and Information Technologies, Год журнала: 2024, Номер unknown

Опубликована: Дек. 18, 2024

Язык: Английский

Процитировано

0