Volume 5, Issue 1

The rapid proliferation of ChatGPT has incited debates regarding its impact on human writing. Amid concerns about declining writing standards, this study investigates the role of ChatGPT in facilitating writing, especially among language learners. Using a case study approach, this study examines the experiences of Kailing, a doctoral student, who integrates ChatGPT throughout their writing process. The study employs activity theory as a lens for understanding writing with generative AI tools and data analyzed includes semi-structured interviews, writing samples, and GPT logs. Results indicate that Kailing effectively collaborates with ChatGPT across various writing stages while preserving her distinct authorial voice and agency. This underscores the potential of AI tools such as ChatGPT to enhance writing for language learners without overshadowing individual authenticity. This case study offers a critical exploration of how ChatGPT is utilized in the writing process and the preservation of a student’s authentic voice when engaging with the tool.

The increasing development of emerging technologies contributes to ubiquitous and personalized language learning. Hence this study reported a project of designing and applying mobile learning for a less-commonly taught language, Fijian language, at a university in China. Guided by the natural approach and the immersion method of foreign language learning, and principles of multimedia learning, a Fijian language learning application was designed and applied, involving creating a Fijian language environment via situational simulation and offering sufficient language practice and immediate feedback based on speech evaluation and adaptive learning. The rationale, course design, technology support, along with students’ Fijian learning experiences gauged from a questionnaire and an online group interview are documented and discussed. Learners reported increased interest, improvements in spoken communication and learner autonomy. The study will yield implications to future mobile language learning resources design and the pedagogy of integrating the application into teaching and learning of foreign languages.

Story writing is a complex task for EFL students. With the rise of various writing assistance tools enabled by the development of AI, it has become crucial to explore how AI-assisted tools can alleviate the challenges students face in story writing. This study investigated the impact of using DeepL Translator, a cutting-edge AI-assisted tool, on Chinese EFL students’ story writing, evaluating both form and content, and analyzing students’ attitudes toward these tools. Based on the translanguaging approach, thirty university students first wrote their stories in Chinese, then drafted them in English. They used DeepL Translator to translate their Chinese stories into English and compared these translations with their original English drafts to create revised versions. Computational analysis and human raters were employed to evaluate students’ writing products. Surveys and interviews were used to obtain students’ attitudes. Results showed significant improvements in linguistic form, including syntactic and lexical complexity, fluency, and accuracy, assessed using the CALF framework. Additionally, content quality was significantly improved. This study also found that DeepL Translator provided significant support for lower proficiency students. Participants expressed overall satisfaction with DeepL Translator despite some challenges. This study highlights the role of AI-assisted tools in language learning and offers practical suggestions for language pedagogy and future research.

Artificial intelligence (AI) is changing many aspects of education and is gradually being introduced to language education. This article reviews the literature to examine main trends and common findings in relation to AI technologies and applications for second and foreign language learning and teaching. With special reference to computer-assisted language learning (CALL), the article explores natural language processing (NLP), data-driven learning (DDL), automated writing evaluation (AWE), computerized dynamic assessment (CDA), intelligent tutoring systems (ITSs), automatic speech recognition (ASR), and chatbots. It contributes to discussions on understanding and using AI-supported language learning and teaching. It suggests that AI will be continuously integrated into language education, and AI technologies and applications will have a profound impact on language learning and teaching. Language educators need to ensure that AI is effectively used to support language learning and teaching in AI-powered contexts. More rigorous research on AI-supported language learning and teaching is recommended to maximise second and foreign language learning and teaching with AI.

Virtual reality (VR) technology has enjoyed a hype in the past years that made many realize the huge opportunity VR technology poses for language learning. Nevertheless, there has been a significant lack of research publications investigating the use of VR for language learning. In 2021 and 2022, however, we have seen a drastic change with a multitude of new research projects reported. In this article, we first present which common VR application features offer affordances for second language learning and then survey to what degree these features have been adopted in the reviewed studies. The main investigated affordances of VR that we identified to be beneficial to language learning are its presence, interactivity, embodiment, and emotional connection. Finally, we offer an outlook for researchers and developers to adopt and implement VR features for future language learning applications.

The purpose of this review is to provide a thorough analysis of existing research on the implementation of virtual reality (VR) in teaching Chinese as a foreign language (TCFL). In recent years, there has been a growing interest in the potential benefits of VR for language learning, and multiple studies have explored its application in TCFL. However, to date, no systematic reviews on the specific uses of VR in TCFL have been conducted. This study aims to bridge this gap by conducting a comprehensive review of empirical articles on the topic, identified from the Scopus and Web of Science databases. The search terms include “VR”, “virtual reality”, and “Chinese language”. The findings of this review shed light on the current trends in VR-related publications in the field of TCFL, the research settings where VR is used to support learning, and the potential benefits and effectiveness of VR in enhancing Chinese language learning, such as linguistic growth, communication skills, motivation, and immersive and authentic learning contexts. The review also highlights the challenges and limitations of using this technology in TCFL. The significance of this review lies in its potential to inform educators, researchers, and practitioners interested in using VR in TCFL about the current state of research and its implications for language learning. It can also contribute to the development of best practices for the effective use of VR in TCFL, ultimately leading to improved language learning outcomes for students.