This pilot study explores learners' perceptions of corrective feedback in digital foreign language learning tasks within a Learning Management System (LMS) as complementary tools in Spanish as a Foreign Language courses. While previous research (Li & Vuono, 2019) has extensively examined teacher corrective feedback in oral and written contexts, there is a lack of research on automated...
This presentation outlines a three-step quick-writes activity conducted over a one-year period in 2023 at the intermediate level first-year EFL class at a private university in the Kanto region. The aim was for students to develop fluency in writing, as well as develop a sense of ownership of English through learner autonomy facilitated by DeepL. The first step involved a five-minute...
When communicating in a second language, communicative competence, as defined by Canale and Swain (1980), is crucial. Having the appropriate vocabulary is merely a component of our whole conversation. Current research has suggested that when effectively communicating, the ratio of verbal communication to nonverbal is about 50-50 (Tiferes et al., 2019). Additionally, we must be cognizant of our...
Over the past decade, research has given the substantial evidence of the efficacy of technology-mediated language learning. Computer-mediated communication (CMC) featured with the concept of authenticity – uses of communicative tools and platforms, has become a key issue to be explored in various second language (L2) learning contexts. The main objective of this paper is to present an English...
The introduction of generative AI tools such as ChatGPT & Bing Chat has had a massive impact on education; especially in the field of language teaching & learning. GenAI tools can produce complete written texts which could potentially then be used to replace students’ own writing. This has led to a level of uncertainty of the best way forward; what exactly is the best way forward in light of...
College English classes in Japan often devolve into grammar translation and passive content. This does not improve students’ ability to communicate better in English. Developing active skills is more important and meaningful. As communication is essentially spoken, textbooks and excessive teacher talk can be major obstacles. They worked together to produce video recordings of live...
The benefits of VR for English education such as increasing engagement (Hu-Au & Lee, 2017), reducing affective filter (Schwienhorst, 2020), and public speaking anxiety (Godefridi et al., 2021), and raising students’ motivation (Tai, Chen, & Todd, 2020) have been reported. This presentation details a pilot study on the iTL VR café, focusing on the utilization of Virtual Reality (VR) for English...
