Volume 30 Number 1, 2026

Permanent URI for this collectionhttps://hdl.handle.net/10125/112676

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Now showing 1 - 20 of 34

Using GenAI tools in advanced Korean language classes for cultural competence development
(University of Hawaii National Foreign Language Resource Center, 2026-08-06) Kim, Susie; Kim, Taena; Matt Kessler
Generative artificial intelligence (GenAI) has rapidly expanded in educational contexts, offering new opportunities for multimodal and interactive learning. In this Technology in Practice Forum article, we present GenAI-assisted activities implemented in an advanced Korean language course to enhance students’ cultural competence and critical thinking. The curriculum explored Korea’s historical and current relationships with other countries through both literary and non-literary texts, using a comparative approach to highlight distinctive elements of Korean culture. Classroom activities combined traditional pre- and post-reading tasks with subsequent AI-assisted tasks to expand on the course content. We utilized three types of AI-assisted activities: (1) information retrieval, (2) image generation, and (3) voice creation. These were closely tied to the content of the texts and often integrated two or three modalities to promote deeper engagement. Students found GenAI helpful in engaging with Korean culture and history, while also noting limitations such as inaccurate representation and bias. These limitations were leveraged to encourage students to pay more attention to cultural nuance, contextual accuracy, and critical reflexivity. Overall, GenAI-enhanced activities enriched cultural learning and multimodal engagement. In closing, we underscore the importance of the instructor’s role in modeling critical evaluation of AI-generated outputs and empowering students with agency.
Technology-specific L2 motivational quality and persistence in mobile-assisted language learning: A self-determination theory perspective
(University of Hawaii National Foreign Language Resource Center, 2026-08-06) Hwang, Hyun-Bin
Grounded in self-determination theory (SDT), this study examined how learners’ motivation to use technology for L2 learning (i.e., technology-specific L2 motivation) was associated with multidimensional app usage patterns. Participants were 305 young adolescents in South Korea, who used a commercial language learning app for 13 weeks as part of their self-directed learning beyond the classroom. Their motivation to use the app was assessed with an SDT-informed mobile-assisted language learning orientation scale. System log data were transformed into seven usage indices: total time, intensity, frequency, unique days, reactivation, dormancy, and usage span. Latent profile analysis (LPA) identified three motivational profiles: (a) dual-driven (n = 75), (b) reward-oriented (n = 79), and (c) tentative (n = 151). Regression results showed that dual-driven learners, characterized by high levels of autonomous motivation and introjected regulation toward app use, demonstrated greater total usage time, longer and more frequent sessions, and usage distributed across a greater number of unique days. Notably, this group also showed stronger persistence. They returned to the app more frequently and after shorter periods of non-use, ultimately maintaining a longer overall usage span. Pedagogically, the findings highlight the importance of early onboarding to help learners establish feasible routines and of fostering motivational synergy to support persistence in self-directed learning contexts.
Beyond grammar: How ChatGPT-4.0 shapes writing self-efficacy and performance in CSL writing
(University of Hawaii National Foreign Language Resource Center, 2026-08-03) Huang, Guan; Chen, Huijing
This study examined ChatGPT-4.0 as a feedback tool in Chinese as a Second Language writing instruction, focusing on writing performance and writing self-efficacy. An eight-week quasi-experimental intervention was conducted with 53 intermediate-to-advanced CSL undergraduates in East China. The experimental group received ChatGPT-assisted feedback during writing, while the control group relied on traditional teacher support. A mixed-methods design was adopted, combining pre- and post-test writing assessments, questionnaire measures of self-efficacy, and follow-up interviews. Findings indicated that students using ChatGPT showed significantly higher post-test writing scores and greater gains in writing self-efficacy, particularly in ideation, conventions, and self-regulation. Regression analyses further suggested that ChatGPT use and post-test self-efficacy were both associated with improved writing outcomes. Interview data revealed that learners valued the immediacy, availability, and low-pressure nature of AI feedback, which appeared to support correction, idea development, self-monitoring, and confidence building, while also raising concerns about overreliance and formulaic expression. Overall, the results suggest that ChatGPT may serve as a useful feedback resource in CSL writing when implemented with structured guidance, teacher mediation, and attention to learner uptake of AI-generated feedback.
Promoting revision in L2 writing: A mixed-methods study on the role of specialized AI feedback agents
(University of Hawaii National Foreign Language Resource Center, 2026-07-30) Park, Yujong; Ryoo, Jeeho
Standard generative AI interfaces allow L2 learners to bypass cognitively demanding writing processes by generating complete texts with minimal effort. This study examines whether embedding pedagogical constraints within AI interface design can reshape learner engagement with the revision process in L2 writing. We developed Writing Helper, a multi-agent system that structures iterative revision through four specialized feedback agents (Grammar, Style, Structure, Content) and gamified mastery thresholds. In a quasi-experimental study, 45 Korean university EFL learners completed a creative writing task using either standard AI chatbots (Control, n = 18) or the agentic AI system (Experimental, n = 27). Behavioral analysis revealed that control participants followed largely linear workflows (M = 2.1 iterations), while experimental participants engaged in significantly more revision cycles (M = 6 iterations), producing longer texts (M = 150 vs. 48 words) with higher ratings for narrative elaboration. Qualitative findings indicated that learners valued the structured revision process and expressed willingness to reuse the system, yet reported that higher-order feedback lacked specificity, and inconsistent scoring raised concerns about trust. These findings reveal both the promise and challenges of using constraint-based, agentic AI design in L2 writing classrooms, highlighting the importance of pedagogical interface design.
AI literacy in L2 writing and its association with L2 writing engagement
(University of Hawaii National Foreign Language Resource Center, 2026-07-27) Du, Chenxi; Yang, Yingli
AI literacy in L2 writing (AILL2W) has the potential to maximize AI’s affordances and mitigate risks, but its factor structure remains contested, and the relationship between AILL2W and L2 writing engagement is still unclear. To address the gaps, the study draws on the holistic AI literacy framework and the cognitive process theory of writing to develop and validate an AILL2W scale and explore its association with L2 writing engagement. Thirty-three items were generated based on previous AI literacy scales, empirical studies, and semi-structured interviews. Subsequently, the questionnaire was distributed to Chinese university students for exploratory (n = 740) and confirmatory factor analysis (n = 721). EFA and CFA results revealed that the questionnaire comprised 11 items across three dimensions: behavioral learning, cognitive learning, and ethical learning. The questionnaire demonstrated acceptable reliability, structural validity, convergent validity, and discriminant validity. Structural Equation Modeling results demonstrated significant paths from AILL2W to writing engagement. Theoretically, the study clarifies the factor structure of AILL2W, which displays features of AI literacy and L2 writing. Pedagogically, the study enables L2 writers to develop their AI literacy and assists English teachers in redesigning AI-based writing courses.
Collaboratively interpreting GenAI output in Chinese as an Additional Language classrooms: Creating an AI-mediated translanguaging space
(University of Hawaii National Foreign Language Resource Center, 2026-07-23) Wang, Xinyi; Tai, Kevin Wai Hin; Lin, Chin-Hsi
Amid the ongoing integration of generative artificial intelligence (GenAI) into language education, classroom-based research on how GenAI output is taken up and made meaningful in everyday teaching and learning remains limited. This gap is particularly evident in Chinese-as-an-additional-language (CAL) classrooms in Hong Kong, where ethnic-minority students frequently rely on multilingual and multimodal resources to participate in interaction. Therefore, this study examines how an AI-mediated translanguaging space was constructed interactionally when teachers and students worked with GenAI output during CAL classroom activities. More specifically, it applies a combination of multimodal conversation analysis and interpretative phenomenological analysis to classroom interactions that naturally occurred in 14 CAL lessons, involving one teacher and 15 students, which were video-recorded over two months, alongside GenAI chat logs, fieldnotes, and two semi-structured teacher interviews. The findings indicate that GenAI output became pedagogically consequential through teacher-GenAI-student interaction, specifically through two key interactional phenomena: (1) reorchestrating epistemic authority through group evaluation and (2) enabling creative re-authoring through narrative development. In these ways, GenAI output became a shared object for critical evaluation and creative reworking, contributing to the construction of an AI-mediated translanguaging space in CAL classrooms. Practical implications of the findings are also discussed.
The development of EFL learners’ self-efficacy in technology use environments
(University of Hawaii National Foreign Language Resource Center, 2026-07-20) Li, Xuelian; Yang, Manzhen
Self-efficacy plays a critical role in language learning motivation, performance, and achievement. However, limited research has examined how different dimensions of English self-efficacy evolve over time and the mechanisms underlying such development in technology use environments. To address these gaps, the present study adopted a mixed-methods design. A total of 102 university students completed questionnaires at three time points over a 15-week period, and 10 participants subsequently took part in semi-structured follow-up interviews. Quantitative findings revealed a significant increase in overall English self-efficacy, as well as in three specific dimensions: speaking, listening, and writing self-efficacy. Qualitative findings further demonstrated how the four sources of self-efficacy, shaped by technological affordances, were associated with students’ efficacy beliefs and helped explain why reading self-efficacy did not show a statistically significant increase within the same learning ecology. The study concluded by discussing pedagogical implications for strengthening reading self-efficacy and optimizing the use of technology in language learning, as well as limitations of the study and directions for future research.
Scaffolding early-stage simultaneous interpreting learning using computerized dynamic assessment
(University of Hawaii National Foreign Language Resource Center, 2026-07-16) Jiang, Zhaokun
Computerized Dynamic Assessment (CDA) integrates assessment and instruction by algorithmically delivering immediate, adaptive scaffolding to uncover and cultivate learners’ developmental potential. Although CDA has shown promise for receptive language skills (e.g., reading and listening), its effectiveness in simultaneous interpreting (SI) remains underexplored. As a high-stakes bilingual task, SI requires the concurrent processing of source-language input and target-language output, rendering it both cognitively taxing and anxiety-inducing. To address this gap, the present study employed a pretest–intervention–posttest design with 35 novice SI learners from two intact classes, with one class serving as the CDA group (n = 18) and the other as the non-CDA group (n = 17). The CDA group received adaptive, graduated scaffolding targeting five types of complex syntactic structures, whereas the non-CDA group received static, non-graduated support. Interpreting performance was assessed using seven complexity, accuracy, and fluency (CAF) indices, and interpreting-specific anxiety was measured with a Likert-scale questionnaire. Results indicated that the CDA group achieved significantly greater gains in syntactic complexity and fluency and reported lower interpreting anxiety; by contrast, improvements in accuracy were comparable between groups. Overall, these findings provide empirical evidence that the benefits of CDA extend beyond receptive skills to facilitate integrative, real-time oral production under combined cognitive and affective pressure.
GenAI chatbots in language learning: A systematic review of emerging affordances
(University of Hawaii National Foreign Language Resource Center, 2026-07-13) Lopez, Luis; Arabadzhy, Galyna; Yu-ju Lan
Educators are increasingly using GenAI chatbots in language learning classrooms. However, without a guiding theoretical framework, GenAI use may emphasize technological capabilities while overlooking the instructional and social goals of the learning environment. In this systematic review, we draw on the usefulness framework from the field of computer-supported collaborative learning to examine 24 empirical studies on the use of GenAI chatbots in language learning classrooms published between 2022 and 2025. By tracing how educators are using GenAI chatbots’ in language learning classrooms, we identify (1) the technological, pedagogical, and social affordances that were reported in previous research and continue being used, (2) the development of new sub-affordances within these three categories, and (3) the emergence of a new category of affordances related to the emotional state of learners, which we call Emotional Affordances. This new category, furthermore, nests a new subset of chatbots’ capabilities: Engagement, Safety, and Self-Efficacy, thus expanding the existing theoretical framework. The results provide theoretical and pedagogical implications that contribute to the field of computer-assisted language learning (CALL).
Teaching social-emotional learning through AIDT in EFL classrooms
(University of Hawaii National Foreign Language Resource Center, 2026-07-09) Pak, Sooyeon; Choi, Lee Jin; Matt Kessler
As the Korean Ministry of Education prepares to mandate Korean Social-Emotional Learning (K-SEL) across all grade levels starting in 2026, English teachers in South Korea face the challenge of meaningfully integrating SEL into subject-area instruction. This Technology in Practice Forum paper reports on a one-year pilot experience in which an AI-based Digital Textbook (AIDT) was used in a secondary English classroom to facilitate SEL. By using avatar customization and a daily emotion check-in in warm-up routines, the teacher created opportunities for language learners to express emotions in English, engage in small talk with the teacher, and build classroom rapport while developing both English communicative competence and social-emotional skills. Based on a one-year classroom experience, the paper discusses the benefits, challenges, and practical recommendations for the sustained integration of AI-driven educational technology and SEL in English classrooms.
AI-generated vs teacher feedback: A comparative study on EFL learners’ public speaking anxiety and oral presentation performance
(University of Hawaii National Foreign Language Resource Center, 2026-07-09) Ayaz Yilmaz, Hafize; Er, Gülay
This comparative study investigates the impact of artificial intelligence (AI)-generated feedback versus teacher-provided feedback on public speaking anxiety (PSA) and oral presentation performance among Turkish EFL learners. Adopting a quasi-experimental pre-test–post-test control group research design, thirty university students took part in the study. They were assigned to either an experimental group receiving AI feedback or a control group receiving teacher feedback. Over five weeks, participants delivered presentations and received feedback based on their group assignment. Quantitative data were collected through the Public Speaking Anxiety Scale (PSAS) to measure anxiety levels and a standardized rubric to evaluate oral presentation performance. The findings showed that both feedback types significantly decreased students’ public speaking anxiety and improved their presentation skills. Specifically, AI-generated feedback resulted in a notably greater reduction in PSA, whereas both groups achieved similar improvements in oral performance. Qualitative data from interviews with AI group participants supported the quantitative findings, underlining increased self-awareness, practical guidance, and enhanced confidence. The study concludes that while both feedback sources are effective for skill development, AI-generated feedback holds a distinct advantage in decreasing public speaking anxiety. This underlines the value of AI as a complementary tool in EFL speaking instruction, supporting a hybrid pedagogical model that harnesses the strengths of both automated and human feedback.
Investigating the impact of chatbot design features on affective variables: A mixed-methods study
(University of Hawaii National Foreign Language Resource Center, 2026-07-06) Lee, Jang Ho; Lee, Hansol; Kim, Kyungmin
This study investigated how chatbots, designed with distinct personality traits (more engaging vs. less engaging) and feedback features (basic vs. enhanced) influenced L2 learners’ affective variables, such as anxiety, enjoyment, curiosity, and boredom, during their conversational interactions. Although second language acquisition research, including AI-based chatbot studies, has examined how learners’ emotions are shaped during L2 tasks, there has been insufficient focus on how variations in chatbot characteristics affect learners’ emotional experiences. To address this gap, we conducted a mixed-methods study of undergraduate EFL students, examining their interactions with three conversational agents, each featuring distinct combinations of personality traits and feedback features. Participants engaged in conventional tasks and completed a questionnaire to assess affective variables, which was supplemented with open-ended questions to gain further insights. Our findings revealed how L2 learners’ emotional experiences differ depending on the conversational agents’ characteristics. Based on these insights, we propose the pedagogical implications for the design and implementation of chatbots for L2 learning.
Enhancing student researchers’ move construction in literature review writing through genre learning supported by corpus-based language pedagogy
(University of Hawaii National Foreign Language Resource Center, 2026-07-02) Yan, Jiahao; Ma, Qing; Pérez-Paredes, Pascual
This study addresses a challenging pedagogical task for English academic writing educators: move instruction. It explores how corpus-based language pedagogy (CBLP), integrated with genre learning, can support student researchers in constructing moves in literature review writing (LRW). A 12-week CBLP-LRW course was designed to help 30 Chinese MA students construct schematic move structures and improve LRW performance. Informed by CBLP and genre-based writing instruction, a four-stage instructional model encompassing preparation, apprenticeship, acquisition, and application was developed. Data were collected from pre- and post-course literature reviews and semi-structured interviews. Student literature reviews were annotated for rhetorical moves and the strategies used to realise them, and they were evaluated with a focus on genre performance. A one-way repeated measures MANOVA and post-hoc paired-samples t-tests revealed students’ improved move structures and the corresponding strategies, supported by follow-up qualitative textual analyses. The results of Wilcoxon Signed-Rank tests and textual analyses demonstrated student researchers’ significant improvements in genre performance. Thematic analysis of post-course interviews highlighted participants’ gains in LRW skills, including stronger critical reading and more effective self-revision of literature reviews. Our study contributes to the understanding of how CBLP fosters the development of both move and genre performance in LRW for student researchers.
Generative AI, visual scaffolds, and metacognition in EFL writing
(University of Hawaii National Foreign Language Resource Center, 2026-06-29) Chen, Mei-Rong Alice
Fostering metacognitive awareness and reflective thinking remains a challenge in English as a Foreign Language (EFL) writing instruction. These cognitive processes are essential for enabling learners to monitor, evaluate, and engage in meaningful self-reflection throughout the writing cycle. Using Flower and Hayes’s cognitive process model and Jasper’s Experience-Reflection-Action framework, this study proposes a Generative AI-assisted Visually Guided Progressive (GAI-VGP) writing approach. This pedagogical design integrates step-by-step visual scaffolds with interactive AI feedback to foreground learner agency and promote reflective engagement. To evaluate this approach, a semester-long quasi-experimental study was conducted with 58 EFL university students. Data sources included pre- and post-writing tests, metacognitive awareness questionnaires, reflective thinking scales, AI chat logs, and reflection notes. The results showed that the GAI-VGP group significantly outperformed the conventional VGP group in writing performance, planning and evaluation strategies, and reflective awareness. Qualitative analyses indicated increased engagement in understanding and reflectively evaluating writing strategies, although critical reflection remained limited across both groups. Although AI significantly enhanced planning and evaluation, monitoring showed no significant gains, with prompt-log evidence revealing a displacement pattern in which learners outsourced real-time regulation to AI validation.
The role of arousal in L2 readers’ engagement and comprehension during pedagogical agent–guided online reading
(University of Hawaii National Foreign Language Resource Center, 2026-06-25) Drobisz, Jack; Park, Sanghoon; Smith, Glenn
Reading comprehension is essential for second language (L2) learners’ academic success, yet many struggle in English–speaking schools due to their various backgrounds and limited lexical knowledge. Prior research highlights the importance of attitude and motivation in promoting the use of reading strategies, but little work has examined how multimedia design can support these factors. In this study, we designed four arousal conditions of pedagogical agent–guided online reading materials in which four pedagogical agents induced two types of arousal (perceptual vs. inquiry) in two levels (high vs. low) through the manipulation of their background images, gestures, voices, and delivered messages. Using a randomized 2 x 2 factorial design, we examined how the study conditions influenced L2 readers’ situational interest, cognitive load and reading comprehension. A total of 157 L2 readers participated in the study and were randomly assigned to one of the four conditions. Two–way ANOVA results revealed significant main effects of inquiry arousal on germane cognitive load and reading comprehension, as well as an interaction between inquiry and perceptual arousal on germane cognitive load. These findings suggest that inquiry arousal is a key design consideration for pedagogical agent–guided reading tasks for L2 learners.
Multimodal visualization reflections for collaborative pre-task planning in L2 Spanish
(University of Hawaii National Foreign Language Resource Center, 2026-06-22) Rostrán Valle, Juan M.; Kessler, Matt
Within L2 writing research, pre-task planning has gained increasing attention over the past couple of decades, yet multimodal approaches in beginning-level classrooms remain underexplored. This technology-in-practice paper reports the integration of collaborative multimodal visualization reflections (MVRs) as a pre-task planning strategy in a college-level beginning L2 Spanish course. Using a free online drawing and painting tool, students created visual representations of their current understanding of Spanish reflexive verbs prior to completing an individual writing task. Potential benefits observed include learners’ engagement with multiple semiotic modes, the facilitation of discussion about the target structure, increased peer interaction, the promotion of metacognitive awareness, and the support of deeper conceptual development. This paper details the MVR procedures and discusses its pedagogical benefits as well as challenges related to technology use and task design. It concludes with practical insights to guide instructors interested in implementing multimodal pre-task planning activities in beginning L2 contexts.
Virtual reality in the Spanish classroom: A longitudinal control-experimental research study
(University of Hawaii National Foreign Language Resource Center, 2026-06-22) Thrasher, Tricia; Yarrington, Kara; Alarcon, Lorena; Varlik, Elif
Research has found that high-immersion virtual reality (HiVR) can improve language learners’ speaking skills (Dooly et al., 2023; Thrasher, 2022a, 2022b). However, most prior studies have relied on short-term interventions (Dhimolea et al., 2022), resulting in limited evidence from control-experimental designs examining the effects of sustained HiVR integration. To address this gap, this semester-long control-experimental study measured how participation in a HiVR-integrated instructional model impacted foreign language anxiety (FLA), motivation, willingness to communicate (WTC), and oral proficiency over a 10-week period. Seventy-one students in a university-level beginner Spanish course participated in the study. The control group (n = 38) followed a fully online course with traditional homework, while the experimental group (n = 33) had two hours of their online homework replaced each week with HiVR activities. All participants completed a language background questionnaire and pre- and post- FLA, motivation, and WTC questionnaires. Recordings of participants’ final oral exams were analyzed for complexity, accuracy, and fluency (CAF) features to evaluate improvements in speaking abilities. Results suggest that the HiVR-integrated instructional model mitigated FLA, increased WTC, and positively impacted speaking skills.
Enhancing college students’ listening performance and self-efficacy using mobile annotated vlogs
(University of Hawaii National Foreign Language Resource Center, 2026-06-15) Hsu, Hui-Tzu
Previous research has demonstrated that annotated or captioned videos can enhance second language learners’ listening comprehension and vocabulary acquisition. However, the influence of annotated vlogs delivered through mobile platforms on these outcomes remains underexplored. Accordingly, this study investigated the effects of annotated vlogs delivered through mobile devices on English as a foreign language learners’ listening comprehension, vocabulary retention, and self-efficacy. This quasi-experimental study recruited 131 college students at a pre-intermediate level of English proficiency, enrolling 43 in the control group that learned through audio files, 44 in the first experimental group that learned through captioned vlogs, and 44 in the second experimental group that learned through annotated vlogs. The research instruments comprised listening pre- and post-tests, vocabulary pre- and post-tests, initial and post-intervention surveys evaluating self-efficacy, a learning perception survey for the annotated vlog group, and semi-structured interviews with members of the two experimental groups. The results revealed that students learning with annotated vlogs significantly outperformed those in the other two groups in listening comprehension and vocabulary retention. The learners in the annotated vlog group also reported the greatest post-intervention increase in self-efficacy.
Generative AI and metaverse in developing pre-service teachers’ content knowledge
(University of Hawaii National Foreign Language Resource Center, 2026-06-08) Lee, Seongyong; Jeon, Jaeho
Although essential for teachers’ professional development, developing content knowledge (CK) remains a challenge in pre-service language teacher education, where applied linguistics concepts are often perceived as disconnected from practice. While research on technology integration emphasizes pedagogical or technological knowledge (TK), little is known about how emerging tools can mediate CK development. Thus, this study implemented a design-based learning project: 23 pre-service English teachers used generative AI (GenAI) and the metaverse to design their brands and 3D showrooms, using applied linguistics concepts. Reflective journals and semi-structured interviews were analyzed through thematic analysis to explore how CK developed through TK and learner agency. The findings show that their CK was enhanced when applied linguistics knowledge was used to craft brands and showrooms through iterative design cycles. Agency mediated this process, as they calibrated the outputs and collaborated through distributed agency, using GenAI and metaverse affordances. Finally, reflective inquiry enhanced critical AI literacy, which supported CK development by prompting participants to work on GenAI-mediated decisions (e.g., reliability, bias, authorship, and inclusion) while designing their artefacts. The study discusses theoretical implications for affordance–agency mechanisms in technology-mediated learning and pedagogical implications for integrating GenAI-metaverse design and critical AI literacy in teacher education.
Teaching pronunciation online: A sociomaterial study of Swedish as a second language instruction in adult education
(University of Hawaii National Foreign Language Resource Center, 2026-06-01) Lagerlöf, Andreas
This paper examines how pronunciation instruction is enacted in online Swedish as a Second Language (SSL) within Municipal Adult Education (MAE). Using Actor–Network Theory (ANT), classroom observations and teacher interviews trace how human and non-human actors (e.g., teachers, students, platforms, cameras, microphones, recordings) shape instruction. Five analytic scenes show that: (1) close-up camera/microphone affordances amplify articulatory modeling; (2) prosody practice becomes an auditory, distributed activity coordinated via audio files and chat functions; (3) corrective feedback is configured by one-speaker-at-a-time interfaces and headphone listening; (4) assessment is redistributed over time; and (5) domestic soundscapes and connectivity contingencies unevenly condition what is hearable and assessable. In the paper, pedagogical implications grounded in these scene-based analyses are articulated. Pronunciation instruction is thus shown to emerge as a sociomaterial practice, enacted through the actors and infrastructures of the online classroom.

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