Volume 29 Number 1, 2025
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Item Review of New directions in technology for writing instruction(University of Hawaii National Foreign Language Resource Center, 2025-01-27) Zhao, Kai; Kristin RockItem A systematic review of research on AI in language education: Current status and future implications(University of Hawaii National Foreign Language Resource Center, 2025-01-27) Zhu, Meina; Wang, Chaoran; Yu-Ju LanGiven the rapid advancements in artificial intelligence (AI) technologies for language education, this article provides a review of selected empirical studies on artificial intelligence in language education, spanning from 2013 to October 2023. Data for this review were gathered from the Web of Science, Eric ProQuest, Scopus, and five top specialized language education journals. A total of 125 studies met the selection criteria and were analyzed using multiple methodologies, including selected bibliometrics, content analysis, and topic modeling. This article furnishes an up-to-date overview of the current landscape of AI in language education research, emphasizing specific AI technologies, their applications, and their educational impact. The most prevalent AI technologies encompass automated writing evaluation, bots, machine translation, automatic speech recognition, and intelligent systems. The results also reveal frequent utilization of AI to assist students in learning writing and speaking. Extensive discussions about practical implications and outlines for future research directions are provided from multiple perspectives. The evolution of AI necessitates initiatives addressing diversity, equity, and inclusion (DEI) concerns in language education. Future research demands large-scale collaborative efforts with a focus on long-term research and development endeavors.Item Does comprehension of L2 television programs improve through regular classroom viewing?(University of Hawaii National Foreign Language Resource Center, 2025-01-13) Pujadas, Geòrgia; Webb, StuartThis study investigated second language (L2) comprehension across nine episodes of the same TV series and explored whether comprehension improves through regular classroom viewing. 121 intermediate and advanced EFL learners viewed the series under two conditions: captioned and uncaptioned. Significant differences in comprehension across episodes for both conditions were found. While there was an increase in comprehension from the first to the last episode, the improvement was not linear, and large variability in comprehension scores indicated that comprehension may be contingent to individual episodes. This suggests that the findings of studies investigating the comprehension of one episode of a TV program may not reflect the comprehensibility of related and unrelated programs. Moreover, it suggests that comprehensibility of one episode of a TV program, may not occur to the same degree in the next episode. Results also confirm earlier findings indicating significantly better comprehension when viewing with captions than without captions, and that learners with greater vocabulary knowledge achieve higher comprehension rates, regardless of the viewing condition. Lexical coverage, used as an indicator of lexical difficulty of the episodes, was negatively correlated with comprehension scores, suggesting that other factors such as prior vocabulary knowledge may be better predictors of viewing comprehension.Item Review of Technology and Language Teaching(University of Hawaii National Foreign Language Resource Center, 2025-01-09) Li, Fei; Zhang, Yabin; Rock, KristinItem Language teachers’ professional role identities and classroom technology integration(University of Hawaii National Foreign Language Resource Center, 2025-01-09) Lai, Chun; Lyu, Boning; Jiang, Lianjiang; Gong, YangTeachers’ role identities shape their teaching practices. However, research on the interplay between language teachers’ role identities and classroom technology integration is rather limited. Based on interview responses and classroom observations of eight K-12 language teachers, this study revealed two contrastive forms of role identities that were influential in technology use, namely the broader educator roles and the narrow subject teacher roles. Teachers with the two forms of role identities diverged in their technology use approaches, purposes, and resilience. The findings further revealed that teacher role identities interplayed with technology use in a mutually shaping and constantly evolving manner. The findings advocate greater attention to teacher role identities when examining and supporting classroom technology integration.