Volume 29 Number 1, 2025

Permanent URI for this collectionhttps://hdl.handle.net/10125/110067

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Now showing 1 - 20 of 38

Review of Using Video to Support Teacher Reflection and Development in ELT
(University of Hawaii National Foreign Language Resource Center, 2025-12-19) Chen, Ming; Islam, A. Y. M. Atiquil; Kristin Rock
Review of Instruction Giving in Online Language Lessons: A Multimodal (Inter)action Analysis
(University of Hawaii National Foreign Language Resource Center, 2025-12-08) Nong, Phuong Anh; Seaborn, Stuart; Roose, Tamara Mae; Rock, Kristin
A protocol for evaluating AI chatbots’ capabilities for low-resource language teachers
(University of Hawaii National Foreign Language Resource Center, 2025-12-08) Swineheart, Nicholas; Nguyen, Phuong; Yeh, Ellen
One constraint on the potential of generative AI (genAI) in language teaching is the variability in performance across languages. Large language models (LLMs) typically perform better in higher-resource languages in which they have received more training data (Godwin-Jones, 2025; Kern, 2024), but it is difficult to know how well an LLM performs in a given language. Since most users interact with an LLM through a chatbot, this paper presents a protocol that language instructors can use to evaluate a genAI chatbot’s ability to generate and analyze their target language in ways related to language teaching, along with results from piloting this protocol with 46 instructors across 26 languages. Within this protocol, instructors submitted a series of language teaching-related prompts to Microsoft Copilot and evaluated output in terms of linguistic quality, task completion, and usefulness for their teaching using a four-point Likert scale. Analyses of responses to Likert-scale items and open-ended questions indicated that while performance was perceived to be better in higher-resource languages, instructors of low- and extremely low-resource languages generally found the output to be potentially useful. The paper concludes with implications for evaluating genAI chatbots in language teaching and recommendations for categorizing languages based on availability of resources.
Feasibility of administering chatbot-based speaking assessment for low-level EFL students
(University of Hawaii National Foreign Language Resource Center, 2025-11-17) Nguyen, Thuy Thi; Kim, Jungtae
This study examines the feasibility of using a chatbot-based English speaking test (C-EST) in assessing low-level students’ speaking skills. The study included three phases. First, the C-EST was compared with a face-to-face interview test (F-EST) using the ACTFL OPI, focusing on interrater reliability, holistic and analytic test scores, and participants’ perceived number of questions, topic familiarity, and difficulty level. Second, the study investigated participants’ perceived effectiveness of chatbot-based tasks and their interest, motivation, and comfort in taking the C-EST. Last, the study constructed arguments for the C-EST based on test design considerations and the results from the above analyses. Thirty-nine low-level university students completed both tests and questionnaires. Follow-up interviews were conducted with seven participants. Three raters rated both tests. The findings revealed that two tests were comparable regarding interrater reliability, holistic and analytical scores, and participants’ perceptions. Furthermore, participants’ perceptions of the effectiveness of chatbot tasks were uniformly favorable, and their levels of interest, motivation, and comfort were similarly high. The study supported the positive potential of chatbots in speaking assessment for low-level learners and revealed limitations to be resolved. Future suggestions for advancing and implementing chatbots in EFL classrooms are discussed.
Virtual Exchange in the new educational landscape: Challenges for foreign language teachers
(University of Hawaii National Foreign Language Resource Center, 2025-11-03) O'Dowd, Robert
Virtual Exchange (VE) in foreign language education has evolved significantly from its early focus on bilingual North-North partnerships to encompass diverse global collaborations, including North-South exchanges and partnerships with conflict zones. While VE has gained increased recognition as a valuable tool for internationalisation — particularly following COVID-19— this expansion has generated complex pedagogical and ethical challenges that practitioners must navigate. This article examines six critical areas of concern: structural inequalities in project design that risk reproducing Global North hegemony; communication barriers in lingua franca contexts that advantage privileged learners; the psychological risks of engaging students with conflict zone partners; political and institutional pressures surrounding controversial partnerships; questions about VE's capacity for genuine social impact versus tokenistic engagement; and maintaining motivation among increasingly internationally-experienced student populations. Drawing on recent literature and over two decades of practice, I argue that VE's transition from niche activity to mainstream educational tool demands more sophisticated approaches that address power imbalances, provide robust linguistic scaffolding, implement trauma-informed protocols, and move beyond superficial intercultural encounters. The article concludes with recommendations for developing more equitable, effective, and engaging VE programmes that can navigate the tensions between educational aspirations and global realities.
Teaching ESL pronunciation to international teaching assistants with the ELSA Speak app
(University of Hawaii National Foreign Language Resource Center, 2025-10-20) Gracia, Emilia; Matt Kessler
The demand for spoken English in professional and educational settings has inspired a revived interest in the teaching and learning of pronunciation in the past couple of decades. In response, innovative language learning software that uses Automatic Speech Recognition (ASR) and Artificial Intelligence (AI) continues to develop and improve to meet this demand. In an International Teaching Assistant (ITA) training course at a US university, an ASR-based mobile app, English Language Speak Assistant (ELSA) Speak, was integrated into the course curriculum as a supplemental tool for daily pronunciation practice. In this TIP Forum article, the benefits and challenges of integrating the app are reported. ELSA Speak provided ITAs with limitless and individualized pronunciation practice and feedback, reaching beyond limitations of a human instructor. While learners benefitted from the continuous practice, comprehending the feedback they received from the app was occasionally challenging. In addition, solutions addressing the institutional and economic constraints for technology tool integration are discussed in this article so that practitioners may consider permanent adaptation models that are sustainable.
Empowering learners through negotiated curriculum: Exploring its impact on WTC in a synchronous online language learning environment
(University of Hawaii National Foreign Language Resource Center, 2025-10-20) Huang, Huan; Li, Michael
While learner-centered approaches in language education increasingly emphasize co-constructing content and learning processes, most research has focused on conventional classroom settings. This study explores how a negotiated curriculum shapes learners’ Willingness to Communicate (WTC) in the specific context of synchronous one-on-one online Chinese language tutorials between adult learners and native-speaker tutors. Grounded in the Synchronous Chinese Online Language Teaching (SCOLT) framework and informed by Complex Dynamic Systems Theory (CDST), the study employs a mixed-methods design. A major methodological contribution lies in its fine-grained analysis of moment-to-moment WTC dynamics using the idiodynamic method, triangulated with stimulated recall interviews, learner reflection journals, and session-based WTC scales. Findings show that WTC co-evolved with features of the negotiated curriculum—such as rapport building, real-time topic negotiation, and collaborative learner involvement in task design and informal assessment—alongside learners’ emotional investment and emerging agency. The one-on-one synchronous format enabled personalized negotiation and reciprocal tutor–learner interaction, which significantly influenced communicative readiness. Challenges included residual teacher-centered practices, difficulties in interpreting learner needs, and limited learner preparedness for co-construction. While contextually bound, the study contributes to a more situated theoretical understanding of WTC as an emergent, interaction-sensitive construct and offers practical insights for curriculum design and tutor development in similarly personalized online environments.
The effectiveness of app-based and classroom-based instruction on L2 learning and motivation
(University of Hawaii National Foreign Language Resource Center, 2025-10-06) González-Fernández, Beatriz; de la Viña, Inés
Language learners around the world are increasingly using applications (apps) to learn second/foreign languages (L2). However, research on the effectiveness of these apps for developing general language proficiency, particularly compared to classroom-based instruction, is still limited. This study examined the L2-English proficiency and lexical development of 337 L1-Spanish learners enrolled in either app-based (Duolingo) or classroom-based instruction over a 16-week period. Using a pretest-posttest design, participants completed a background and motivation questionnaire, a general L2-English proficiency test, and two vocabulary tests tapping into receptive and productive knowledge. Results showed that both modes of instruction led to significant language gains. Duolingo learners outperformed classroom learners on measures of general L2 proficiency and receptive vocabulary, while classroom learners showed significantly greater improvement in listening skills. Gains in productive vocabulary knowledge were comparable across both groups. Participants in both groups also reported generally high levels of L2 motivation throughout the study, with Duolingo learners indicating slightly higher levels of interest in the course. Overall, these findings suggest that app-based learning can support certain aspects of L2 development, particularly receptive grammar and vocabulary knowledge, while classroom-based instruction is more beneficial for developing listening skills.
EFL adolescents’ engagement in artificial intelligence and peer interaction
(University of Hawaii National Foreign Language Resource Center, 2025-09-22) Lee, Juhee
This study investigates how intelligent personal assistants (IPAs, e.g., Google Assistant), AI language learning applications, and peer interactions shape the learning experiences of 201 seventh-grade Korean EFL students. The students participated in a 12-week intervention and were categorized into four groups: Google Assistant, AI app, peer interactions, and textbook-based instruction (control group). Quantitative and qualitative data were collected through questionnaires to examine the cognitive, behavioral, and emotional engagement. The findings highlight the distinct contributions of each intervention to student engagement. The IPAs were praised for creating interactive, humorous, and natural conversations that felt like speaking with real native speakers. This feature significantly enhanced students’ emotional engagement compared to the control group. With their structured and gamified learning features, including immediate feedback and repetitive practice, AI apps motivated students but were considered less interactive. Peer interactions provided rich opportunities for authentic communication and socioemotional connections, which AI tools could not replicate. Although the AI tools effectively enhanced student engagement, peer interactions supported developing human connections. These connections manifested through collaborative learning, peer support, and forming a learning community and were instrumental in fostering socioemotional engagement. The findings offer insight for educators aiming to balance technology and interpersonal collaboration in EFL instruction.
Review of advanced L2 pronunciation tool: BoldVoice
(University of Hawaii National Foreign Language Resource Center, 2025-09-08) Almahdi, Mohamed; Smith, Bryan; Rock, Kristin
Anxiety in virtual exchange and its relationship with social presence
(University of Hawaii National Foreign Language Resource Center, 2025-09-08) Nissen, Elke; Cavalari, Suzi M. S.; Aranha, Solange
This exploratory study investigates the relationship between students’ anxiety and social presence (SP) in virtual exchange (VE). While existing literature predominantly focuses on a single type of anxiety in online learning (i.e., FLA or online learning anxiety), this study examines (a) the various types of anxiety students experience in collaborative online settings and how these evolve over time, and (b) the underexplored relationship between anxiety and SP. Using a mixed-methods, longitudinal approach, we analyse survey and reflective reports data from 28 students at four stages of a 10-week VE between two universities, one in Brazil and one in France. Students reported diverse anxiety types, with collaboration, language, technology, and task expectations being most prominent at the outset. While overall anxiety levels varied among students, they remained relatively stable on average over time. However, some specific types of anxiety shifted—for example, task-related and time-management anxieties increased, whereas others, including anxieties related to collaborating with others, using the English language for the exchange, and technological issues, decreased. A positive relationship was found between SP and reduced anxiety, which seems to evolve in parallel with the type of interaction and focus within the small groups prompted by the VE tasks. However, qualitative findings, while largely confirming the trends, reveal a more complex picture and suggest that this relationship is influenced by factors such as anxiety type, group use of WhatsApp, and group organisation.
Technology-enhanced vocabulary learning: The role of self-regulation and prior knowledge
(University of Hawaii National Foreign Language Resource Center, 2025-08-25) Ye, Jiarun; Zhang, Pengchong; Kasprowicz, Rowena; Tissot, Catherine
Technology-enhanced vocabulary learning has gained increasing attention, yet its effectiveness remains inconclusive, with studies reporting mixed findings. Additionally, whether integrating self-regulated learning mechanism (SLM) into such type of learning can further enhance its effectiveness remains underexplored. This study examines the impact of two approaches, digital flashcards (DF) and video enhancement (VE), with and without SLM on vocabulary learning. It also investigates how pre-existing vocabulary knowledge (PVK) and self-regulation moderate these effects. Conducted with 132 junior high Chinese EFL learners over six weeks, pre- and post-tests measured written and aural form recognition and meaning recall across four experimental conditions and a control group. Results indicated that all interventions significantly improved vocabulary learning, with VE outperforming DF. The SLM was effective for supporting form recognition, particularly in VE, but its effectiveness diminished for the more demanding task of meaning recall. Self-regulation did not moderate learning outcomes, but PVK did for meaning recall within DF. Higher PVK learners benefited more from additional SLM, as it allowed them to integrate prior knowledge, whereas learners with limited PVK preferred DF alone. These findings highlight the need to align technology-enhanced vocabulary learning with task complexity and individual differences, offering practical insights for more adaptive instructional design.
Bringing Cinderella to spotlight: GenAI-assisted grammar acquisition in academic writing
(University of Hawaii National Foreign Language Resource Center, 2025-08-11) Zhou, Shu; Du Preez, Gerhardus
This study examines the potential of ChatGPT to enhance grammar development in an academic writing context, where grammar instruction is often overlooked. Adopting a qualitative case study, this research explores how a localized version of ChatGPT can assist first-year undergraduate students in improving their grammar in writing tasks. The study aims to assess ChatGPT's effectiveness in grammar acquisition, students' perceptions of its use, and pedagogical implications. Results indicate that ChatGPT positively promotes grammar proficiency and learning experience, emphasizing importance of active grammar learning strategies and teacher guidance for proper utilization. Ultimately, the study underscores the potential of AI tools in preparing students to effectively navigate and maximize future language learning opportunities.
Effects of bilingual and monolingual subtitles on incidental acquisition of multiword expressions
(University of Hawaii National Foreign Language Resource Center, 2025-08-04) Li, Wangyin Kenneth
Given the accumulating evidence about audiovisual input as a valuable resource from which knowledge of multiword expressions (MWEs) can be built up incidentally, the next inquiry arises as to what can be done to promote MWE uptake from this resource. Despite the increasing popularity of bilingual subtitles as a form of on-screen text, their effectiveness for the incidental acquisition of MWEs relative to other subtitling forms has not yet been examined. A total of 89 L2 learners were randomly assigned to three experimental groups that differed in terms of the subtitling condition (captions, bilingual subtitles, L1 subtitles) under which they viewed an input video containing target MWEs twice. They were administered a pretest and a posttest to gauge their improvement in MWE knowledge at the level of form recognition and meaning recall. An operation-span task was employed to measure their working memory capacity. Results from generalized linear mixed-effects models revealed that bilingual subtitles had an advantage over captions and L1 subtitles in facilitating MWE meaning uptake, and they were as effective as captions in promoting MWE form uptake. Working memory played a predictive role in the uptake of novel MWEs, with a greater weight observed in bilingual subtitled viewing.
Uni-, bi-, and multimodal mobile-assisted listening: Differential effects of app mode on EFL listening comprehension and recognition
(University of Hawaii National Foreign Language Resource Center, 2025-07-14) Hafour, Marwa
Mobile apps are becoming part and parcel of our daily lives. Hence, this study examined the differential effects of app modes on listening comprehension and recognition. From a pool of Egyptian EFL sophomores, 107 students were randomly assigned into 3 groups practicing mobile-assisted listening in 3 modalities: Unimodal (n = 35), Bimodal (n = 35), and Multimodal (n = 37). Following sequential explanatory mixed-method design, scores on pre-post listening tests and responses to closed/open-ended perceptions survey questions were analyzed using Two-way Mixed ANOVA, Linear Regression, and inductive thematic analysis. While all three modalities demonstrated comparable effectiveness in improving listening comprehension, performance variations were observed in listening recognition. Both the uni- and multimodal groups surpassed the bimodal group in listening recognition, while exhibiting similar levels of listening recognition improvement. As such, apps focusing on comprehension exercises demonstrated greater efficacy in triggering lower-level cognitive processes (listening recognition) than those exclusively targeting word recognition. Further, listening recognition was found to be a weak predictor of listening comprehension. Participants’ perceptions consolidated these propositions. They offered some app functionality and user-experience enhancement suggestions. They advocated for incorporating more personalized, gamified, and interactive tools (e.g., shadowing, translation, and speed control tools), coupled with increased content and exercise variety (stepping beyond multiple-choice and fill-in-the-blank formats).
Using AI to enhance digital multimodal composing: EFL learners’ semiotic decision-making, self-efficacy, enjoyment, and continuance intention
(University of Hawaii National Foreign Language Resource Center, 2025-07-07) Li, Danling; Xia, Sichen; Guo, Kai; Mimi Li
Research has demonstrated various advantages of integrating digital multimodal composing (DMC) into the teaching and learning of English as a foreign language (EFL). However, challenges persist, particularly due to the labor-intensive nature of multimodal production. As artificial intelligence (AI) technologies evolve, they provide valuable opportunities to enhance DMC, particularly through innovations like text-to-video generation. This study implemented an AI-enhanced approach to DMC in an academic English course, where students utilized AI-powered text-to-video technology to convert technical proposals into video formats for effective technical pitching. Drawing on data from 75 students, including their video compositions, written reflections, and post-task questionnaire responses, the findings show that students critically assessed the AI-generated videos based on three key criteria: text-video consistency, visual engagement, and auditory elements. Moreover, students reported high levels of self-efficacy, enjoyment, and a strong intent to continue using the technology. This Forum paper emphasizes the necessity of aligning language education with the demands of a digitally mediated and multimodal landscape in the AI era, offering valuable insights for educators and curriculum developers.
Integrating ChatGPT for vocabulary learning and retention: A classroom-based study of Saudi EFL learners
(University of Hawaii National Foreign Language Resource Center, 2025-07-07) Abdelhalim, Safaa Mahmoud; Alsehibany, Raniya
Grounded in Vygotsky's sociocultural theory, this study examines the effectiveness of integrating ChatGPT into classroom instruction to enhance vocabulary learning. It evaluates ChatGPT's impact on vocabulary knowledge and retention compared to traditional teacher-led instruction. Using a quasi-experimental pre- and posttest control group design within an explanatory sequential mixed-methods approach, 71 EFL learners were randomly assigned to an experimental group (EG) and a control group (CG). The EG used ChatGPT as an interactive language tool, engaging in vocabulary practice, receiving real-time feedback, and completing AI-generated exercises tailored to their progress, while the CG followed traditional lecture-based instruction. Data collection included vocabulary knowledge tests (pretest, posttest, and delayed posttest) and semi-structured interviews. Quantitative results showed that the EG significantly outperformed the CG in productive vocabulary knowledge and overall test scores, with moderate to large effect sizes. While receptive vocabulary gains did not differ significantly between groups, within-group comparisons confirmed substantial improvements. Qualitative findings highlighted students' positive perceptions, emphasizing ChatGPT's role in enhancing engagement, motivation, and contextual vocabulary use through scaffolded interaction. This study contributes to the growing field of AI-driven language learning by demonstrating how structured, theory-informed integration of ChatGPT can effectively support productive vocabulary development, offering both practical and pedagogical insights.
Leveraging COCA to teach collocations with high mutual information scores
(University of Hawaii National Foreign Language Resource Center, 2025-06-30) Pham, Quy Huynh Phu; Matt Kessler
Over the past decade, extensive research has explored collocations with high mutual information (MI) scores. However, second-language learners often struggle to incorporate these collocations into their writing due to a lack of awareness and limited practice opportunities. To address this challenge, the present article presents a 10-week writing course that integrates various activities using COCA, an online corpus tool, to enhance students’ awareness and use of collocations with high MI scores. By analyzing student essays and their reflections on class activities, the article examines the benefits and challenges of using COCA for the instruction of collocations with high MI scores in the English language classroom. Pedagogical recommendations are provided to refine instructional practices.
AI-assisted English learning: A tool for all or only a select few?
(University of Hawaii National Foreign Language Resource Center, 2025-06-30) Kim, EunJung
This study investigated English learner profiles and challenges among 884 Korean 5th-grade students, with a focus on the role of AI-assisted language learning in shaping proficiency outcomes. While AI-based interventions have gained popularity, their effectiveness across diverse learner populations remains insufficiently explored. The study aimed to (a) empirically identify distinct learner profiles based on motivational, contextual, and socio-affective characteristics through latent class analysis (LCA), and (b) examine the predictive effects of AI participation and learner-specific factors on English proficiency levels using multinomial logistic regression. Results indicated that AI-assisted learning positively influenced class membership among students with strong affective traits, such as high motivation and confidence, but demonstrated limited effectiveness for learners facing multiple vulnerabilities. Although AI-supported instruction contributed to proficiency growth for certain groups, its independent predictive power was modest overall. These findings suggest that AI-based tools should be integrated thoughtfully within broader educational frameworks that include teacher mediation, structured curricula, and targeted support for underperforming learners. Future research should examine the long-term impacts of AI learning on diverse learner populations.
Corpus literacy development: Three teachers' stories
(University of Hawaii National Foreign Language Resource Center, 2025-06-16) Bennett, Cathryn; Mimi Li
Corpus and applied linguists have reported on the benefits that teachers gain from teaching with language corpora as early as the 1990s; however, recent studies confirm that few teachers use corpora in their classrooms. In attempts to change this reality, some researchers have called for corpus literacy training programmes to guide teachers in using corpora/corpus tools to design their typical classroom tasks. A training programme was built around this idea. This paper outlines three teachers’ corpus literacy development during the training programme: a teacher with previous experience teaching with corpora, a teacher with knowledge of but no experience teaching with corpora, and a teacher who reported no knowledge or prior experience teaching with corpora. To provide an in-depth perspective, a qualitative thematic analysis was completed with themes emerging from the dataset. Findings show that teachers viewed the training positively, that they incorporated corpus-based materials in their classes, and that they were using corpora in their teaching three months following the programme. Further research is called for which highlights teachers’ voices in their corpus literacy development.

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