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Technology-mediated learning has become a valuable tool, especially in the English language classroom. Nowadays, mobile learning is considered a significant educational tool for promoting education among learners. Several recent studies have attempted to examine different aspects of mobile learning. The size of the experimental group, and the duration and suitability of the assessment methods are important aspects in designing experimental studies in the context of mobile English language learning. Yet, very few studies have paid attention to these aspects. Therefore, this study aimed to investigate the utilisation of state-of-the-art mobile technology in English language learning, especially in terms of the size of the experimental groups, and the duration and suitability of the assessment methods. Following a systematic review protocol, 151 articles published between 2010 and 2017 were selected for analysis. Furthermore, this study considered, separately, three factors addressed in the reviewed studies: language acquisition problems, types of participants, and targeted English skills. The findings showed that the "group size" and "study duration" significantly differed among the studies based on the above factors. Questionnaires and tests were found to be the most common methods of "assessment" for each factor, whether used separately or in combination. The results of this review can assist in the formulation of experimental designs to mitigate the challenges and facilitate the effective use of mobile learning in English language learning.

In response to the needs of an international workforce, English for Specific Purpose courses are being promoted in higher education, and instructors are turning to learning technology to help design the instruction. In this paper, a needs analysis was conducted to guide the design of the system, materials and activities for context-aware ubiquitous language learning (CAULL) and English for Fitness Purposes (EFP) in a fitness center as part of a Design-Based Research project. The data collection methods included on-site observations, semi-structured interviews, and a questionnaire. The participants included 82 undergraduate students, seven physical education (PE) instructors, and six non-PE faculty members who frequently used the fitness center. All data forms were then triangulated and analyzed. The results show that all three groups consistently agreed that they need receptive language skills as well as specific terminology for fitness. Furthermore, it was suggested that the oral communication skills for EFP learners should also be developed for sharing ideas, experience, and suggestions. They pointed out that vocabulary related to diverse topics such as warm-up and cool-down stretches, cardiovascular exercises, and weight training are needed. Furthermore, participants reported that the CAULL system should be hypermedia-based, and contain a portfolio and a user-friendly interface. The findings were used to develop a blue print for a CAULL system based on design principles. The findings are of interest to context-aware language learning researchers, instructional designers, and the field of English for Specific Purposes.

This paper presents a systematic review of the literature on flipped language classrooms from the perspectives of theoretical foundations, learning activities, tools, research topics and findings based on an analysis of 34 published articles. The results indicate that various research methods (e.g., tests, surveys, and interviews) were applied in the selected studies and different types of e-tools (e.g., video-watching tools, online learning platforms, online discussion tools, and video-making tools) were used in the flipped language classrooms. The findings also reveal that the flipped language classroom not only improved students' academic performance and cultivated their learning motivation but also developed their self-regulation, confidence, and higher-order thinking skills. Other research topics in the reviewed articles included the effects of external and learner factors on the flipped learning approach, students' readiness and technology acceptance, the flipped learning process, students' interactions, and teacher perceptions.

AbstractThis study aimed to investigate the efficacy of utilizing large language models (LLMs) to enhance self-regulated learning (SRL) strategy instruction in English as a Foreign Language (EFL) writing. An LLM-supported Cognitive Academic Language Learning Model (CALLA-LLM) was developed and examined for its potential to improve elementary students’ EFL writing performance, SRL strategy use, and writing motivation. In a randomized controlled trial, 65 elementary school students were divided into an experimental group receiving CALLA-LLM instruction and a control group receiving traditional CALLA instruction. Both groups learned SRL strategies over 5 weeks, with data collected pre-intervention, post-intervention, and at a one-month follow-up. Results showed that the CALLA-LLM group made significant improvements in writing performance, SRL strategy use, and writing motivation, maintained most of the gains at follow-up, and significantly outperformed the control group. Findings provide empirical evidence for the efficacy of the CALLA-LLM model in enhancing EFL writing strategy instruction, lending support for integrating AI technologies such as LLMs into English language teaching. Moreover, the study underscores the importance of the “Humans in the Loop” approach, which emphasizes the essential role of human educators in AI-assisted language instruction. [ABSTRACT FROM AUTHOR]

Technology-mediated learning has become a valuable tool, especially in the English language classroom. Nowadays, mobile learning is considered a significant educational tool for promoting education among learners. Several recent studies have attempted to examine different aspects of mobile learning. The size of the experimental group, and the duration and suitability of the assessment methods are important aspects in designing experimental studies in the context of mobile English language learning. Yet, very few studies have paid attention to these aspects. Therefore, this study aimed to investigate the utilisation of state-of-the-art mobile technology in English language learning, especially in terms of the size of the experimental groups, and the duration and suitability of the assessment methods. Following a systematic review protocol, 151 articles published between 2010 and 2017 were selected for analysis. Furthermore, this study considered, separately, three factors addressed in the reviewed studies: language acquisition problems, types of participants, and targeted English skills. The findings showed that the group size and study duration significantly differed among the studies based on the above factors. Questionnaires and tests were found to be the most common methods of assessment for each factor, whether used separately or in combination. The results of this review can assist in the formulation of experimental designs to mitigate the challenges and facilitate the effective use of mobile learning in English language learning. [ABSTRACT FROM AUTHOR]

In response to the needs of an international workforce, English for Specific Purpose courses are being promoted in higher education, and instructors are turning to learning technology to help design the instruction. In this paper, a needs analysis was conducted to guide the design of the system, materials and activities for context-aware ubiquitous language learning (CAULL) and English for Fitness Purposes (EFP) in a fitness center as part of a Design-Based Research project. The data collection methods included on-site observations, semi-structured interviews, and a questionnaire. The participants included 82 undergraduate students, seven physical education (PE) instructors, and six non-PE faculty members who frequently used the fitness center. All data forms were then triangulated and analyzed. The results show that all three groups consistently agreed that they need receptive language skills as well as specific terminology for fitness. Furthermore, it was suggested that the oral communication skills for EFP learners should also be developed for sharing ideas, experience, and suggestions. They pointed out that vocabulary related to diverse topics such as warm-up and cool-down stretches, cardiovascular exercises, and weight training are needed. Furthermore, participants reported that the CAULL system should be hypermedia-based, and contain a portfolio and a user-friendly interface. The findings were used to develop a blue print for a CAULL system based on design principles. The findings are of interest to context-aware language learning researchers, instructional designers, and the field of English for Specific Purposes. [ABSTRACT FROM AUTHOR]

This paper presents a systematic review of the literature on flipped language classrooms from the perspectives of theoretical foundations, learning activities, tools, research topics and findings based on an analysis of 34 published articles. The results indicate that various research methods (e.g., tests, surveys, and interviews) were applied in the selected studies and different types of e-tools (e.g., video-watching tools, online learning platforms, online discussion tools, and video-making tools) were used in the flipped language classrooms. The findings also reveal that the flipped language classroom not only improved students' academic performance and cultivated their learning motivation but also developed their self-regulation, confidence, and higher-order thinking skills. Other research topics in the reviewed articles included the effects of external and learner factors on the flipped learning approach, students' readiness and technology acceptance, the flipped learning process, students' interactions, and teacher perceptions. [ABSTRACT FROM AUTHOR]