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This study draws on an ecological perspective on teacher agency to examine the role of the situated learning CALL environment in developing EFL student-teachers' agency. The data were collected from eight student-teachers' autobiographical narratives and the recoded class discussions. The deductive thematic analysis of the data showed that situated learning has a constructive role in developing the three dimensions of teacher agency, including iterational, practical-evaluative, and projective. The findings indicated that authentic context had various co-occurrences with teacher agency dimensions, showing the critical role of authentic context in developing student-teachers' agency. Moreover, other situated learning components, including supplying authentic activities, having access to experts' performances, developing multiple roles and perspectives, supporting collaborative construction of knowledge, promoting reflection, promoting articulation, and administrating coaching and scaffolding, had constructive roles in developing student-teachers' agency. It is concluded that the components of the situated learning CALL environment can be beneficial to help student-teachers find an alternative context to practice their agency. [ABSTRACT FROM AUTHOR]

Current approaches to assessing digital competence in education may be too broad to support teachers in developing their online learning designs in specific subjects. During the pandemic, studies have identified that the development of teaching practices (and subsequently their learning designs) has taken a leap. However, because digital cultures differ between schools, local approaches need to survey how their practices have developed and what emerging practices can become good examples for others. Using a descriptive multiple case (n = 20) study methodology with observations, interviews (n = 33), and a survey, 12 elements in second language online learning designs (LDs) that seemed to engage learners and support online learning were identified. Data were analysed using pattern matching and descriptive statistics. Post observation, teachers were asked to rate the importance of the ability to include the element and how difficult they perceived its implementation would be. A case overview was used to contrast the survey. Results reveal that the number of digital technologies has little to do with the complexity of designs, and teachers with relatively few digital resources can offer more complex LDs. While most teachers rated the elements suggested as easy, the observations did not support this. However, around 30% of the teachers rated at least seven important elements as difficult or very difficult and designing learning activities that stimulate engagement in nuanced ways was considered challenging. This paper proposes that, identifying local elements may be a suitable way forward to support professional development, as well as to reframe teachers' digital practices post Covid-19. [ABSTRACT FROM AUTHOR]

Dolphin communication involves acoustic signals, including whistles, and the well-studied bottlenose dolphins produce individually distinctive whistles called signature whistles (SWs). The production of a potential SW by an injured Indo-Pacific humpback dolphin has been reported, but no study has attempted to validate this finding in this species. Using data collected during encounters with free-ranging Indo-Pacific humpback dolphins at two locations in the northern South China Sea, we investigated the production of SWs by these dolphins. Of the 3846 analysed whistles, 37% were identified as potential SWs (PSWs) using the SIGnature whistle IDentification method and categorized into 82 PSW types. Overall, PSWs were identified during 54% of encounters. Given the high production rate of stereotyped whistles (62% of all whistles in 90% of encounters) compared with the identified PSWs, we suggest that the SIGnature whistle IDentification method criteria cannot be fully adapted for the detection of SWs in Indo-Pacific humpback dolphins, and more research should be conducted to adapt the criteria to the species. In addition, the characteristics of PSWs differed slightly between locations, potentially because of the geographical separation of populations and habitat differences (e.g. noise levels). The present results confirm the production of stereotyped whistles, including PSWs, by Indo-Pacific humpback dolphins. Further research should be conducted to confirm whether these whistles are similar to bottlenose dolphins' SWs. • Signature whistles encoding individual identity are used by several dolphin species. • Acoustic recordings from two populations of S. chinensis were analysed. • Using the SIGID method, 82 potential signature whistle types were identified. • Potential signature whistle production rate is slightly lower than in other species. • Further research should be conducted to validate this finding. [ABSTRACT FROM AUTHOR]

There is a need to find innovative learning methods that enable accelerated learning of a foreign language. This study examined the effect of computer-assisted language learning (CALL) in acquiring a foreign language, which combines cognitive and emotional stimuli in the background. The study explored two factors related to the acquisition of a foreign language: the duration and scope of the learning process and the depth of internalization of the newly acquired language. Another objective was to assess the learning method in two learning environments, 2D and VR, to determine if the learning environment affects the learning results and leads to better vocabulary retention. One hundred native French speakers, with an average age of 47.5, participated in the study and had no prior knowledge of the newly acquired language. We randomly divided the participants into two groups (2D and VR). They studied 550 words in a new language for five days: 30 min each evening and 15 min in the morning. The post-learning test pointed out that both groups improved their vocabulary scores significantly. Approximately one month after the learning experience, we administered a knowledge retention test to 32 participants and found that the level of knowledge had been retained. Finally, background variables (e.g., gender, age, and previous knowledge of the newly acquired language) did not affect the learning results. The findings indicate that CALL, which integrates background cognitive and emotional stimuli in both learning environments, significantly accelerates learning pace, broadens the scope of newly acquired words, and ensures retention. The level of improvement observed in our study is notably higher than that reported in the literature for studies that had previously evaluated CALL and in-class language acquisition. [ABSTRACT FROM AUTHOR]

The discussion on the dynamic assessment (DA) - a combination of assessment and instruction - and regulatory scales from implicit to explicit corrective feedback (CF) is relatively new in the CALL context. Applying the notions of Sociocultural Theory, Zone of Proximal Development (ZPD) and Mediation, the present study examines how a DA-based regulatory scale from implicit to explicit CF could be designed to promote language learning in the text chat environment. This was done in collaboration with teachers. Four English-as-a-second-language (ESL) teachers and eight ESL students participated in the study. Using the methodology of design-based research (DBR), the study was conducted mainly in three stages: exploratory stage, first intervention, and second intervention. This study drew on various data. Naturally occurring interaction data such as teachers' oral conversation transcripts and text chat transcripts were analysed using conversation analysis, while the teachers' interviews were analysed using thematic analysis. Thus, employing DBR, the present study introduces a three-step regulatory scale that could promote learning in the text chat environment. The findings suggest that the three-step regulatory scale could be used by teachers to identify the learner's potential and assist them in partial or complete self-regulation. The study will introduce a DA-based regulatory scale to promote language learning in the text chat environment and contribute to the knowledge of DA, ZPD and mediation in the CALL context. [ABSTRACT FROM AUTHOR]

The present study investigated the effect of computer- and mobile-mediated shadowing on Iranian impulsive and reflective English as a Foreign Language (EFL) learners' speaking ability. To collect the data, 100 intermediate participants, whose proficiency level was measured by administering Oxford Quick Placement Test (OQPT), took the pretest of speaking. A personality type questionnaire was also used to detect the learners' impulsivity or reflectivity. There were four experimental groups including 1) computer (Prezi) + shadowing + impulsive learners; 2) computer (Prezi) + shadowing + reflective learners; 3) mobile (WhatsApp) + shadowing + impulsive learners; and 4) mobile (WhatsApp) + shadowing + reflective learners. Then, the posttest was administered. After the descriptive and inferential analyses of the pre- and posttests, significant improvement was observed among the four experimental groups' speaking ability. However, reflective learners were shown to outperform the impulsive learners in both computer and mobile-mediated shadowing groups. The results can be beneficial to English language learners, teachers, teacher trainers, as well as material developers. [ABSTRACT FROM AUTHOR]

The utilisation of Automated Writing Evaluation (AWE) tools to provide feedback has facilitated the process of teaching and learning to write. Nowadays, teachers are better equipped to deliver constructive feedback thanks to the introduction of technology into writing classes. Considering the benefit above, the present study aimed to investigate the effect of corrective feedback through QuillBot, an Artificial Intelligence (AI) tool, on Iranian English as a foreign language (EFL) learners' writing skill. The participants were twenty-four EFL learners at the intermediate level of language proficiency. They were assigned to three different treatment groups. A five-paragraph essay was used as the pretest and posttest. The paired samples t-test findings, conducted in SPSS, showed a substantial increase in the writing abilities of the group that received QuillBot feedback from the pretest to the posttest. The one-way ANOVA test result also revealed that compared to the other groups, students in the Teacher & QuillBot feedback group considerably increased their overall writing ability. The findings of the qualitative segment of the study based on the thematic analysis of the semi-structured interview showed that students were quite satisfied with QuillBot's performance as a source of feedback. It was also claimed that there were certain drawbacks concerning specific issues that some of the students in the QuillBot feedback group were experiencing. Nonetheless, the results have demonstrated that applying AWE tools, specifically QuillBot feedback, in conjunction with teacher input can significantly enhance EFL writing instruction. [ABSTRACT FROM AUTHOR]

Die Tagung der Sektion „Allgemeine Erziehungswissenschaft“ der „Österreichischen Gesellschaft für Forschung und Entwicklung im Bildungswesen“ (ÖFEB) unter dem Titel „Pädagogisch-anthropologische Grenzziehungen: Menschenbilder in der Bildungswissenschaft“ findet am 11. und 12. Juli 2025 an der Universität Innsbruck statt. Die Einreichfrist für die Abstracts ist der 7. Februar 2025.

Das Forum Bildung Digitalisierung lädt am 24. und 25. September 2025 zur neunten Konferenz Bildung Digitalisierung (KonfBD) ein. Unter dem Motto POWER UP – Souverän für die digitale Transformation beschäftigt sich die Konferenz Bildung Digitalisierung 2025 (KonfBD25) im kommenden Jahr mit der Förderung von digitaler Souveränität im Schulsystem. Die Frist für die Einreichung endet am 16. Januar 2025, 23:59 Uhr.

Ars Electronica, BMBWF und OeAD haben den renommierten Medienpädagogikpreis Media Literacy Award gemeinsam auf neue Beine gestellt. Ab 2025 werden besonders innovative und kreative medienpädagogische Projekte österreichischer Schulen ausgezeichnet. Jetzt ein Projekt bis 10. März 2025 einreichen und Workshops im Wert von bis zu 2.000€ gewinnen!

Die Jahrestagung 2025 der Kommission Professionsforschung und Lehrer:innenbildung wird zum Thema „Pädagogische Beziehungen“ vom 17. bis 19. September 2025 an der Universität Kassel stattfinden. Abstracts können bis zum 31.01.2025 eingereicht werden.

This article presents the specific functions of multimedia in the process of English language teaching and learning with the active addition of Post-Method techniques. An experiment was conducted with two groups of learners in order to prove or reject the hypothesis. One group used textbooks throughout the entire time of the experiment whereas the other one used both the textbooks (the first two weeks) and the selected Post-Method techniques (the second two weeks). The statistical elaboration of the results showed that the multimedia tools, alongside the selected Post-Method techniques, delivered better learning and teaching results.

The present paper evaluates the processes of reading acquisition in Latin from the component-skills approach and discusses how advances in reading in modern foreign languages could be adapted to the specific needs of Latin as a historical language. Compared to the holistic and socially embedded approaches to modern foreign language acquisition, the grammar-translation method traditionally used in schools shows considerable weaknesses in the development of basic reading skills in Latin. Therefore, we address the possible advantages of corpus-based teaching strategies and present Machina Callida, a psycholinguistically informed e-tutor suitable for supporting Latin vocabulary acquisition and reading comprehension at beginner and intermediate levels. Using digital corpora of original Latin texts, the application semi-automatically generates contextualized vocabulary exercises tailored to the needs of different groups of learners. Through its integration with the research data repository Zenodo, Machina Callida supports online collaboration in the creation and distribution of open educational resources through crowdsourcing.

This study aimed to identify the factors that contribute to pastors’ dissatisfaction in the East Central Rwanda Field of the Seventh-day Adventist Church. The survey was conducted on 50 pastors from the region using a questionnaire. The gathered data was analyzed using the Chi-square test of independence. The test results revealed that there is a significant association between calls and satisfaction, with a p-value of 0.02829. Moreover, the pastor’s transfer and promotion in ministry were found to greatly affect their satisfaction level. The study discovered that 28% of the respondents were uncomfortable with a transfer, and 26% were shocked when the transfer was repeated every year. Furthermore, 26% of the respondents felt that the transfer was unfair because it occurred without prior consultation with the pastor. The results also revealed that 38% of the respondents believe that promotion brings jealousy while 20% accused the administration of partiality. The study concluded that transfers and promotions are common occurrences in pastoral ministry. However, when they are associated with the wrong motives behind the calling, they can harm the pastor’s life and ministry. Based on the findings, a discipleship approach through mentoring is recommended to help prevent the factors that lead to pastors’ dissatisfaction. This study makes two important contributions. First, it highlights the need for church administration to carefully assess the motives behind an individual’s call during the recruitment process. Secondly, it emphasizes the importance of setting up a discipleship approach through continual mentoring to help pastors grow spiritually and successfully perform their duties.

The paper presents an overview of teaching English vocabulary in the context of 21st century advancements and challenges, within the field of English language teaching and outside. It takes review of 21st century learning components comprised of learning competencies, learning modalities, ICT, and infrastructure in relevance to English language teaching in general and English vocabulary teaching in particular. It discusses different approaches and techniques of vocabulary teaching. It argues that vocabulary is foundational blocks of language. Mastering vocabulary is indispensable in (second) language learning. Besides methods of vocabulary teaching, learners’ personal trait such as motivation and self-efficacy are also crucial in mastering English vocabulary. [ABSTRACT FROM AUTHOR]

This study conducts a comprehensive quantitative evaluation of OpenAI's language model, ChatGPT 4, for grading Task 2 writing of the IELTS exam. The objective is to assess the alignment between ChatGPT's grading and that of official human raters. The analysis encompassed a multifaceted approach, including a comparison of means and reliability measures such as Cohen's weighted kappa and intraclass correlation. The results revealed a high agreement in means and substantial reliability between the two grading methods on the level of the majority of texts. However, individual discrepancies and outliers were also identified, underscoring the nuanced nature of grading. While ChatGPT demonstrated efficiency and general alignment with human grading, the study concludes that it should not replace human judgment, particularly due to these observed inconsistencies. The findings contribute valuable insights into the potential and limitations of AI in educational grading and emphasize the importance of a comprehensive quantitative evaluation. [ABSTRACT FROM AUTHOR]

The field of supplementary language learning applications has experienced considerable growth in recent years. However, evaluations of these applications concerning their affordances and limitations have not been fully explored. In this study, we aimed to evaluate the potential suitability and limitations of the mobile-assisted language learning (MALL) and computer-assisted language learning (CALL) application called "Mondly." Drawing on a framework and descriptive statistics, we sought to uncover whether Mondly met the assumptions of an appropriate learning platform. Based on a cross-sectional survey design, this study assessed the efficacy of Mondly by examining the opinions of its users. A cohort of sixty-two individuals, encompassing various genders and age groups, was selected to participate in the study. Participants had ten sessions to practice learning English. The results indicated that Mondly has the potential to benefit English as a foreign language (EFL) learning. The study highlights the importance of evaluating supplementary tools for instructional purposes and identifies some limitations. The evaluation can aid in adapting appropriate apps for specific purposes and enhance the quality of MALL applications. [ABSTRACT FROM AUTHOR]

This article provides an overview of the relationship between Computer Assisted Language Learning (CALL) and Second Language Acquisition (SLA) and how CALL practices can be informed and supported by SLA theories. To illustrate how CALL research has drawn on SLA research, a theoretical discussion of CALL theory and approaches and their underpinning principles in SLA is crucial. Research has proven the effectiveness of educational technologies in language learning. Therefore, it has become mandatory that the effectiveness of educational technologies should be blended with SLA insights about language and language learning to create theoretically and pedagogically sound CALL projects. Moreover, research in CALL, as a relatively new field, should make use of approaches and methods used in SLA research to investigate the questions of interest. [ABSTRACT FROM AUTHOR]

This study aimed to identify the factors that contribute to pastors' dissatisfaction in the East Central Rwanda Field of the Seventh-day Adventist Church. The survey was conducted on 50 pastors from the region using a questionnaire. The gathered data was analyzed using the Chi-square test of independence. The test results revealed that there is a significant association between calls and satisfaction, with a p-value of 0.02829. Moreover, the pastor's transfer and promotion in ministry were found to greatly affect their satisfaction level. The study discovered that 28% of the respondents were uncomfortable with a transfer, and 26% were shocked when the transfer was repeated every year. Furthermore, 26% of the respondents felt that the transfer was unfair because it occurred without prior consultation with the pastor. The results also revealed that 38% of the respondents believe that promotion brings jealousy while 20% accused the administration of partiality. The study concluded that transfers and promotions are common occurrences in pastoral ministry. However, when they are associated with the wrong motives behind the calling, they can harm the pastor's life and ministry. Based on the findings, a discipleship approach through mentoring is recommended to help prevent the factors that lead to pastors' dissatisfaction. This study makes two important contributions. First, it highlights the need for church administration to carefully assess the motives behind an individual's call during the recruitment process. Secondly, it emphasizes the importance of setting up a discipleship approach through continual mentoring to help pastors grow spiritually and successfully perform their duties. [ABSTRACT FROM AUTHOR]

As digital technologies continue to permeate all aspects of contemporary society, the educational domain, particularly foreign language teaching, has also significantly transformed. During the 1990s, the introduction of information and communication technologies (ICT) into language teaching was initially met with enthusiasm among educators. However, what originally started as integrating multimedia resources into the learning environment soon escalated into a comprehensive transformation, which included innovations such as online platforms and adaptive learning systems that became part of language teaching curricula. This evolution led to fundamental changes in pedagogical approaches, teacher-student communication, and the overall educational setting within classrooms. As digital technologies evolved and diversified, so did the attitudes of language teachers, whose initial enthusiastic welcome transformed into growing doubt. This research aimed to investigate how digital technologies within the domain of language instruction are utilized and to explore the prevailing attitudes regarding their implementation. The study spanned two decades: the periods from 1990 to 2000 and from 2013 to 2023. Semantic literature analysis of 300 scientific publications was used to determine the educators’ reactions toward the application of ICT, which were categorized into positive, negative, mixed, and research-oriented attitudes. Additionally, a survey of 88 foreign language teachers was conducted to collect empirical data. A clear trend is observed in how language educators perceive and apply technologies in their classrooms. The authors concluded that these tools remain popular among educators despite increasing skepticism and caution regarding ICT efficacy.

In the realm of English language teaching, EFL teachers' professional development is crucial for effectively navigating evolving educational environments that require the integration of technology into the educational landscape amid continuous technological advancements. A case study involving 5 EFL teachers from various domains and educational backgrounds was intended to dismantle the factors that influence EFL teachers' digital competence and how this competence is reflected in their professional identity (PI). DigCompEdu framework (Redecker & Punie, 2017) and teachers' personal interpretative (TPI) framework (Kelchtermans, 1993, 2009) guided the thematic analysis. Organizational communication, professional collaboration, and reflective practice were disclosed as contributing factors to support EFL teachers' PI development. Besides, task perception and job motivation were unraveled as digital competence reflected in EFL teachers' PI. In general, the accentuated data analysis pointed out EFL teachers possessed multiple identities that are alternate in social interaction and pedagogical implication. The findings are deemed valuable to inform the EFL teachers' excessive values and beliefs of digital competence in relation to their PI. Educational institutions, government, and other nested education stakeholders are suggested to equip practical supports towards EFL teachers' digital competence development. Finally, limitations of the study and suggestions for further research are discussed. [ABSTRACT FROM AUTHOR]

This study aimed to explore the effect of multimedia glosses on the vocabulary acquisition of Iranian intermediate EFL learners. The program employed in this study provided the learners with glosses for words in the form of sounds and videos. The participants were 40 intermediate EFL learners studying English at a private institute in Esfahan. The participants were assigned to experimental and control groups. Participants were given the exact reading context from a software called "Tell Me More." The experimental group had access to multimedia glosses for unknown words. The learners were granted access to the glosses by clicking on the highlighted words. The control group, regarding the clarification of the unknown word lexis, received help from the researcher through the conventional method and had access to a dictionary. After 10 sessions, a vocabulary test was given to experimental and control groups. The application of an independent t-test indicated that the performance of the participants exposed to multimedia glosses was significantly superior to that of the control group. The present study offers valuable insights for CALL material designers in selecting the optimal combination of modalities to facilitate L2 vocabulary acquisition. [ABSTRACT FROM AUTHOR]

The aim of this research is to determine teachers' challenges when learning English using technology in the classroom. The data for this study is drawn from the reflections of English teachers who have taught in secondary schools, as well as being private teachers for 2-3 years. The research was conducted using a qualitative phenomenological design. Participants in this research were three professional teachers in Cirebon. The findings show the complexities faced by English teachers in integrating educational apps, e.g., quizizz, into their teaching strategies, emphasizing the need for relevant learning methods tailored to student comfort. [ABSTRACT FROM AUTHOR]

The fast advancement of technology has profoundly impacted how we live, work, and even learn. In the education sector, technology plays a significant role as it has transformed the traditional methods of teaching and learning processes. Computer-assisted language learning and teaching is a concrete example of how technological development has revolutionised the field of education. Computers are incredibly powerful teaching instruments that can support many learning objectives. Therefore, the current study aims to investigate Moroccan high school teachers' perceptions about the potential pros and cons of computer technology in learning English as a foreign language (EFL). To attain the study's objective, the researchers employed a self-developed online questionnaire involving 112 participants. The research results indicate that EFL instructors in Fes-Meknes, Morocco, have positive perceptions regarding implementing CALL in their classrooms. The results suggest that the programs can motivate the learners, enhance their confidence, motivate them, and allow access to diversified educational material. Still, constraints related to financing, uneven access to technology, and scarcity of professional training for teachers are hindering the full implementation of CALL. The research recommends improving financial investment in the educational field, guaranteeing impartial access to technology and providing human resources with professional training to ensure the effective integration of CALL. [ABSTRACT FROM AUTHOR]

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The use of glosses to aid vocabulary learning in second languages has been one of the most actively studied areas in computer-assisted language learning (CALL) literature. To compile research articles that examine the effect of utilizing glosses on second language (L2) vocabulary learning, the present study employed a second-order meta-analysis technique. The second-order meta-analysis is a study that synthesizes and analyzes the findings of multiple meta-analyses rather than individual primary studies, providing a higher level of abstraction and overview of existing evidence. The study synthesizes the results from seven primary meta-analyses conducted between 2008 and 2023, which included 136 original studies. Results showed that the overall mean effect size for using glosses was medium (g = 0.63 for the fixed-effect size model and 0.76 for the random-effect size model). The results showed that moderators had a significantly mitigated the effects of multimedia glosses. In particular, beginner-level students benefited greatly from being exposed to multimedia glosses, resulting in a large effect size. Additionally, the recognition test tended to produce a higher effect size compared to other types of vocabulary tests. Furthermore, glossing was found to be more effective in improving vocabulary acquisition in expository texts rather than narrative texts. Moreover, single-mode glosses were reported to be more effective than multi-mode glosses. The findings indicated that in-text glosses, out-text glosses, and bottom glosses exhibited a small effect size, whereas pop-up and margin glosses demonstrated a medium effect size. Implications for language learning and suggestions for future meta-analytic research are provided.

This experiment is intended to determine the consequences of two artificial intelligence writing assistance tools, namely ProWritingAid and Grammarly, on the writing proficiency of Iranian Intermediate EFL learners. Additionally, the study seeks to ascertain which of these tools, ProWritingAid or Grammarly, exerts a more substantial influence on the writing competency of EFL pupils. A quasi-experimental study design was utilized. Through the Oxford Placement Test, a sample of 96 male students was selected from two private language institutes located in Marand, Iran. Two experimental groups and a control group were formed using a non-random allocation method. Each experimental group utilized one of the artificial intelligence writing aid technologies. Subsequently, an eight-session treatment phase was conducted. Then, one-way ANOVA was adopted to evaluate the results of the writing post-test and it pointed out that both experimental groups accomplished exceedingly well compared to the control group. In addition, it was observed that the group that utilized Grammarly exhibited significantly better performance in comparison to the group that used ProWritingAid. The study's conclusions have major ramifications for educators, language learners, and artificial intelligence writing aid technology developers. Educators have the opportunity to employ artificial intelligence driven writing assistance tools for the purpose of delivering prompt and customized feedback to students.

Niniejszy artykuł poświęcony jest strategiom nauki języka obcego stosowanym przez tajwańską studentkę uczącą się polskiego na poziomie średniozaawansowanym. Eksperyment objął trening strategii przeprowadzony w ramach zajęć oraz 30 sesji samodzielnej pracy z aplikacją Duolingo, włączonej dla uzupełnienia regularnego kursu w klasie. Celem tego studium przypadku było znalezienie odpowiedzi na następujące pytania: (1) jakich strategii uczestniczka użyła i jak je postrzegała?, (2) jaki obraz pokolenia Z wyłoni się po analizie danych, zwłaszcza w kontekście nauczania języka polskiego wśród studentów z Tajwanu?, oraz (3) na ile przydatne może być Duolingo w tym środowisku? Analiza danych uzyskanych po zestawieniu 30 formularzy wypełnionych przez studentkę i przeprowadzeniu dwóch 50-minutowych wywiadów wykazała, że strategie kognitywne wykorzystane były 2,5 razy częściej aniżeli strategie metakognitywne, podczas gdy strategii społecznych nie użyto wcale. Najprzydatniejsze okazały się: elaboracja, wnioskowanie, dedukcja, notowanie, transfer językowy oraz samokontrola. Ich dobór był w dużej mierze uwarunkowany wcześniejszymi doświadczeniami wyniesionymi ze szkoły – środowiska zorientowanego na współzawodnictwo i egzaminy. Wypowiedzi studentki pozwalały odnieść wrażenie, iż była ona pod silnym wpływem wartości kojarzonych z indywidualizmem. Z jej punktu widzenia Duolingo stanowiło jedynie namiastkę tradycyjnych zajęć i jako takie mogło służyć użytkownikom niemającym dostępu do innych form nauki. Wyraziła ona ponadto rozczarowanie związane z koniecznością posługiwania się językiem angielskim podczas pracy z aplikacją. Przedstawione studium przypadku ujawnia konieczność promocji języka i kultury polskiej oraz uwidocznia, jak ważne jest lepsze poznawanie przekonań, nawyków i strategii stosowanych przez poszczególne grupy studentów uczących się języka polskiego jako obcego. Co się tyczy Duolingo, twórcy aplikacji winni uwzględnić potrzeby osób mniej wprawnie posługujących się angielskim.

There is a need to find innovative learning methods that enable accelerated learning of a foreign language. This study examined the effect of computer-assisted language learning (CALL) in acquiring a foreign language, which combines cognitive and emotional stimuli in the background. The study explored two factors related to the acquisition of a foreign language: the duration and scope of the learning process and the depth of internalization of the newly acquired language. Another objective was to assess the learning method in two learning environments, 2D and VR, to determine if the learning environment affects the learning results and leads to better vocabulary retention. One hundred native French speakers, with an average age of 47.5, participated in the study and had no prior knowledge of the newly acquired language. We randomly divided the participants into two groups (2D and VR). They studied 550 words in a new language for five days: 30 min each evening and 15 min in the morning. The post-learning test pointed out that both groups improved their vocabulary scores significantly. Approximately one month after the learning experience, we administered a knowledge retention test to 32 participants and found that the level of knowledge had been retained. Finally, background variables (e.g., gender, age, and previous knowledge of the newly acquired language) did not affect the learning results. The findings indicate that CALL, which integrates background cognitive and emotional stimuli in both learning environments, significantly accelerates learning pace, broadens the scope of newly acquired words, and ensures retention. The level of improvement observed in our study is notably higher than that reported in the literature for studies that had previously evaluated CALL and in-class language acquisition.

The need for ministerial training has been debated for some time now. On the one hand is the view that when one receives ministerial gifts from God, the person is already equipped for ministry and does not need any formal training. On the other hand is the contention that having ministerial gifts alone does not make one ready for ministry; there is a need for formal training to prepare one for effective ministry. This paper argued for the necessity to formally train people for the ordained ministry using the Methodist Church Ghana as a case study. The paper examined selected aspects of the process of candidature into the ordained ministry and then demonstrated how each step prepares the candidate for ministerial efficiency. The paper used a literature-research approach to gather data from books, articles and dissertations/theses on the subject. The main finding was that the process of candidature in the Methodist Church Ghana involves series of stages, each of which is meant to scrutinize one’s call and/or to prepare the candidate adequately for ministry. The paper recommended that each individuals or groups who are part of the candidature process must be effective and unbiased in their scrutiny in order to ensure that only those who are truly called are accepted into the ministry. The paper contributes to scholarship on practical theology, specifically the area of pastoral ministry.

In the era of rapid technological expansion, the integration of various technologies into the process of second and foreign language (L2) learning and teaching has become pervasive, making computer-assisted language learning (CALL) a well-established field (Golonka et al., 2014). There is now a consensus that individual differences (IDs) significantly influence the process and product of L2 learning (Pawlak, 2020). With a plethora of technology-based options and functionalities, CALL provides learners with a high degree of autonomy (Pawlak et al., 2016), making it an environment that is ripe for capitalizing on learners’ individuality (p. 17). However, despite their critical role, IDs have not garnered the attention they genuinely merit in this context (Pawlak, 2022). To address this issue, Mirosław Pawlak and Mariusz Kruk put together the volume Individual Differences in Computer-Assisted Language Learning Research, providing timely and insightful guidelines for the exploration of IDs in CALL and the broader realm of second language acquisition (SLA) research.

O objeto de análise desta resenha é a obra Tecnologia do Oprimido: desigualdade e o mundano digital nas favelas do Brasil, de David Nemer. Com um estudo sensível às pessoas e suas práticas tecnológicas cotidianas na favela, o autor busca no legado de Paulo Freire o conceito de “oprimido” para repensar as “tecnologias mundanas”, razão principal por que contribui com a área de Computer Assisted Language Learning (CALL), ou “ensino e aprendizagem de línguas mediado por tecnologias”. Tal campo, que pode nutrir-se de produções acadêmicas de várias áreas, como a Sociologia, a Informática e a Educação, encontra no livro de Nemer conteúdo substancial para novas pesquisas e trabalhos futuros.

Phonological processing of written characters has been recognized as a crucial element in acquiring literacy in any language, both native and foreign. This study aimed to assess Japanese primary school students' phoneme-grapheme recognition skills using both paper-based and touch-interface tests. Differences between the two test formats and the relationship between phoneme-grapheme recognition skills and interaction with gamified digital tests were investigated. Participants were sixth-grade students from two public schools. The results of comparison tests indicated that the touch-interface test had lower success rates compared to the paper-based test for most items, suggesting a difference in performance patterns. A consistent relationship between tested phoneme-grapheme knowledge and successful gamified interaction was found. Findings highlight the potential of touch-interface assessments for assessing phoneme-grapheme recognition skills in primary school classrooms and suggest incorporating more digital tasks to enhance student adaptation.

Chat Generative Pretrained Transformer (ChatGPT) is a state-of-the-art artificial intelligence (AI) language model developed by OpenAI. It employs advanced deep learning algorithms to generate text that mimics human language. Although ChatGPT has gained immense popularity in recent times, its significance is expected to rise further in shaping the future of technology and AI. This study investigates the potential of ChatGPT as a tool for enhancing the learning of Maltese for international adult students. The study involved 41 participants who embarked on a journey of exploration, employing ChatGPT for two weeks to support their Maltese learning. The study evaluated the effectiveness of ChatGPT through surveys and focus group discussions, which revealed that while ChatGPT was convenient and accessible, its ability to provide accurate responses to students' questions and support Maltese grammar, vocabulary, and conversational practice was limited. The participants expressed frustration with the ChatGPT's limitations in understanding and responding to Maltese language. The study emphasizes the need to fully unleash ChatGPT's potential by improving its training on Maltese language and collaborating with Maltese language and AI experts to better support Maltese language learning. The findings have important implications for the development of ChatGPT for less widely spoken languages like Maltese.