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Education Sciences
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Advancing Second Language Learning and Teaching through Innovative Technologies and...
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Advancing Second Language Learning and Teaching through Innovative Technologies and Digital Tools

A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Language and Literacy Education".

Deadline for manuscript submissions: closed (15 December 2024) | Viewed by 11806

Special Issue Editors

Dr. Qing Ma

E-Mail Website
Guest Editor
Department of Linguistics and Modern Language Studies, The Education University of Hong Kong, Hong Kong SAR, China
Interests: second language vocabulary acquisition; corpus linguistics; corpus-based language pedagogy (CBLP); computer-assisted language learning (CALL); mobile-assisted language learning (MALL)
Dr. Chun Lai

E-Mail Website
Guest Editor
Academic Unit of Language and Literacy Education, Faculty of Education, The University of Hong Kong, Hong Kong SAR, China
Interests: self-directed language learning with technology; technology-enhanced language teaching; language learning beyond the classroom

Special Issue Information

Dear Colleagues,

The rapid evolution of technology has immensely shaped the landscape of second language learning and teaching, propelling it into a new era where digital tools and innovative technologies play a pivotal role. The immersion of learners in digitally enriched environments has opened a myriad of opportunities for both language learning and pedagogy. This Special Issue, “Advancing Second Language Learning and Teaching through Innovative Technologies and Digital Tools”, delves into the profound impact of these advancements and underscores the burgeoning importance of this research area.

The aim of this Special Issue is to explore the diverse ways in which both cutting-edge (e.g., AI) and existing (e.g., CALL or MALL) technologies and digital tools/platforms can be employed to enhance second language learning and teaching. It seeks to provide a comprehensive scope that not only presents empirical findings and theoretical insights but also addresses practical implications for second language teachers, learners and policy makers at various educational levels: primary, secondary and tertiary. The scope extends to a variety of educational settings, from formal classroom instruction to informal, self-directed learning environments. We welcome submissions of both empirical studies and meta-analysis or systematic review research papers.

Contributions to this Special Issue may cover a broad range of themes, including but not limited to the following:

  • The use of CALL or online technologies and digital tools to enhance second language learning and teaching.
  • Integration of artificial intelligence and machine learning in second language learning software and applications.
  • The role of metaverse, virtual and augmented reality in creating immersive second language learning experiences.
  • The use of gamification and digital game-based learning in motivating and engaging second language learners.
  • The use of social media platforms for collaborative second language learning and cultural exchange.
  • The impact of mobile applications in facilitating on-the-go language practice and exposure.
  • The application of big data and learning analytics in second language learning experiences and outcome assessment.
  • The adoption of corpus-based approaches for studying second language education.
  • The challenges and strategies for implementing online technologies and digital tools in under-resourced contexts.

By shedding light on these themes, this Special Issue aims to chart the course for future research directions and to inspire innovative practices in the field of second language education. It is an invitation to scholars, educators and technologists to contribute to the dynamic dialogue on technology's transformative potential in language learning and teaching.

Dr. Qing Ma
Dr. Chun Lai
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • artificial intelligence (AI)
  • big data
  • computer-assisted language learning (CALL)
  • collaborative learning
  • corpora
  • digital language tools
  • educational technology
  • gamification
  • mobile-assisted language learning (MALL)
  • technology-enhanced language learning (TELL)

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  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • e-Book format: Special Issues with more than 10 articles can be published as dedicated e-books, ensuring wide and rapid dissemination.

Further information on MDPI's Special Issue polices can be found here.

Published Papers (6 papers)

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Research

16 pages, 230 KiB  
Article
Exploring Autonomy in the AI Wilderness: Learner Challenges and Choices
by Antonie Alm
Educ. Sci. 2024, 14(12), 1369; https://doi.org/10.3390/educsci14121369 - 13 Dec 2024
Viewed by 421
Abstract
The emergence of Generative Artificial Intelligence (GenAI) raises critical questions about learner autonomy and agency. This exploratory case study examines how four university-level German language learners with diverse backgrounds developed autonomy in their learning process through engagement with AI tools. The study was [...] Read more.
The emergence of Generative Artificial Intelligence (GenAI) raises critical questions about learner autonomy and agency. This exploratory case study examines how four university-level German language learners with diverse backgrounds developed autonomy in their learning process through engagement with AI tools. The study was conducted in early 2023 when most learners were first discovering ChatGPT’s potential for language learning. Data were collected through reflective journals, digital portfolios, and interviews during a semester-long course that scaffolded self-directed learning with AI integration. The findings reveal emerging patterns of shared agency between learners and AI tools. Learners developed distinct strategies for AI integration based on their language learning backgrounds, with heritage speakers focusing on accuracy improvement while classroom learners emphasized communication practice. Cross-case analyses identified key dimensions of autonomy development: a critical evaluation of AI output, evolving learner–AI relationships, maintaining and developing a second language (L2) voice, and the strategic integration of AI tools while preserving learner agency. These patterns suggest that autonomy in AI-mediated environments manifests through learners’ capacity to engage productively with AI while maintaining critical awareness and personal agency in their learning process. Full article
(This article belongs to the Special Issue Advancing Second Language Learning and Teaching through Innovative Technologies and Digital Tools)
11 pages, 225 KiB  
Article
Enhancing Academic Writing in a Linguistics Course with Generative AI: An Empirical Study in a Higher Education Institution in Hong Kong
by Lixun Wang and Boyuan Ren
Educ. Sci. 2024, 14(12), 1329; https://doi.org/10.3390/educsci14121329 - 4 Dec 2024
Viewed by 699
Abstract
The advent of generative artificial intelligence (AI) has transformed information acquisition and utilization in higher education academic writing. This study fills the empirical research gap by examining how university students use generative AI tools for digital academic writing. The study investigates the experiences [...] Read more.
The advent of generative artificial intelligence (AI) has transformed information acquisition and utilization in higher education academic writing. This study fills the empirical research gap by examining how university students use generative AI tools for digital academic writing. The study investigates the experiences of 140 undergraduates enrolled in an ‘Introduction to Linguistics’ course at a university in Hong Kong employing generative AI applications, such as ChatGPT3.5 and the AI Image Generation feature in Padlet, for a collaborative multimedia Wikibook project spanning 13 weeks. The mixed-method approach included analyzing AI-generated content integration within 29 multimedia-enhanced Wikibook chapters, development logs with ChatGPT interactions, the assimilation of AI-generated content into drafts, and collaborative composition dynamics. Additionally, a survey with 98 student responses assessed perceptions regarding AI efficacy in academic writing support. Key findings reveal the multifaceted role of ChatGPT in shaping discourse, offering linguistic tools, and structuring information. The students recognized the advantages of leveraging AI tools, rapidly acclimating to their strengths and limitations through practical engagement. The outcomes of this research offer insights into students’ effective utilization of AI-generated content and suggest potential directions for incorporating generative AI tools into academic writing pedagogy. Full article
(This article belongs to the Special Issue Advancing Second Language Learning and Teaching through Innovative Technologies and Digital Tools)
19 pages, 251 KiB  
Article
The Adaption of Sustainable Blended Global Discussion (SBGD) in English as a Foreign Language Teaching and Learning
by Putri Gayatri and Helena Sit
Educ. Sci. 2024, 14(12), 1279; https://doi.org/10.3390/educsci14121279 - 22 Nov 2024
Viewed by 464
Abstract
The growing significance of English in global communication has heightened interest in sustainable English as a Foreign Language (EFL) instruction. Regrettably, sustainable EFL education has received insufficient attention, especially in the Indonesian context. To address this issue, recent conceptual research by Gayatri et [...] Read more.
The growing significance of English in global communication has heightened interest in sustainable English as a Foreign Language (EFL) instruction. Regrettably, sustainable EFL education has received insufficient attention, especially in the Indonesian context. To address this issue, recent conceptual research by Gayatri et al. has put forth a practical recommendation, namely the Sustainable Blended Global Discussion (SBGD) method, which combines classroom and online learning to engage students in global discussions with foreigners, promoting critical thinking. Despite being constructed on a solid foundation of theory and Indonesian context, the success of SBGD remains to be demonstrated. Hence, a multiple case study was conducted to examine the adaptation of SBGD in EFL classes at different universities. The EFL teachers were interviewed to explore the method’s advantages and challenges. Questionnaires were employed to study the perception and the critical thinking skills of 57 students, with some of them also being interviewed. Results showed that students indicated positive perception of the implementation of SBGD (M = 4.02 and M = 4.05). Additionally, students demonstrated a higher level of critical thinking skills through the teacher’s SBGD implementation in teaching and learning. Furthermore, greater student engagement, improved English language skills, and improved critical thinking were all observed; however, improvements like smaller group discussions, more facilitator involvement, and institutional supports were needed. This study is significant in addressing challenges and recommending the SBGD method as a solution for implementing online technologies in under-resourced contexts, specifically Indonesian higher education. The findings contribute to the literature on blended teaching and digital tools for second language education, with broader implications for similar educational settings. Full article
(This article belongs to the Special Issue Advancing Second Language Learning and Teaching through Innovative Technologies and Digital Tools)
13 pages, 655 KiB  
Article
If I Enjoy, I Continue: The Mediating Effects of Perceived Usefulness and Perceived Enjoyment in Continuance of Asynchronous Online English Learning
by Fang Huang and Shuiyin Liu
Educ. Sci. 2024, 14(8), 880; https://doi.org/10.3390/educsci14080880 - 12 Aug 2024
Viewed by 1734
Abstract
Although possessing flexibility and accessibility, asynchronous online courses suffer from high attrition and cause unsatisfactory learning performance, leading to a pressing need to understand factors influencing learners’ continuance of learning intention. Based on the expectation confirmation model, this study investigated perceived enjoyment as [...] Read more.
Although possessing flexibility and accessibility, asynchronous online courses suffer from high attrition and cause unsatisfactory learning performance, leading to a pressing need to understand factors influencing learners’ continuance of learning intention. Based on the expectation confirmation model, this study investigated perceived enjoyment as an extended variable to unpack the mediating effects of perceived usefulness and perceived enjoyment on the relationship between confirmation and continuance intention. Quantitative data from 254 learners enrolled in asynchronous online English courses were obtained for data analysis. Results indicate that confirmation significantly and positively affects learners’ continuance intention to take the asynchronous online English courses. Perceived usefulness and perceived enjoyment significantly mediate the relationship between confirmation and continuance intention. The total indirect effect of confirmation on continuance intention through perceived enjoyment and perceived usefulness and the combination of perceived enjoyment and perceived usefulness was 55.52%. Additionally, interviews with five learners revealed that despite limited real-time interaction, they highly value asynchronous online courses given that they promote self-regulated learning, offer choice freedom, foster a sense of achievement, and reduce anxiety and embarrassment risks that trigger their learning enjoyment. This study provided deep insights into factors influencing EFL learners’ decisions in asynchronous learning. Instructors are suggested to improve the quality of courses, provide timely feedback, and design tasks to improve learners’ perceptions of enjoyment and usefulness to further improve learners’ confirmation of online courses and their continuance intention to engage in online synchronous learning. Full article
(This article belongs to the Special Issue Advancing Second Language Learning and Teaching through Innovative Technologies and Digital Tools)
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17 pages, 255 KiB  
Article
The Impact of ChatGPT on English for Academic Purposes (EAP) Students’ Language Learning Experience: A Self-Determination Theory Perspective
by Jinming Du and Antonie Alm
Educ. Sci. 2024, 14(7), 726; https://doi.org/10.3390/educsci14070726 - 3 Jul 2024
Cited by 2 | Viewed by 6140
Abstract
This qualitative study explores the perceptions of English language students regarding the use of the generative AI tool, ChatGPT, as a supportive tool for English for Academic Purposes (EAP) students in a New Zealand university context. Using self-determination theory (SDT) as an explanatory [...] Read more.
This qualitative study explores the perceptions of English language students regarding the use of the generative AI tool, ChatGPT, as a supportive tool for English for Academic Purposes (EAP) students in a New Zealand university context. Using self-determination theory (SDT) as an explanatory framework, this study explores how ChatGPT impacts students’ basic psychological needs for autonomy, competence, and relatedness in their language-learning experience. Semi-structured interviews are conducted with 24 postgraduate EAP students and the data are analysed using thematic analysis. The findings suggest that ChatGPT has the potential to support students’ needs for autonomy and competence by providing flexibility, personalised feedback and a safe space for practice. However, the impact on relatedness needs is mixed, with some students experiencing a sense of companionship and others expressing concerns about reduced human interaction. While students acknowledge the benefits of ChatGPT, they also emphasise the importance of human-teacher interactivity and empathy. The findings provide theoretical insights and practical recommendations for educators seeking to integrate generative AI tools effectively into language education. Full article
(This article belongs to the Special Issue Advancing Second Language Learning and Teaching through Innovative Technologies and Digital Tools)
16 pages, 1979 KiB  
Article
The Effect of Self-Regulated Learning and Community of Inquiry on the Online Learning Engagement of Chinese as Foreign Language Learners
by Boning Lyu
Educ. Sci. 2024, 14(7), 691; https://doi.org/10.3390/educsci14070691 - 25 Jun 2024
Viewed by 1202
Abstract
This study aimed to understand how different dimensions of online learning engagement were influenced by learners’ self-regulated learning (SRL) and their perceptions of teaching, cognitive, and social presence in the community of inquiry (CoI) framework. A structural equation modelling analysis of survey responses [...] Read more.
This study aimed to understand how different dimensions of online learning engagement were influenced by learners’ self-regulated learning (SRL) and their perceptions of teaching, cognitive, and social presence in the community of inquiry (CoI) framework. A structural equation modelling analysis of survey responses from 154 online Chinese-as-a-foreign-language learners showed that the level of learners’ SRL positively influenced their perceptions of teaching, cognitive, and social presence and consistently directly impacted all dimensions of students’ learning engagement. Regarding the different dimensions of engagement, learner’ perceived CoI had different mediating effects. Affective engagement was influenced by learners’ perceptions of cognitive and social presence, while social engagement was influenced by learners’ perceptions of social presence. Cognitive and behavioural engagements were influenced by learners’ perceptions of teaching presence. The results highlight the importance of SRL in the CoI framework for enhancing learning engagement, suggesting integrating SRL training into instructional design in the online learning environment. In addition, the effects of various dimensions of the CoI framework on learning engagement inform pedagogical implications to enhance online learning engagement, such as building an online learning community to strengthen affective and social engagement while strengthening teaching presence to improve cognitive and behavioural engagement. Full article
(This article belongs to the Special Issue Advancing Second Language Learning and Teaching through Innovative Technologies and Digital Tools)
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