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With a significant number of students using machine translation (MT) for academic purposes in recent years, language teachers can no longer ignore it in their classrooms. Although an increasing number of studies have reported its pedagogical benefits, studies have also revealed that language teachers are still sceptical about using MT for various reasons. Most of all, they have limited trust in MT quality and the effectiveness of using MT in foreign language (FL) learning. Hence, the current study examined these issues to provide an overview and a guide to language teachers regarding the use of MT in FL education. The study examined 87 MT studies related to FL education published between 2000 and 2019. It employed both systematic review (primary) and meta-analysis (secondary) as research methods for a robust data analysis. The results showed that the number of publications in this area has increased in recent years and that MT quality has been significantly enhanced. Most studies also reported the positive impacts of using MT in FL learning, particularly for writing. However, this study also found that students had mixed emotions about MT and that there are disparities in perceptions between instructors and students. Based on the results, the present study presents several pedagogical implications and suggestions for future research on MT.

EFL students often struggle with second language (L2) learning, particularly because they learn L2 out of context, which they find unmeaningful and demotivating. To provide a meaningful context for L2 learning and make learning more interesting, the present study utilized a customizable metaverse platform. First, we developed a scenario of a rose theft, and then based on that, we created a town in the metaverse, which offered a variety of multimodal language input and missions to solve the problem and identify the thief. The entire activity was developed grounded in constructivist language learning principles (e.g., contextualized, motivating, interactive, and task-based learning), thus, learners could explore, play, and learn in the playful constructivist space. In total, 72 Korean EFL students participated in the activity. The study employed a mixed method for more robust research. Quantitative data (the pre- and posttests and the postsurvey) indicated that the students had a great interest in the activity and the learning outcome increased. Qualitative data (the students' journals, the interviews with the teachers, and the screen recordings) further evidenced the students' enjoyment of the activity. Particularly, the screen recordings showed how the students participated in the activity in the metaverse, collaboratively created an emergent narrative through interaction, and produced their own narrative to reach the answer. The study suggested pedagogical implications for using the metaverse for L2 learning based on the results of the study.

As context plays a critical role in foreign language (FL) learning, context-aware technology is a promising tool for supporting FL learning. The present study examined studies published between 2000 and 2018 to understand the trends of technology and related research and the current issues with context-aware technology in FL learning. This review included 75 empirical studies and 13 system-descriptive studies. The empirical studies were further examined in terms of publication year, methodology, participants, languages, device types, and the effectiveness of the technology based on FL learning results. Most of the studies indicated positive effects of the technology in the affective, linguistic, socio-cultural, and cognitive domains. The review also found issues with the reviewed studies, including the research methods, research sustainability, and practicability of the technology. The review results showed that the number of publications per year fluctuated rather than increased over the studied period. Students' perceptions of the use of context-aware technology in FL were the most common focus of the reviewed research; far fewer empirical studies were found that assessed students' actual language learning outcomes. The results of this study suggest that more long-term, pedagogy-informed empirical studies based on students' actual learning outcomes are required to verify the effectiveness of context-aware technology on FL learning and to help effectively integrate such technology into learning in the future.

The use of machine translation (MT) in the academic context has increased in recent years. Hence, language teachers have found it difficult to ignore MT, which has led to some concerns. Among the concerns, its accuracy has become a major factor that shapes language teachers' pedagogical decision to use MT in their language classrooms. Despite the urgency of the issue, studies on MT output quality in foreign language education remain scarce. Moreover, as MT is advancing every year, updated studies are imperative. Therefore, the present study investigated the quality of MT outputs (Google Translate) from Korean to English by comparing it with the English-translated texts of intermediate English as a foreign language students. The study also examined the factors within the source texts that affect the quality of MT outputs. Five trained evaluators examined multiple aspects of MT output samples (N = 104) and students' English texts (N = 104), including mechanics, vocabulary, grammar, and context. The results showed that both texts were equally comprehensible, but MT outperformed the students in most aspects under investigation. The study further found that only two factors in the source texts -- punctuation and sentence complexity -- influenced MT output quality, whereas lexical and grammatical accuracy, lexical diversity, and contextual understanding did not affect it. Based on the results, the study presents classroom implications for using MT for educational purposes.

In the face of the COVID-19 pandemic, all colleges in Korea were forced to transition to online teaching, as was the case in most of the rest of the world. This situation engendered confusion, frustration, and dissatisfaction among students as well as instructors. The present study examined college students' perceptions of online learning in general and of one purpose-designed course in particular and compared their responses. The objective was to identify factors that might enhance the quality of online education (OE) and learner satisfaction. The present study applied a mixed method to ensure robust results, using a survey, interviews, students' reflection papers, and the instructor's field notes. The results indicated that the students perceived online learning as less effective than traditional face-to-face classes overall but were satisfied with the customized online course, specifically citing the instructor's prompt feedback, interaction among students, and effective design of tasks. Given this outcome, the present study suggests several pedagogical implications for OE in the future.

In recent years, marked gains in the accuracy of machine translation (MT) outputs have greatly increased its viability as a tool to support the efforts of English as a foreign language (EFL) students to write in English. This study examines error corrections made by 58 Korean university students by comparing their original L2 texts to that of MT outputs. Based on the results of the error analysis, the error types were categorized into 12 categories. Students were divided into three distinctive groups to determine differences among them according to the frequency of errors in their writing. The t-test results reveal that the numbers of errors significantly decreased in the revised versions for most of the error types among all groups. The results of the regression analysis also reveal a positive correlation relationship between the number of changes and the reduction of errors. However, the results also indicate that although all groups made error corrections at similar rates, students who less frequently committed errors in their L2 texts (higher language proficiency groups) generally tended to correct a higher proportion of errors. Based on the findings, pedagogical implications are discussed regarding how EFL teachers can effectively incorporate MT into the classroom.

Although it remains controversial, machine translation (MT) has gained popularity both inside and outside of the classroom. Despite the growing number of students using MT, little is known about its use as a pedagogical tool in the EFL classroom. The present study investigated the role of MT as a CALL tool in EFL writing. Most studies on MT as a tool for L2 learning have focused on student postediting of the translation that MT provides; however, the present study employed a different design with students translating their L1 writing into L2 without the help of MT and then correcting their L2 writing using the MT translation for comparison. Text analysis of students' writing outcomes revealed that MT helped to decrease lexico-grammatical errors and improve student revisions. Using MT for revisions also positively affected student writing strategies and helped them think of writing as a process. The interviews and reflection papers demonstrated that students viewed the use of MT during writing positively. This study found that MT can be a useful aid to language learning, but for it to benefit student learning, teachers must be aware of its limitations and provide adequate guidance to students.

In many English as a foreign language (EFL) contexts, learning is often limited to decontextualized classroom learning, and students suffer from lack of interaction and authentic opportunities for language learning. One of the recent emerging technologies, context-aware augmented reality (AR) technology can mitigate this problem for EFL classrooms. In the present study, 40 college students created scenes of gamified digital stories on a location-based AR app and shared them with other students. This study investigated how the students used the physical context and properties in their scenes and how the technology facilitated language learning. Data were collected from student learning outcomes, post-surveys, and reflection papers. The results showed that the students employed context in three different ways, a real place, a fictional setting and a blended reality, and then integrated it with their content and transformed it into a co-constructed meaning-making site. The study also discovered that the technology supported the students' language learning in the affective, cognitive, and social domains. All elements found in the three domains were interrelated and ultimately contributed to student learning.

This qualitative study investigates a media transfer project in which a digital game was used to promote student creativity in an English as a foreign language (EFL) class. The paper first addresses the potential of opportunities for stimulating student creativity and motivation. Creativity has been highlighted as a core competency and has garnered considerable interest in many fields in recent years; however, creativity and creative writing are rarely cultivated in EFL writing classrooms. This study uses a digital game and designs a creative writing project to provide an authentic learning opportunity through which students were able to develop their creativity, use the target language in a meaningful way, and enjoy learning. A murder mystery game, "Her Story," was selected because it provides a springboard for creative writing due to its fragmented and ambiguous narrative. Based on the game plot, 25 Korean university students reimagined the narrative in creative writing projects of their own. The study analyzes the students' writing according to three constructs in Torrance's model of creativity: originality, flexibility, and elaboration. The results demonstrate how the students' writing exhibits considerable creativity in all three constructs. Student reflection papers and surveys indicate that participating in the project enhanced the students' motivation for and engagement in learning.

The integration of AI into education has catalyzed transformative changes, particularly in enabling customized and personalized learning experiences that were previously impractical in traditional classroom settings. While earlier AI automation systems focused on educational equality by providing uniform resources and opportunities, more recent AI-driven customized learning systems aim to achieve educational equity by providing differentiated support tailored to individual needs, ensuring comparable learning outcomes across diverse student populations. However, these AI-driven customized learning systems can inadvertently introduce bias in both data collection and algorithmic processing, potentially compromising educational equity. This risk is particularly pronounced in foreign language education, where learner populations exhibit significant demographic and cultural diversity, increasing the potential for data bias. With the planned introduction of AI English digital textbooks in 2025, addressing AI bias and educational inequality becomes critical, particularly in English education. This study systematically examines the sources of AI bias that occur at multiple stages: data collection, analysis, classification, and algorithmic processing. It identifies the manifestations and implications of these biases in educational contexts, and proposes comprehensive solutions that include both technical and non-technical approaches, drawing on existing literature. It also outlines recommendations for key stakeholders-developers, educators, and policymakers- to ensure equity in AI-driven educational systems. [ABSTRACT FROM AUTHOR]

The present study aims to explore how pre- and in-service language teachers incorporate the cutting-edge technology of immersive virtual reality (iVR) into their teaching practice. Specifically, the study examined how their different knowledge levels and teaching experiences influenced their integration of technology by analyzing their performance-based tasks in microteaching in an iVR environment. This particular technology was selected for the study because it was expected to bring multiple pedagogical benefits to future foreign language learning classrooms, such as contextualized learning, increased learner motivation and interest, and enhanced interaction and communicative skill training. The study employed in-depth qualitative analysis. Data (lesson plans, screen recordings of microteaching episodes, and reflection papers) were collected from one preservice teacher training course and one in-service teacher training course at a Korean university. The study found a large gap between pre- and in-service teacher performance and identified the sources of the differences based on qualitative data analysis. The results showed that not only teachers' technological knowledge but also their pedagogical knowledge of the use of technology and confidence in teaching affected technology integration. As technology integration has become more important in language education, the current study provided insight into how to better prepare teachers for future learners. [ABSTRACT FROM AUTHOR]

Public speaking often imposes a nerve-wracking atmosphere in the L2 classrooms. Consequently, an alternative to the anxiety-arousing activity by using advanced technology for pedagogy is urgent. Prior publications reported the use of virtual reality (VR) for training public speaking and alleviating students' public speaking anxiety (PSA). However, no latest review in this area has been published. This present study employed a systematic review to delineate the trends in the latest decade (between 2011 and 2023), synthesizing research outcomes, methodologies, loci, participants, treatment duration, and research focuses. This systematic review was based on inclusion and exclusion criteria. Conceptual and theoretical studies were removed, yielding 16 studies with empirical data to be thoroughly examined. Most studies indicated the effectiveness of VR for teaching public speaking and reducing speech apprehension. Several gaps were disclosed, such as the inconsistency of the research findings regarding whether the short duration of VR exposure resulted in the statistically non-significant effects, the unequal distribution of research loci which were mostly reported from the US, the UK, and Europe, and the major focus on English as L1 instead of L2 public speaking training. The results of this review suggest that more pertinent studies in countries with EFL or L2 learning contexts and longer treatment duration be conducted and reported in the globally renowned English-language journals to verify the effectiveness of VR technology in treating PSA. [ABSTRACT FROM AUTHOR]

With the spread of mobile devices, mobile phones have enormous potential regarding their pedagogical use in language education. The goal of this study is to analyse user experience of a mobile-based learning system that is enhanced by speech recognition technology for the improvement of EFL (English as a foreign language) learners' speaking proficiency. "Speaking English 60 Junior," which is developed for middle-school students in Korea, is equipped with automatic speech recognition (ASR) for students' self-regulated speaking practice. Open-ended survey questions were used to gain insight into users' reactions. The results showed that the students, overall, had positive attitudes towards the use of the application for learning to speak. They particularly expressed great interest in the speech recognition function because it immediately demonstrated the consequence of their speech input. The speech-interactive activity, in which they interacted with a virtual character via ASR, also received positive comments. The findings highlight the potential use of mobile phones and ASR for learning to speak in the EFL context. Recommendations for future research are discussed based on the results of this study.

In recent years, the number of studies investigating the effectiveness of using digital games for incidental second language (L2) vocabulary learning has been rapidly increasing; however, there is still a lack of research identifying the factors that affect incidental L2 vocabulary learning. Hence, the current study examined vocabulary-related (word level, exposure frequency, salience) and learner-related (language proficiency, interest, viewing captions) variables and investigated factors affecting EFL students' incidental vocabulary learning in the use of a vernacular (noneducational) murder mystery game (N = 59). The study employed a quantitative research method and descriptive and inferential statistics (repeated measures ANOVA and multiple linear regression). The results showed that playing the game greatly facilitated L2 vocabulary acquisition and retention. Among the vocabulary-related variables, the study found that only salience significantly influenced vocabulary acquisition. Regarding the learner-related variables, the students' interest and viewing captions were positively related to vocabulary learning, whereas their language proficiency levels were negatively correlated. The study found that the students' conscious attention, in conjunction with salience of the word, was the main facilitating factor in incidental vocabulary acquisition and retention in the game-enhanced language learning environment. The study suggested pedagogical implications for incidental vocabulary learning through game play based on the results of the study. [ABSTRACT FROM AUTHOR]

With the spread of mobile devices, mobile phones have enormous potential regarding their pedagogical use in language education. The goal of this study is to analyse user experience of a mobile-based learning system that is enhanced by speech recognition technology for the improvement of EFL ( English as a foreign language) learners' speaking proficiency. Speaking E nglish 60 J unior, which is developed for middle-school students in Korea, is equipped with automatic speech recognition ( ASR) for students' self-regulated speaking practice. Open-ended survey questions were used to gain insight into users' reactions. The results showed that the students, overall, had positive attitudes towards the use of the application for learning to speak. They particularly expressed great interest in the speech recognition function because it immediately demonstrated the consequence of their speech input. The speech-interactive activity, in which they interacted with a virtual character via ASR, also received positive comments. The findings highlight the potential use of mobile phones and ASR for learning to speak in the EFL context. Recommendations for future research are discussed based on the results of this study. [ABSTRACT FROM AUTHOR]