Castledown Journals
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Empowering pre-service teachers with generative artificial intelligence and microlearning: pathways to self-directed growth
No full textThis study explores the impact of generative artificial intelligence (GenAI) tools and microlearning strategies on the professional development of pre-service language teachers in Hong Kong. Grounded in self-regulated learning (SRL) and self-directed professional development (SP-PD), the research explores how teachers develop technological and pedagogical competencies through flexible, informal learning. Through semi-structured interviews with 14 pre-service teachers, the study identifies four key themes: navigating GenAI with curiosity, microlearning as a practical scaffold, integrating SRL strategies, and reimagining teacher identity and agency. The findings reveal that participants valued the accessibility and responsiveness of GenAI and microlearning but faced cognitive and emotional challenges, particularly without institutional support. Notably, GenAI tools functioned not only as instructional aids but also as co-regulators of learning, facilitating goal-setting, feedback, and reflection. By positioning GenAI as an active agent in teacher learning, this study contributes to the field and advocates for integrating AI literacy, SRL, and ethical frameworks into teacher education. The study proposes reimagining professional development to strike a balance between autonomy and support and between innovation and pedagogical integrity in AI-enhanced educational contexts
A comparative study on monologic vs. dialogic technology-mediated feedback modalities: Students’ uptake and perspectives
No full textInvestigating how learners incorporate feedback into drafts is crucial, as feedback alone does not ensure effective implementation. Writing instructors can offer technology-mediated feedback rather than traditional methods, a practice supported by current research, for managing feedback processes and improving uptake. Consequently, this study compares screencast feedback (monologic) and online one-on-one video conference feedback (dialogic) on literature reviews (LRs) of 10 students in an L2 academic writing class. Over five weeks, half the students received one-on-one video conference feedback for their first draft and screencast feedback for the second draft, while the others received feedback in reverse order and then revised their drafts. Quantitative analysis showed a significant success rate difference favoring one-on-one video conference feedback, confirmed by Chi-square tests. This feedback was especially effective in content clarity, content development, cohesion, and coherence. Qualitative student interviews revealed the usefulness of both feedback types, with one-on-one video conference feedback proving superior for communication and comprehension. Findings suggest there may be some efficiencies if instructors could incorporate both types yet save more time-consuming, effortful modalities (one-on-one) to address vital issues. Hence, language instructors should consider these approaches as complementary rather than competing technology tools
A quasi-experimental study comparing textual and audio dynamic glosses: Effects on L2 vocabulary learning among novice EFL learners
No full textThis study investigates the impact of dynamic glossing techniques on vocabulary acquisition among novice English as a Foreign Language (EFL) learners. Specifically, it compares the effectiveness of Dynamic Textual Glossing (DTG) and Dynamic Auditory Glossing (DAG) in enhancing vocabulary learning outcomes. A quasi-experimental design was employed, with participants randomly assigned to three groups: no gloss, DTG, and DAG. A vocabulary pretest was administered, followed by ten treatment sessions using “Select Reading” passages. The results indicated that both dynamic glossing methods significantly outperformed no-gloss condition, supporting the efficacy of glossing as a pedagogical strategy. Additionally, findings revealed no significant difference in effectiveness between DTG and DAG, suggesting that both approaches can be valuable methods for vocabulary instruction. Delayed posttest results further demonstrated the efficacy of dynamic glossing. The study highlights the implications for EFL teaching practices, advocating for the integration of dynamic glossing techniques to promote deeper engagement with vocabulary material. The research contributes to the growing body of literature on vocabulary acquisition by exploring the relatively under examined area of DAG and emphasizing the importance of tailored instructional strategies in fostering effective second language learning
Comparing augmented reality and quick response code versions of a location-based task for foreign language learning
No full textLocation-based Augmented Reality (AR) technology has the potential to trans form language education by enabling situated, authentic, and collaborative learning. Yet, while some research has found that AR facilitates learning, other research has found that AR increases cognitive load, is distracting, and provides too much information during learning activities. This study compared the student experiences of AR and Quick Response (QR) code versions of a cam pus-based English language activity at a Japanese university. Exploratory Factor Analysis of 483 students’ post-task self-report measures of motivation, value, and difficulty identified a reliable scale for motivation. Results showed that AR made the task more motivating and encouraged collaboration. However, AR made smartphone technology more difficult to use and perceived performance to be lower. These challenges were attributed to design issues regarding learner interaction with learning content, such as redundant and transient information. The findings suggest that AR is best suited to tasks that prioritize collaboration and the co-construction of knowledge. In designing AR tasks, and Mobile Assisted Language Learning materials in general, reducing cognitive load and improving performance are key issues that can be addressed with carefully designed materials that have clear structure, concise content, and guidance on how to interact with them effectively
Development of task-based language teaching in virtual reality: A case study
No full textVirtual reality (VR) has attracted increasing interest for its potential to enhance second language acquisition through immersive and interactive experiences. However, effectively integrating VR with established language teaching pedagogy remains a critical challenge. This study addresses that gap by embedding the principles of task-based language teaching (TBLT) into a custom-designed VR learning environment. Using “making orders in a bar” as a representative target task, the study illustrates the design of pedagogical tasks and the development of an original VR environment using open-source tools. Employing a small-scale case study design, the research investigates whether this VR-based TBLT (VR-TBLT) facilitates learners’ acquisition of the target discourse and supports the transfer of skills to real-world contexts. It also explores learners’ perceptions of the VR-TBLT experience. The findings indicate that the VR-TBLT approach promotes the use of the target language, supports near transfer to real-world tasks through contextual similarity, and enhances learners’ engagement. Participants reported high levels of enjoyment and presence within the VR environment, although minor technological issues were noted. These results underscore VR-TBLT’s potential as a pedagogically grounded tool for language learning and highlight key considerations for future research on scalability and long-term outcomes
Technology-enhanced language teacher education: Opportunities, challenges, and futures
No full textThis editorial introduces the Special Issue on technology-enhanced language teacher education (LTE), situating current debates and mapping opportunities, challenges, and futures. We clarify what counts as “technology” in LTE (from CALL, MALL, RALL, to virtual platforms and generative AI) and foreground digital literacies, ethics, and equity as preconditions for meaningful integration. The collected articles span conceptual, empirical, and review work: a five-principle framework positioning technology as a partner in reflective practice; teachers’ perspectives on GenAI in Hong Kong classrooms; a reconceptualisation of TPACK that embeds affective knowledge; a bibliometric mapping of GenAI-related LTE scholarship; a critical typology of teachers’ perspectives about AI; and a narrative inquiry into technological triggers of teacher immunity and coping startegies. Together, these contributions recenter teacher agency, identity, and well-being in technology-mediated contexts and argue for context-sensitive, ethically informed design for integrating technology in LTE. We close by outlining research trajectories that prioritise teacher voice, sustained professional learning, and principled, locally responsive uses of AI, globally
Exploring generative artificial intelligence-aided language learning tools in language classrooms: Insights from language teachers of English in Hong Kong
No full textThe integration of technology has profoundly influenced language teaching and learning practices. Emerging technologies such as generative artificial intelligence (GenAI) are poised to shift educational paradigms even further. This research examines the use of AI-aided learning tools from the perspective of language teachers. The study engaged teachers from different tiers of schools, both secondary and tertiary institutions, in Hong Kong as participants. These participants evaluated and provided feedback on their overall views on their use of GenAI-aided language teaching and learning. Through a qualitative grounded theory approach to the data set of semi-structured interviews, this study aims to understand language teachers' views of the application of AI tools in classrooms, as well as the overall teaching and learning experience, with consideration to the tiers of schools in which the teachers were employed. Preliminary findings suggested varied opinions on the practicality and impact of AI tools in language education, highlighting both potential benefits and challenges. These insights are crucial for developing innovative teaching strategies that align with contemporary educational needs as well as the continual call for advancement in teacher education. This study contributes to the ongoing discourse on GenAI development in language education, offering valuable implications for curriculum design and instructional practices in secondary education
What AI does: a pragmatic analysis of a writing assignment
No full textThis article examines the impact of AI on the speech act of a writing assignment. The pragmatic analysis reveals that AI does not have to affect the speech act, but it exacerbates the inherent tension that always existed within the genre of a writing assignment. This analysis suggests that we need to discuss the role of AI not in isolation but in context
The impact of computer-assisted pronunciation on Saudi students’ production of English vowel sounds
No full textThis study aimed to investigate the extent to which computer-assisted pronunciation (CAP) is influential in helping Hijazi students to develop their pronunciation of English vowels within a Saudi English as a foreign language (EFL) context. It also examined whether Saudi Hijazi learners taught English vowel sounds by CAP outperform those taught via hard-copy pronunciation materials. Data were collected from 18 students who undertook an English speaking course over 11 weeks. These learners were equally divided into the experimental and control groups, who received instruction on English vowels through CAP and traditional printed materials, respectively. Quantitative and qualitative methods were employed in this study. The results of the study show that CAP significantly enhanced Hijazi EFL students’ pronunciation of English vowel sounds, especially for those vowels that were non-existent in their L1 phonemic inventory. They also suggest that CAP could be a beneficial tool to be incorporated into English speaking lessons
Fostering SEL competencies in digital learning environments: A COIL approach
No full textThis study explores the impact of collaborative online international learning (COIL) projects on the development of social-emotional learning (SEL) competencies in digital environments. As digital platforms reshape education, their role in fostering emotional and social development becomes crucial. COIL offers a unique opportunity to enhance SEL by connecting students from diverse backgrounds through structured virtual collaboration. Although the benefits of COIL for cross-cultural learning are well documented, its role in explicitly enhancing SEL competencies and supporting crisis-responsive education remains underexplored. This research addresses this gap by examining two COIL projects involving Taras Shevchenko National University of Kyiv: “Unite: Tackling Challenges through Interdisciplinary Solutions” with The Hague University of Applied Sciences and “Discovering Shared Heritage Narratives” with Erasmus Brussels University of Applied Sciences and Arts. Both initiatives incorporated SEL-focused activities, such as collaborative assignments, virtual discussions, and problem- solving exercises, facilitated via platforms like Zoom, Google Classroom, Canvas, Padlet, Blooket, YouTube, and AnswerGarden. Using a mixed-methods approach, data were collected through surveys, self-assessments, and reflections to evaluate the impact of COIL on students’ SEL competencies. The study assessed growth in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making within the context of the ongoing war in Ukraine. The findings revealed that COIL not only improved students’ English communication and cultural awareness, but also significantly strengthened SEL competencies, emotional well-being, and academic engagement. This research offers valuable insights for creating supportive, inclusive, and resilient educational practices in digital and crisis- affected learning environments