Castledown Journals
Not a member yet
968 research outputs found
Sort by
A mediated discourse analysis of self-disclosure in online self-help groups for anxiety and depression
No full textLoneliness has emerged as a significant precursor to anxiety and depression, prompting a growing interest in the role of self-disclosure as a potential mitigating factor. Previous research has suggested that self-disclosure may play a critical role in reducing feelings of loneliness, thereby alleviating symptoms associated with these mental health conditions. Studies have highlighted self-disclosure as a prevalent social practice within online support groups, indicating its potential to foster relationship development through participant interaction. However, there remains a notable gap in the literature regarding the interplay between self-disclosure and the discursive and complex context of online self-help groups. The nuanced effects of self-disclosure are often overlooked. This study seeks to address this gap by employing Mediated Discourse Analysis (MDA) to investigate the ramifications of self-disclosure in post messages within online self-help groups for anxiety and depression (OSGADs). Specifically, it views self-disclosure as a social action, elucidating its interrelationship with OSGADs. The findings reveal several key effects of self-disclosure in post messages, including distancing of individuals from their problems, enhancement of self-disclosure exchange, receiving and expressing empathy and understanding, and normalization of experiences. The results suggest that the digital environment of OSGADs facilitates self-disclosure, and the effects of self-disclosure contribute to the continuum of social support exchange. This study concludes by offering implications for the application of MDA in studies of online discourse and the role of OSGADs in alleviating anxiety and depression
Learners use of audio/video playback controls in technology-enhanced listening: a systematic review
No full textThis systematic review investigates learner use of audio/video playback (AVP) controls in technology-enhanced listening environments. To this aim, 61 academic works produced from 2000–2021 underwent inclusion/exclusion criteria and were analyzed. The resulting corpus was made up of 16 peer-reviewed articles. We first situate the studies examined with regards to contextual, educational, and methodological characteristics of AVP controls research. Then, we conducted thematic analysis to identify, analyze and report affordances and limitations of AVP controls. Four affordances and two limitations were identified. The affordances describe how AVP controls enable students to resort to different strategies, change their interaction patterns with learning materials, address comprehension problems and enhance listening comprehension performance. Similarly, limitations describe how proficiency level restricts interaction with AVP controls and the need for learner training on AVP buttons. Results are discussed along with integrated data. Pedagogical implications and avenues for further research are also discussed
Perceptions of AI-facilitated creativity in language education: A study on digital storytelling
No full textThe study investigates perceptions of AI-facilitated creativity in English as a Foreign Language (EFL) digital storytelling (DST). Focusing on language learners, instructors, and audience, the research explores how AI influences creative processes and how such creativity is perceived across different perspectives. Over a six-week period, 32 EFL students used AI tools to create digital stories. The study employed pre- and post-intervention surveys to assess students' perceptions of AI-enhanced creativity, while the resulting digital stories were evaluated by instructors as experts, and peers as audiences to gather multi-perspective insights. Findings reveal that while AI tools significantly enhanced visual and audio elements, aiding in the contextualization of stories, the creative essence, particularly in narrative development, was consistently preferred when human input played a central role. The study uncovered favorable attitudes towards AI-facilitated learning, with noticeable improvements in post-intervention surveys. However, despite these technical enhancements, human-created storylines were valued more highly by the audience than AI-generated components. The results suggest that while AI can augment certain aspects of digital storytelling, such as enhancing multimedia elements, it does not replace the core creative input provided by humans. This has implications for the integration of AI in educational settings, particularly in language learning and creative disciplines. The study advocates for a balanced approach where AI supports, but does not substitute, human creativity
Editorial introduction: Migration and language education – Insights from emerging research
No full textEditorial Introduction: Migration and Language Education – Insights from Emerging Researc
EFL students' and teachers' perceptions of the ethical uses of AI tools
No full textThe use of AI tools in second language (L2) education has sparked substantial debate in recent years. Amidst these discussions are ethical considerations for L2 learners to determine when and how to integrate AI into their language learning experiences responsibly. Addressing this query holds considerable implications, potentially impacting teaching approaches, materials development, and assessment methods. Therefore, capturing the ethical perspectives of learners and teachers is imperative to establish robust pedagogical practices. This study aimed to initiate a dialogue on the ethical utilization of AI tools in an EFL learning environment, heeding De Costa's (2024) call for caution against having a "one-size-fits-all approach to ethics executed from a top-down stance" (p. 3). The present study evaluates three hypothetical scenarios depicting fictional students using generative AI tools in their EFL coursework. These scenarios explicitly mention whether the students acknowledged their tool usage. The scenarios were presented via an online survey to 543 first-year students and 16 teachers at a national university in Japan. Participants assessed each scenario using a Likert scale ranging from 1 (completely unethical) to 4 (completely ethical). An analysis of the ratings revealed that students and teachers have differing perspectives from each other on what constitutes ethical and appropriate utilization of AI tools in their academic work. The paper culminates with a discussion that elucidates L2 learners' viewpoints on the ethical integration of AI tools within an educational context.
A thesaurus in focus: A media review of https://www.thesaurus.com/
No full textMany applications, software, websites, and online dictionaries have been introduced thanks to the advent of computer- and mobile-assisted technologies. Recent technological advancements have resulted in more targeted apps (e.g., BoldVoice for pronunciation) or reference tools (Etymonline.com for an etymology dictionary) for language learning and practice. One such tool is Thesaurus.com, an online thesaurus freely accessible through mobile devices and computers. Given the significance of synonyms and antonyms for vocabulary learning and the problems English as a foreign language learners have with these lexical subfields, this media review evaluated the aforementioned online thesaurus. The results indicated potential pedagogical opportunities and several areas of improvement. The review concludes with suggestions for further research to corroborate the findings
ChatGPT in language teaching and learning: Exploring the road we’re travelling
No full textThis introduction to the special issue examines the integration of ChatGPT and similar generative AI technologies in language teaching and learning. It examines the rapid evolution of AI tools since 2022, with particular focus on their applications in educational settings and the mixed responses they have generated among educators and learners. While some educators embrace these tools for their potential to automate and enhance instructional tasks, others express concern over issues such as academic integrity, accuracy, and potential job displacement. This special issue explores various perspectives on the use of ChatGPT, including its benefits in providing non-judgmental feedback, aiding material creation, and enhancing language practice, alongside challenges like ethical use, student over-reliance, and the evolving digital literacy demands for both teachers and students. The collection of articles in this special issue seeks to balance the hype with practical insights and offers a framework for understanding the nuanced impacts of generative AI on second language education. 
Enhancing pedagogical practices: Insights from novice and experienced English language teachers
No full textThis study investigates the pedagogical knowledge of novice and experienced English as a foreign language (EFL) teachers in Iran by analyzing their verbal reports. This research aims to identify the pedagogical knowledge categories inferred from the teachers’ reports, determine the frequency of occurrence of each category, and compare the differences between novice and experienced teachers. This study employs the Stimulated Recall Technique and combines quantitative and qualitative data analyses. The teaching process (about 90 min) of a total of 40 EFL teachers recorded, and then the teachers were interviewed about their teaching practices. The data were transcribed and analyzed using Gatbonton’s (2008) framework of pedagogical knowledge categories. The dominant pedagogical knowledge categories for novice teachers were Procedure Check, Language Management, Note Behavior, Progress Review, Knowledge of Students, and Affective, accounting for 67.33% of their pedagogical thought units. In contrast, the dominant pedagogical knowledge categories for experienced teachers were Language Management, Procedure Check, Progress Review, Beliefs, Decisions, and Note Behavior, accounting for 66.22% oftheir pedagogical thought units. This study contributes to the understanding of EFL teachers’ pedagogical knowledge in the Iranian context and has implications for teacher training and professional development. The findings can inform the design ofeffective training programs that address the specific needs of novice and experienced teachers, thereby enhancing their pedagogical knowledge and instructional practices
Perceptions, challenges, and prospects: University professors’ use of artificial intelligence in education
No full textArtificial Intelligence (AI) has emerged as a prominent area of investigation in the field of education. Also, perceptions, challenges and threats of AI among university professors show notable variations. This study explores university professors’ perspectives regarding AI, including their familiarity with AI, its educational impacts, challenges associated with its implementation, and perceived threats. To achieve this, a survey was administered to 65 university professors from diverse Egyptian institutions, both state and private. Subsequent statistical analyses were conducted to treat the collected data. The outcomes of these analyses reveal that university professors possess varying degrees of familiarity with AI. Despite this, they view AI as a valuable educational tool. The study identifies several challenges hindering AI adoption, encompassing difficulties in comprehending and interpreting AI algorithmic outcomes, the intricate autonomy of AI systems, financial implications of implementation, and concerns regarding data privacy. Additionally, the study identifies apprehensions pertaining to AI’’s influence on professors’ skills, potential dehumanization of pedagogy, adverse effects on students, and the potential obsolescence of professors. These findings bear implications for the integration of AI in educational contexts, highlighting the necessity for further exploration in this evolving field
The role of individual differences in L2 vocabulary learning: A review of out-of-class exposure, strategic learning and motivation
No full textThis review paper explores the role of individual differences in second language vocabulary learning, focusing on three key factors: out-of-class exposure (e.g., viewing TV, playing video games and listening to songs), strategic vocabulary learning, and motivation. Individual differences significantly impact vocabulary learning, making it crucial to understand how these factors contribute to learning outcomes. Yet, previous reviews have mainly overlooked out-of-class exposure in their discussion of individual differences. The current review shows that the three factors can have a positive effect on lexical development. There are some points to consider such as the need for a large amount of input for out of-class exposure to be effective. Additionally, the review shows that both motivation and self-regulation are important for vocabulary learning and that they are positively related to vocabulary knowledge. It shows that more self-regulated and motivated students tend to have significantly larger and more developed vocabulary knowledge. By synthesizing findings from empirical studies on individual differences and vocabulary learning, this review provides insights into making vocabulary learning more effective