Castledown Journals
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Why aren’t students using my learner management system?
No full textLearner management systems (LMSs) have added incredible opportunities for educators and learners to utilize ever-evolving technology. However, the learning experience for students can be frustrating if LMSs are not used effectively. This study examines the reasons why students became frustrated with the utilization of an LMS during a Master’s course at a university in Sydney and offers solutions that educators can employ to ensure that the LMS user experience for students is positive
Technology literacy & language learning: Undergraduate attitudes
No full textThis study discusses the results of a longitudinal technological literacy survey of undergraduate English majors (N = 285) conducted in 2022 (n = 176) and 2023 (n = 109) at a small private women’s university in Western Japan. The survey asked participants about their technology use pre-entry, changes in their technology use since entry, preferences regarding the various devices available for accessing applications commonly used in language learning classes, and issues they had with devices (smartphones, tablets, and computers) used to complete a range of language-learning assignments. The results were that the abilities of students matched the abilities required for using the technology in their classes. Findings include that a baseline of technological literacy should not be assumed for all students, that students will choose and adapt to technology in a way that suits their needs, and that it is difficult to predict the utility and longevity of emerging technologies
Exploring the frontiers of hybrid authorship in the development of AI-assisted, L2 crime stories
No full textThis study examined the role of Generative AI (GenAI) in facilitating multimodal reading and writing in crime story creation. To investigate how language learners engage with AI as part of their linguistic development, we examined a single 45-minute workshop, learners’ first opportunity to freely use GenAI in creating 500–1000-word crime stories. Analysis revealed most students used AI in a simple, directive style; not conversationally. Results may reflect student’s lack of digital literacy and prompting ability, however, the lack of guidelines at the macro and micro levels of our institution, and lack of time to integrate TPACK - Technological Pedagogical Content Knowledge (Mishra & Koehler, 2006) into the larger context of curriculum also contribute to these challenges. Findings suggest faculty development, increased space for exploring GenAI-related tasks, and better specification of meta-concepts for building stories, combined with shorter units of text output, such as a scene rather than a whole story, could improve L2 learner-AI interaction
The crucial role of the eclectic approach and conceptual fluency in advancing chinese students' language competence
No full textThis paper delves into the importance of an eclectic approach and conceptual fluency in enhancing students’ language learning in the Chinese context. The Chinese students observed by the author often reach a stagnation point in their advancement, wherein they produce grammatically correct language that lacks creative use of language, such as the effective use of metaphors. This paper argues that an eclectic approach focusing on conceptual fluency, which is frequently neglected in language classrooms, can improve students’ language beyond the grammatical “well-formedness” of sentences. Multiple studies have also confirmed the benefits of integrating conceptual fluency into language teaching. The paper culminates in cross-linguistic and categorization tasks designed to enhance metaphor awareness. Language teachers are encouraged to focus not only on grammar and communication but also on developing students' metaphorical competence and conceptual fluency.
Students’ responses towards the use of screen recording technology in the teacher’s feedback for students’ EMI writing assignments at a university in Vietnam
No full textGiven the essential role of teachers’ feedback in language learning, a great body of research has been conducted to find ways of boosting the quality of teachers’ comments on students’ performance. Nonetheless, little has been written about the use of screen video recording technology especially through Loom website in recording more detailed, vivid, and effective video feedback for learners’ writing assignments, especially in EMI context. Hence, this action research study was conducted to shed light on the learners’ perspectives towards the use of screen recording technology (Loom) in the teacher’s feedback for their writing assignments. Two data collection instruments, namely surveys and semi-structured interviews were utilized to collect data from a class majoring in English language at a university in Vietnam. The results revealed that all of the students had positive responses towards the video feedback recorded via Loom as it could bring several benefits for both learners and teachers. Loom multimedia feedback was claimed to be not only more detailed, and vivid with the aid of both text and audio explanation, but also more time-saving and convenient than text feedback. However, some minor drawbacks were also pointed out with several suggestions to enhance the quality of feedback
Peer feedback and ChatGPT-generated feedback on Japanese EFL students’ engagement in a foreign language writing context
No full textIn Second Language Acquisition (SLA), affective, behavioral, and cognitive engagements play crucial roles in how learners interact with and process written feedback on their language production. The present study investigates the efficacy of peer feedback versus ChatGPT-generated feedback in an English as a Foreign Language (EFL) writing context. Participants (n = 324) were 1st and 2nd-year undergraduate students at a Japanese university. The peer group (n = 164) received peer feedback, while the ChatGPT group (n = 160) utilized ChatGPT with crafted prompts for feedback. A survey instrument measuring three engagements, i.e., affective, behavioral, and cognitive engagement, was conducted at the end of the semester. Results revealed that all three types of engagements were higher in the ChatGPT group than those in peer feedback group. However, significant differences were suggested in only affective and behavioral engagements, with the difference in cognitive engagement remaining non-significant. The findings suggest that while ChatGPT-generated feedback can be integrated into EFL instruction, its impact on student engagement, particularly affective and behavioral, warrants careful consideration. Pedagogical implications are discussed
AI-assisted vocabulary instruction for IELTS candidates: A mixed-methods exploration
No full textThis explanatory sequential mixed-methods study investigates the effectiveness of AI-assisted vocabulary instruction in improving the lexical range of International English Language Testing System (IELTS) candidates. Despite growing interest in Artificial Intelligence (AI) for educational purposes, research into its application within specific exam preparation contexts, such as IELTS, remains limited. Furthermore, there is insufficient exploration of AI’s impact on learners’ lexical range within short timeframes. To address these gaps, this study involved 40 IELTS candidates (aged 18–35, with band scores between 5.0 and 5.5) divided into experimental and control groups. Through a Vocabulary Size Test (VST) for pre-test and posttest, participants were assessed and quantitative data were gathered. The quantitative analysis revealed significant improvement in the experimental group. Descriptive statistics indicated a mean increase in vocabulary scores, with pre-test scores (M = 43.10, SD = 7.41) rising to posttest scores (M = 57.85, SD = 7.47). Qualitative data from semi-structured interviews identified three key themes: (1) perceived improvement in vocabulary, (2) increased engagement and motivation, and (3) challenges faced with AI tools. The findings demonstrate that AI-assisted vocabulary instruction can effectively enhance vocabulary development and motivate IELTS candidates, particularly those at low and intermediate proficiency levels. The study highlights both pedagogical implications for IELTS preparation and limitations related to sample size, instrument scope, and the role of teacher mediation
Banglalish on social media: A corpus-based study of Bangla–English code-mixing across four platforms in Bangladesh
No full textThis article reports a 12-month, 120,000-token corpus study of Bangla–English codemixing in Bangladesh’s social-media discourse across Facebook, Twitter, YouTube, and Instagram. Anchored in variational sociolinguistics and contact linguistics, we operationalise code-mixing using the Matrix Language Frame (MLF) model and related structural diagnostics (insertion vs. alternation; borrowing vs. switching), and we quantify platform effects on mixing frequency and structure. Findings indicate stable insertional patterns with Bangla as the matrix language; productive hybrid verb constructions (e.g., comment korchi, share korbo); strong preferences for Bangla determiners with English content nouns (e.g., ei app, amar phone); and domain-specific borrowing of digitalculture vocabulary. Platform affordances condition mixing: Facebook supports longer mixed turns, while Twitter compresses mixing and favours hashtag innovations; YouTube concentrates emphasis and evaluation in comment bursts; Instagram integrates visualtextual cues with searchable, multilingual tags. Demographic correlates (age, education, gender) are treated as tendencies rather than fixed categories. The article contributes (i) a transparent, replicable coding scheme for code-mixing in South Asia, (ii) cross-platform evidence of code-mixing as structured, not ad hoc, and (iii) research/pedagogical/policy implications of treating code-mixing as a regular, rule-bound resource in Bangladesh’s digital communication ecology
The effect of pending feedback on the IELTS speaking test result: grammatical range and accuracy in focus
No full textProviding feedback on EFL Learners’ speaking errors has been extensively researched, with numerous studies highlighting its benefits. This study investigates the impact of "pending feedback”, a type of feedback where students are required to independently discover the correct answer. Sixty IELTS learners, 30 learners in the experimental group and 30 learners in the control group, were recruited and divided into experimental and control groups, both of which exhibited similar results in the pre-test. The experimental group received pending feedback, while the control group received other types of feedback methods preferred by the teacher but not pending feedback. To find any possible significant difference in group’s performance, and to detect the relation between pending feedback frequency of occurrence and the increased speaking scores in the experimental group, an Independent Sample T-tests and R-Square correlation were conducted on two groups of participants. It was found experimental group demonstrated an improvement in IELTS speaking scores, indicating a strong correlation between pending feedback and better speaking performance. Additionally, the frequency of pending feedback was examined within the experimental group, further confirming that students who received more frequent pending feedback opportunities indicated enhanced performance
Perceptions of how English foreign language instructional strategies may enhance adult learners’ speaking skills
No full textThis article reports a qualitative action research study regarding the influence of strategies that may be used in oral conversation to avoid communication breakdowns. After analyzing college students’ performance in English as a Foreign Language (EFL) classes, the problem was that many adult learners exhibited poor oral English communication skills, which negatively affected their exit examinations and opportunities to earn a degree. Grounded in sociocultural and cognitive load theories, the purpose of this study was to explore adult learners’ perceptions at a private university in Northern Colombia regarding the influence of compensation strategies on their English-speaking skills. A purposive sample of 20 intermediate-level students was taught how to use circumlocution, approximation, coining words, and self-repetition to preclude communication breakdown caused by knowledge gaps. Data collection instruments included journal entries and transcriptions from semi-structured interviews, which were analyzed using thematic analysis aided by MAXQDA. The analysis discovered that compensatory strategies supported the enhancement of students’ grammatical accuracy, fluency, and language learning motivation. Findings also showed that compensatory strategies did not influence the use of level appropriate vocabulary, and coining words was the least influential strategy. However, introducing the strategies helped reduce students’ affective filter and boost their speaking performance. As a pedagogical implication, teachers should facilitate the intentional integration of compensation strategies to scaffold adult learners’ confident and fluent communication