Archive
Welcome to the public archive of the Applied Language Sciences by GloDAL. Please select a volume below to view its published articles.
Author(s): Congchao Hua and Yongli Liu
Published: 20 January 2026
Abstract: This study investigated emergent Mandarin-English bilinguals’ practices and perceptions of translanguaging in the process and product of digital multimodal composing (DMC) in a content and language integrated learning (CLIL) context...
Author(s): Yeong-Ju Lee, Rauno Parrila, and Danielle Colenbrander
Published: 16 March 2026
Abstract: Artificial intelligence (AI) is reshaping academic writing instruction. However, there is limited evidence on how students actually interact with AI and how pedagogy can guide ethical and reflective engagement...
Author(s): Yu-ju Hung
Published: 14 April 2026
Abstract: The Taiwan government has enforced educational policies that encourage implementation of Content and Language Integrated Learning (CLIL) in elementary school subject courses. Given concerns about the lack of content teachers with adequate English proficiency...
Author(s): Frankie Har & Jamie Sullivan
Published: 15 April 2026
Abstract: ClassPoint, an interactive presentation tool, was integrated into a Year 1 university-level English for Academic Purposes (EAP) course in Hong Kong to foster real-time participation, boost critical engagement, and hone students' academic literacies...
Author(s): Rintaro Sato
Published: 16 April 2026
Abstract: This practitioner-led innovation study examines a decade-long effort to establish English-medium academic meetings at a teacher education university in Japan, where English is highly valued as a school subject yet rarely used in teachers' professional communication...
Author(s): Lu Xiaotong & Lin Pan
Published: 20 April 2026
Abstract: Writing is one of the essential skills that foreign language learners should master. Written feedback is a practical way for teachers in China to provide feedback when teaching English writing. As a dimension of the learner factor, students' cognitive learning styles may influence their performance in developing writing skills and their reaction to teachers' written feedback. This research investigates the effects of teachers' written feedback on English learners with different cognitive learning styles during an English writing course at a university in Beijing. Twenty-six students were recruited and divided into two groups according to their cognitive learning styles. Their essays were observed over a semester, and 13 of them received a follow-up interview. Analysis was based on observing and comparing their reactions to written feedback from the two groups. Students in the field-independent group tended to respond to the feedback with more personal reflection and acted on the feedback to solve more problems in their writing. This finding suggests that teachers can provide more appropriate feedback tailored to students' cognitive learning styles to help them improve their English writing.
Author(s): Mark Feng Teng and Lawrence Jun Zhang
Published: 15 December 2025
Abstract: Despite the extant literature, studies on how multilingual learners' motivations for L1, L2, and L3 co-evolve and shape a multilingual self is scant. Drawing on the L2 Motivational Self System and dynamic-ecological perspectives...
Author(s): Junjie Gavin Wu, Sangmin-Michelle Lee, Di Zou, and Junhua Xian
Published: 16 December 2025
Abstract: Technological advancements-from mobile and extended reality (XR) to generative artificial intelligence (GenAI) are central to innovation in computer-assisted language learning (CALL). This systematic review conducted a thorough analysis of 1,098 papers...
Author(s): Xiaolong Liu and Danyang Zhang
Published: 18 December 2025
Abstract: With the integration of generative Artificial Intelligence (GenAI) into education, exploring its role in enhancing students' intercultural competence within language teaching has become a critical research focus...
Author(s): Chenru Zheng, Ruoyu Cui, and Lin Pan
Published: 19 December 2025
Abstract: Facilitated by the robust evolution of short video social media platforms and microcelebrity economy, online commercial English Language Teaching (ELT) in mainland China has witnessed notable innovation...
Author(s): Wei Lun Wong and Sandiway Fong
Published: 22 December 2025
Abstract: This innovation reports on the design, implementation and evaluation of an AI-powered learner corpora to support English writing in a Malaysian national primary school. The intervention targeted Year 4 to Year 6 pupils...