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Vol. 16 No. 1 (2025): Computer-Assisted Language Learning
View Vol. 16 No. 1 (2025): Computer-Assisted Language Learning
Published: 27-01-2025

Research Article

  • Investigating the Promises and Perils of Generative AI in EFL Learning in Higher Education: A Literature Review

    Nguyen Thanh Huyen, Hoang Thi Ngoc Hien
    1-15
    DOI: https://doi.org/10.54855/acoj.251611

  • Utilizing Collaborative Video Projects in Interpreter Training: English-majored Students’ Perceptions and Experiences

    Pham Manh Tri, Cao Thi Xuan Tu
    16-42
    DOI: https://doi.org/10.54855/acoj.251612

  • Enhancing LMS Effectiveness in Language Centers: A Case Study of V-Hub at VUS Vietnam

    Nguyen Duy Khang, Pham Ngoc Chau
    43-68
    DOI: https://doi.org/10.54855/acoj.251613

  • Research on Using Grammarly to Improve Students’ English Writing

    Tran Kieu My An
    69-82
    DOI: https://doi.org/10.54855/acoj.251614

  • The Impact of AI Writing Tools on Academic Integrity: Unveiling English-Majored Students’ Perceptions and Practical Solutions

    Bui Thi Thao Uyen, Tong Tan Vinh An
    83-110
    DOI: https://doi.org/10.54855/acoj.251615

  • Exploring Factors Influencing the Adoption of ChatGPT as a Supportive Tool in EFL Lesson Creation

    Diep Minh Chau, Dang Minh Huy
    111-139
    DOI: https://doi.org/10.54855/acoj.251616

  • The Impact of Implementing AI-Generated Audio Transcriptions on English Majors’ Cognitive Load

    Nguyen Ngoc Ly, Nguyen Thi Phuoc Loc
    140-158
    DOI: https://doi.org/10.54855/acoj.251617

  • An Investigation on the Application of Wordwall to Promote Learner Autonomy in EFL Classes at a University

    Nguyen Thi Lam
    159-177
    DOI: https://doi.org/10.54855/acoj.251618

  • Anxiety in Online and Face-to-Face English Classes Amongst Japanese University Students During and After the COVID-19 Pandemic

    Ronald Schmidt-Fajlik
    178-203
    DOI: https://doi.org/10.54855/acoj.251619

  • An Investigation of Using ChatGPT to Personalize Student’s Learning Process in EFL Writing Classes

    Nguyen Huu Ngoc, Nguyen Thi Lam
    204-225
    DOI: https://doi.org/10.54855/acoj.2516110

  • The Utilization of Chat-GPT 3.5 for Vocabulary Learning: A Study on Students’ Perceptions

    Luu Dang Kim Cuc, Bui Diem Bich Huyen
    226-252
    DOI: https://doi.org/10.54855/acoj.2516111

  • Conversation Design as a Pedagogical Strategy in ESL Classrooms: Co-creation of a Chatbot by Beginner-level Learners in India

    Harshitha H
    253-263
    DOI: https://doi.org/10.54855/acoj.2516112

  • EFL Students’ Perceptions in Collaborative Writing via Google Docs: A Case Study at Van Lang University

    Tran Thi Hoang Nguyen, Su Ai Anh Thu
    264-281
    DOI: https://doi.org/10.54855/acoj.2516113

  • Contextualizing a Global English Textbook with ChatGPT to Enhance ESL Teaching and Learning in an Indian Classroom

    Murshid V H, Simon Peter
    282-294
    DOI: https://doi.org/10.54855/acoj.2516114

  • The Impact of ChatGPT Voice on Non-Majored Students’ Willingness to Communicate in a Vietnamese University

    Pham Huynh Thuy Uyen, Dinh Tran Thuy Lieu, Tran Xuan Trang
    312-327
    DOI: https://doi.org/10.54855/acoj.2516116

Literature Review

  • A Systematic Review of How ChatGPT is Perceived and Utilized in EFL Writing Classes: Implications for Vietnam

    Le Thi Thien Phuoc, Quach Thi To Nu, Pham Thi Xuan Trinh, Nguyen Dinh Luat
    295-311
    DOI: https://doi.org/10.54855/acoj.2516115
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