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The aim of this study is to explore students' expectations and perceived effectiveness of computer-assisted review tools, and the differences in reliability and validity between human evaluation and automatic evaluation, to find a way to improve students' English writing ability.

Based on the expectancy disconfirmation theory (EDT) and Intelligent Computer-Assisted Language Learning (ICALL) theory, an experiment is conducted through the observation method, semistructured interview method and questionnaire survey method. In the experiment, respondents were asked to write and submit four essays on three online automated essay evaluation (AEE) systems in total, one essay every two weeks. Also, two teacher raters were invited to score the first and last papers of each student. The respondents' feedbacks were investigated to confirm the effectiveness of the AEE system; the evaluation results of the AEE systems and teachers were compared; descriptive statistics was used to analyze the experimental data.

The experiment revealed that the respondents held high expectations for the computer-assisted evaluation tools, and the effectiveness of computer scoring feedback on students was higher than that of teacher scoring feedback. Moreover, at the end of the writing project, the students' independent learning ability and English writing ability were significantly improved. Besides, there was a positive correlation between students' initial expectations of computer-assisted learning tools and the final evaluation of learning results.

The innovation lies in the use of observation methods, questionnaire survey methods, data analysis, and other methods for the experiment, and the combination of deep learning theory, EDT and descriptive statistics, which has particular reference value for future works.

Reviews ′Research Assistant′ software, a computer‐assisted instruction programme written by a librarian in order to help students with their research. The programme is written for the Mac using HyperCard stacks and its content covers the entire process of writing a research paper. It aims to equip students with the necessary skills to use the library resources properly and more efficiently. Points out the advantages and disadvantages of using such a progrmme.

The study investigated the feedback seeking abilities of learners in L2 writing classrooms using ChatGPT as an automated written corrective feedback (AWCF) provider. Specifically, the research embarked on the exploration of L2 writers’ feedback seeking abilities in interacting with ChatGPT for feedback and their perceptions thereof in the new learning environment.

Three EFL learners of distinct language proficiencies and technological competences were recruited to participate in the mixed method multiple case study. The researcher used observation and in-depth interview to collect the ChatGPT prompts written by the participants and their reflections of feedback seeking in the project.

The study revealed that: (1) students with different academic profiles display varied abilities to utilize the feedback seeking strategies; (2) the significance of feedback seeking agency was agreed upon and (3) the promoting factors for the development of students’ feedback seeking abilities are the proactivity of involvement and the command of metacognitive regulatory skills.

Additionally, a conceptual model of feedback seeking in an AI-mediated learning environment was postulated. The research has its conceptual and practical implications for researchers and educators expecting to incorporate ChatGPT in teaching and learning. The research unveiled the significance and potential of using state-of-the-art technologies in education. However, since we are still in an early phase applying such tools in authentic pedagogical environments, many instructional redevelopment and rearrangement should be considered and implemented.

The work is a pioneering effort to explore learners' feedback seeking abilities in a ChatGPT-enhanced learning environment. It pointed out new directions for process-, and student-oriented research in the era of changes.

The purpose of this study is to chart the development in computer-assisted language learning (CALL), by building a map of existing research work in the field. Based on a corpus of 163 manuscripts, published between January 2009 and September 2010 in four major journals devoted to CALL, it sets out to describe the range of topics covered under the umbrella of CALL and provide a holistic view of the field.

The approach adopted in this research includes: development of the 2009-2010 CALL corpus; literature overview and initial coding scheme development; refinement of the initial coding scheme with the help of a focus group and construction of the CALL map version 1.0; refinement of the CALL map version 1.0 following a systematic approach of content analysis and development of the CALL map version 2.0; evaluation of the proposed structure and inclusiveness of all categories in the CALL map version 2.0 using card sorting technique; and finally development of the CALL map version 3.0.

The research trends in the categories of the CALL map are discussed, as well as possible future directions in the field.

This paper provides a holistic view of the field of CALL guiding both junior CALL researchers to place themselves in the field, and policy and decision makers who attempt to evaluate the current and future scholar activity in the field. Finally, it caters for more experienced researchers to focus on certain underinvestigated domains.

This study intends to add to the existing body of literature and provides a strong advocacy for the use of the computer-mediated corrective feedback by university lecturers in Nigeria and elsewhere. The purpose of this paper is to explore the perceptions and experiences of lecturers toward students' research project supervision using the computer-mediated corrective feedback, factors that facilitate its use, the most preferred computer-mediated corrective feedback types and the extent of its usage in project supervision.

This research relies on both the Dialectical Theory and the Unified Theory of Acceptance and Use of Technology. This study adopted the interpretivist philosophical paradigm. The case study approach of the qualitative design was used in this investigation. The research participants were selected using the multi-stage sampling procedure. In all, twenty-four (24) lecturers (four from each university, comprising 16 males and 8 females and their ages ranged from 37 years to 61 years) made up the study sample. In-depth interviews were held with these lecturers. The collected data were transcribed and coded and themes were generated based on the responses of research participants using inductive-thematic analysis (ATLAS.ti version 22).

The results indicated that lecturers' perceptions towards the computer-mediated corrective feedback in students’ research project supervision are positive, as they considered it flexible, speedy and economical. Users' personal and device-related factors affect the deployment of computer-mediated corrective feedback for students' research project supervision. E-mail, WhatsApp and Zoom are the three themes that emerged as computer-mediated corrective feedback types that lecturers adopt while supervising students’ research projects. Therefore, the study recommends that lecturers should take full advantage of computer-mediated corrective feedback in supervising students' research projects in lieu of the Fourth Industrial Revolution. Universities should also provide an enabling environment that facilitates computer-mediated corrective feedback.

Studies (outside Nigeria) have been conducted on CMCF using predominantly the experimental and the quantitative research designs in ascertaining the impact of this mode of feedback on students' writing performances. Other studies examined students' perceptions toward CMCF. However, little or no attention has been given to the use of CMCF in the supervision of students' research project writing, especially in Nigeria. Moreover, calls for more qualitative research into lecturer-student interactions and the assessment of educational issues have emerged in recent times. It is against this backdrop that this study explored university lecturers' perceptions and experiences of CMCF on students' research project supervision in Nigerian universities.

Research has shown that the discursive patterns students use in their email interactions with their teachers are not linguistically and socio-culturally appropriate. Accordingly, the purpose of this paper is to try to explore how socio-cultural conventions influence the Iranian English as a foreign language (EFL) learners’ choices of discourse strategies in their email communications within an academic context. The study, then, investigates the impact of social distance and gender on the stylistic features of students’ email texts.

The email texts written by 180 university students majoring in Applied Linguistics were systematically analyzed based on such patterns as opening and closing moves, reduced forms, text connectives, symbolization and emoticons. Alternatively, three semi-structured interviews were conducted to gauge the participants’ motives underlying the selection of particular discourse features.

The findings revealed that students, despite many statements to the contrary, were aware of the socio-cultural conventions governing email writing style and could write status-appropriate email messages, which rightly reflected the etiquette of email communication within an academic context.

The findings may offer certain benefits to EFL teachers and students.

The paper highlights understanding of a specific social group in relation to their interaction with different status social groups in the context of a specific communication technology and to some extent the perceived effectiveness of such approaches by those invoking them.

The development of written accuracy among learners of English as a Second Language (ESL) has always been a primary concern for ESL teachers and researchers in Applied Linguistics and Second Language Acquisition (SLA). While a vast body of research has examined written corrective feedback on students’ written products, few studies have focused on the development of written accuracy among Arabic speaking learners of English using automated feedback tools. This case study first examined the level of written accuracy of Bahraini learners of English in their second year at a higher education institute, highlighting the frequency of errors influenced by their first language (Arabic). The course following this first stage included a significant component of automated feedback on students’ writing; and this study explored the impact that the use of these feedback tools had on learners’ writing in English, tracking development over the course of an academic semester. A corpus of students’ initial writings and subsequent revisions was analysed to identify whether there was an improvement in the accuracy of students’ texts; and students’ perceptions were elicited.

ﻟط ﺎﻟ ﻣﺎ ﻛﺎ ن ﺗ طوﯾ ر اﻟدﻗﺔ ﻓ ﻲ ﻣﮭﺎ رة اﻟ ﻛﺗﺎﺑﺔ ﺑﯾ ن ﻣﺗ ﻌﻠ ﻣ ﻲ اﻟﻠ ﻐﺔ ا ﻹﻧ ﺟﻠﯾ زﯾﺔ ﻛﻠ ﻐﺔ ﺛﺎﻧﯾﺔ اﻟ ﺷـ ﻐ ل اﻟ ﺷـﺎ ﻏل ﻟ ﻣﻌﻠ ﻣ ﻲ اﻟﻠ ﻐﺔ ا ﻹﻧﺟ ﻠﯾ زﯾﺔ واﻟﺑﺎﺣ ﺛﯾ ن ﻓ ﻲ اﻟﻠ ﻐو ﯾﺎ ت اﻟ ﺗ ط ﺑﯾﻘﯾ ﺔ و ا ﻛﺗ ﺳ ـﺎ ب اﻟﻠ ﻐﺔ اﻟ ﺛﺎﻧﯾ ﺔ. ﻓ ﻲ ﺣ ﯾ ن أ ن ﻣ ﺟ ﻣو ﻋ ﺔ ﻛﺑﯾ ر ة ﻣ ن ا ﻷ ﺑ ﺣ ﺎ ث ﻗد د ر ﺳ ـ ت ﻣ ﻼ ﺣ ظ ﺎ ت ﺗ ﺻ ـ ﺣ ﯾ ﺣ ﯾ ﺔ ﺧ ط ﯾ ﺔ ﻋ ﻠ ﻰ ﻛﺗﺎﺑﺎ ت اﻟط ﻼ ب ، ﻓﻘ د رﻛز ت د را ﺳ ــﺎ ت ﻗﻠﯾﻠ ﺔ ﻋ ﻠ ﻰ ﺗ ط وﯾ ر اﻟ دﻗﺔ ﻓ ﻲ ﻣﮭﺎ رة اﻟ ﻛﺗﺎﺑ ﺔ ﺑﯾ ن ﻣﺗ ﻌﻠ ﻣ ﻲ اﻟﻠ ﻐﺔ ا ﻹ ﻧ ﺟ ﻠﯾ زﯾ ﺔ اﻟﻧﺎ ط ﻘﯾ ن ﺑﺎﻟ ﻌرﺑﯾ ﺔ ﺑﺎ ﺳ ــﺗ ﺧ دا م أدو ا ت اﻟ ﺗ ﻐذﯾ ﺔ ا ﻻ ﺳ ـــﺗ ر ﺟ ﺎ ﻋ ﯾ ﺔ ﻋ ﺑ ر ا ﻹ ﻧﺗ ر ﻧ ت . ﺗ ﺗ ﻧ ﺎ و ل د ر ا ﺳ ـ ـ ﺔ ا ﻟ ﺣ ﺎ ﻟ ﺔ ھ ذ ه أ و ﻻً ﻣ ﺳ ـ ـ ﺗ و ى ا ﻟ د ﻗ ﺔ ا ﻟ ﻣ ﻛ ﺗ و ﺑ ﺔ ﻟ ﻠ ﻣ ﺗ ﻌ ﻠ ﻣ ﯾ ن ا ﻟ ﺑ ﺣ ر ﯾ ﻧ ﯾ ﯾ ن ﻟ ﻠ ﻐ ﺔ ا ﻹ ﻧ ﺟ ﻠ ﯾ ز ﯾ ﺔ ﻓ ﻲ ﺳـ ﻧﺗ ﮭم اﻟﺛﺎﻧﯾ ﺔ ﻓ ﻲ ﻣؤﺳـ ﺳـ ﺔ ﻟﻠﺗ ﻌﻠﯾم اﻟﻌﺎﻟ ﻲ ، ﻣﻊ اﻟﺗ رﻛﯾ ز ﻋﻠ ﻰ ﺗﻛرا ر أ ﺧطﺎ ء اﻟﺗدا ﺧل ﺑﯾ ن اﻟﻠ ﻐﺔ ا ﻻوﻟ ﻰ واﻟﺛﺎﻧﯾﺔ. ﺛم ﺗ ﺳـﺗﻛ ﺷـ ف اﻟد را ﺳـ ﺔ ﺗﺄﺛﯾ ر أ دو ا ت اﻟ ﻣ ﻼﺣظﺎ ت ﻋﺑ ر ا ﻹﻧﺗ رﻧ ت ﻋﻠ ﻰ ﻛﺗﺎﺑﺔ اﻟ ﻣﺗ ﻌﻠ ﻣﯾ ن ﺑﺎﻟﻠ ﻐﺔ ا ﻹﻧ ﺟﻠﯾ زﯾﺔ ﻛﻠ ﻐﺔ ﺛﺎ ﻧﯾ ﺔ، وﺗ ﺗﺑ ﻊ اﻟﺗ طور ﺧﻼل اﻟﻔ ﺻ ـــ ل اﻟ د را ﺳـــ ﻲ. ﯾﺗ ﺿ ـــ ﻣ ن ا ﻟ ﺗ د ﺧ ل ا ﻟ ﻣ ط ﺑ ق ﻟ ﺗ ﺣ ﺳـ ﯾ ن ﺗ ﻧ ﻣ ﯾ ﺔ ﻣ ﮭ ﺎ ر ا ت ا ﻟ ﻣ ﺗ ﻌ ﻠ ﻣ ﯾ ن ﻣ ﻛ و ﻧًﺎ ﻣ ﮭ ﻣً ﺎ ﻟ ﻠ ﺗ ﻌ ﻠ ﯾ ق ﻋ ﺑ ر ا ﻹ ﻧ ﺗ ر ﻧ ت . ﻗ ﺎ ﻣ ت ا ﻟ د ر ا ﺳـ ﺔ ﺑ ﺗ ﺣ ﻠ ﯾ ل ﻣ ﺟ ﻣ و ﻋ ﺔ ﻣ ن ا ﻟ ﻛ ﺗ ﺎ ﺑ ﺎ ت ا ﻷ و ﻟ ﯾ ﺔ وا ﻟ ﻣرا ﺟﻌﺎ ت اﻟ ﻼﺣ ﻘﺔ ﻟﻠط ﻼ ب ، ﺑﺎﻹ ﺿ ﺎﻓﺔ إﻟ ﻰ ﻣر ا ﺟ ﻌﺎ ت اﻟ ﻧ ظ ر ا ء، ﻟﺗﺣ دﯾد ﻣﺎ إ ذا ﻛﺎ ن ھﻧﺎ ك ﺗ ﺣ ﺳ ن ﻓ ﻲ دﻗﺔ اﻟﻧ ﺻ و ص اﻟﻣﻛﺗ و ﺑ ﺔ ﻟﻠط ﻼ ب .

The objective of this study is to investigate the key determinants affecting the acceptance and utilization of Blackboard as a Computer-Assisted Language Learning (CALL) platform among Saudi university students pursuing English as a foreign language (EFL) courses.

Understanding how to engage EFL students in their learning requires identifying the factors that influence their acceptance and use of CALL tools, particularly on Blackboard's LMS platform. This study proposes and validates a research framework that predicts students' behavioral intentions and usage of CALL by utilizing the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) by Venkatesh et al. (2012). This research model provides insight into the various drivers that impact CALL acceptance via Blackboard LMS. The study's findings demonstrate UTAUT2's superior ability to address the fear of technology adoption and provide valuable insights into the factors that influence technology intention and usage.

The study's findings indicate that performance expectancy, social influence, effort expectancy and price value significantly affect the attitudes of EFL students toward using CALL. The habit factor was the most robust predictor of behavioral intention and technology use, indicating that CALL usage can become automatic for students and improve their engagement in EFL learning. The study highlights the importance of providing better technical and organizational support to EFL students who want to use CALL more effectively. The theoretical and practical implications of the study's findings are thoroughly discussed.

Understanding how to engage EFL students in their learning requires identifying the factors that influence their acceptance and use of CALL tools, particularly on Blackboard's LMS platform. This study proposes and validates a research framework that predicts students' behavioral intentions and usage of CALL by utilizing the UTAUT2 by Venkatesh et al. (2012). This research model provides insight into the various drivers that impact CALL acceptance via Blackboard LMS. The study's findings demonstrate UTAUT2's superior ability to address the fear of technology adoption and provide valuable insights into the factors that influence technology intention and usage.

COMPARISON OF COMPUTERS One of the real problems of the day for the research worker, who wishes to acquire a new computing facility, is the problem of the evaluation and testing of computing systems. Obviously the best method of comparison of software or hardware is via the Formal Description. Languages of formal description have been developed for programming and also for computer architectual comparisons. Such a notation, ISP, was developed to formalize the information normally given in basic machine manuals and to supplement and, possibly replace programming reference manuals. This notation was introduced for descriptive purposes by Bell and Newell (Computer Structures, McGraw Hill, New York) in 1971. For actual use it was revised and renamed ISPL, with further developments during the mid and late seventies. In a project at the Carnegie‐Mellon University, Drs. Barbacci and Siewiorek used Formal Computer Descriptions for the evaluation of test programs. The formal language ISPL was used to define the architecture of a computer. The description compiles into an intermediate form that can be linked to and interpreted by a simulator. A symbolic translator converts assembler‐generated outputs of test programs into commands that initialize the simulator. After execution of the test program a post‐processor summarizes the dynamic behaviour. This is surely the first time that the architectures of commercially viable computers have been described in formal language, descriptions compiled and then used to drive a simulator executing benchmarks, and diagnostic machine language programs.

BIOMEDICAL CYBERNETICS The University of Illinois (U.S.A.) anatomic path‐ology natural language dictionary, called LEXICON, has evolved over a nine‐year period through several organizations and updates to its present form. It is the result of scanning over one million words of narrative text from tissue examination request forms and surgical pathology reports. The text is passed into individual words which are looked up in LEXICON and flagged by action codes which determine usage in constructing a KWIC index file and an on‐line database retrievable by keywords.