Guangxiang Liu
Datos Biográficos
| ID | 5997716 |
|---|---|
| NOMBRE | Guangxiang Liu |
| NOMBRES | Guangxiang |
| APELLIDO | Liu |
| FIRMA | LIU G |
| AFILIACIONES | Chinese University of Hong Kong |
| ORCID | 0000-0002-5361-268X |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 29 |
| TOTAL DE CITAS | 38 |
| TOTAL COMO AUTOR | 29 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2023 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Social class, generative AI, and the negotiation of unequal digital literacies
Focusing on two Chinese female university students from contrasting social class positions, Chen and Natalia, this article explores how engaging with generative artificial intelligence (AI) tools built on large language models constitutes social practice that can reproduce inequalities in language learning. Drawing on Darvin and Norton’s model of investment, we examine how these learners invest in AI literacy practices (as a specific type of digi…
Informal digital learning of Malay among L3 learners in China
Learners of less commonly taught languages such as Malay increasingly rely on digital resources to develop their language proficiency beyond the classroom, making informal digital learning an important yet still insufficiently understood part of their learning experiences. As one of the first studies examining informal digital learning of Malay (IDLM), this article draws upon the proactive language learning theory to explore how motivation and se…
Innovating Chinese Vocabulary Learning through Multimodal GenAI
A five-Step AI-Information problem solving (AI-IPS) model for critical, ethical, and responsible usage
The rapid advancement of generative artificial intelligence (AI) has fundamentally reshaped information problem-solving (IPS), creating a need for new frameworks in academic and professional contexts. This study proposes AI-IPS by analyzing scaffolded interaction logs, argumentative essays, and semi-structured interviews using inductive and deductive analysis. The participants were 124 undergraduate students from diverse academic backgrounds at a…
Informal Digital Learning of English ( Idle ) as an Innovative Pedagogy
What Predicts ( AI ‐Mediated) Informal Digital Learning of English in the Global South? The Case of Rural Bangladeshi Students
Constructing an imagined diaspora
Building on “imagined community” (Anderson, Benedict. 2006. Imagined communities: Reflections on the origin and spread of nationalism , 3rd edn. New York: Verso; Woldemariam, Hirut & Elizabeth Lanza. 2015. Imagined community: The linguistic landscape in a diaspora. Linguistic Landscape 1(1–2). 172–190), this study examines the construction of an imagined Nepali diaspora in the linguistic landscape (LL) of Hong Kong. Adopting “walking ethnography”…
Family scaffolding and informal digital language learning among 5- to 6-year-old Persian-speaking multilinguals in Iran
While digital technologies are recognised as catalysts for language development, research predominantly focuses on well-resourced contexts, leaving a gap in understanding multilingual acquisition in non-Western, resource-constrained settings. This study addresses this gap through a nine-month longitudinal case study of two 5- to 6-year-old (male and female) Persian-speaking multilingual children in Iran, examining how family scaffolding support s…
Social Support, Resilience, and (AI‐Mediated) Informal Digital Learning of English among Multilingual Learners in Uzbekistan
The rapid development of digital and artificial intelligence (AI) technologies has expanded opportunities for self‐directed English learning beyond the classroom, yet learners’ participation in informal digital learning of English (IDLE) remains uneven. Drawing on the proactive language learning theory, this study examines how social support and resilience jointly shape learners’ participation in IDLE (i.e., receptive IDLE, productive IDLE, and A…
Does informal digital language learning really contribute to second language achievement? Evidence from a multilevel meta-analysis
Exploring AI-mediated informal digital learning of English (AI-Idle)
Recent advancements in natural language processing and large language models have ushered language learning into the age of artificial intelligence (AI).Recognizing the affordances of generative AI tools, this paper aims to examine the degree to which L2 learners accepted and leveraged large language model platforms (e.g.ChatGPT, Bing Chat) for the informal digital learning of English (IDLE) purposes.Employing an explanatory sequential mixed-meth…
Innovations and Challenges in Identity Research
In his oft-cited monograph Second language identities (2007), David Block made his thorough foray into examining issues surrounding second language acquisition and identities from a poststructuralist lens. Since then, his work has been essential reading for second language researchers and practitioners interested in how identity plays out in social contexts. In 2022, Block’s new book Innovation and Challenges in Identity Research comes out as a t…
Motivation, Autonomy, and Emotions in Foreign Language Learning
Untangling the Relationship Between AI ‐Mediated Informal Digital Learning of English ( AI ‐ Idle ), foreign Language Enjoyment and the Ideal L2 Self
Artificial intelligence‐mediated informal digital learning of English (AI‐IDLE) might strengthen second language (L2) learners' motivational self‐concept (e.g., the ideal L2 self) and enhance their foreign language enjoyment (FLE) by enabling them to build confidence, engagement, and willingness to practice their English skills in a self‐directed, instant feedback, and non‐judgemental learning environment. In our explanatory mixed‐method study, w…
The Predictive Effects of Sociobiographical Variables, English Learning Confidence, and Digital Competence on AI‐Mediated Informal Digital Learning of English (AI‐Idle)
As powerful artificial intelligence (AI) represented by ChatGPT creates new opportunities for creative and self‐directed language learning beyond traditional classrooms, this study examines AI‐mediated informal digital learning of English (AI‐IDLE) as an emerging area of research. Building upon the proactive language learning theory, we investigated the extent to which students’ participation in AI‐IDLE can be predicted by sociobiographical varia…
Beyond Motivation
This study investigates the role of second language (L2) pride—an understudied affective factor—in shaping learners’ language learning motivation and involvement with informal digital learning of English (IDLE). Drawing on questionnaire data from 1388 Chinese university EFL students, the study employs structural equation modeling to examine the relationships between L2 pride, L2 motivational self‐system components (ideal L2 self and ought‐to L2 s…
Critical digital literacies, agentic practices, and AI-mediated informal digital learning of English
Interrogating critical digital literacies in the Chinese context
Building on Darvin and Norton's (2015. "Identity and a Model of Investment in Applied Linguistics." Annual Review of Applied Linguistics 35:36–56) model of investment that recognises the intersection of identity, capital, and ideology, this ethnographic case study traces a Chinese EFL learner – Frances (Pseudonym) and examines how she transcends the barriers of entry to engage in critical digital literacies in the wider transcultural and transnat…
Do shyness and emotions matter in shaping classroom engagement? A study of multilingual learners of Chinese in Thailand
Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model
Purpose This study aims to generate empirical insights into the extent to which ChatGPT, a highly capable AI chatbot building on OpenAI's GPT family, is perceived and leveraged by EFL learners beyond the classroom.Design/Methodology This quantitative cross-sectional investigation draws upon the technology acceptance model (TAM) as developed by (Davis, F. D. 1989. “Perceived Usefulness, Perceived Ease of use, and User Acceptance of Information Tec…
Unpacking the role of motivation and enjoyment in AI-mediated informal digital learning of English (AI-Idle)
Modeling L2 motivation change and its predictive effects on learning behaviors in the extramural digital context
Language learning in the extramural digital (ED) context has recently gained momentum because it focuses on second language (L2) learners’ autonomous, unstructured, online learning activities beyond the classroom. Drawing upon Dörnyei’s L2 motivational self system (including the ideal L2 self, ought-to L2 self, and L2 learning experience) to operationalize L2 learners’ motivational mindsets, this study aims to investigate whether L2 English learn…
English in a rural linguistic landscape of globalizing China
Usually focusing on linguistic/semiotic signs in culturally and linguistically diverse communities, linguistic landscape (hereafter LL) has appeared as a methodological paradigm for the investigation of the representation and visibility of languages across geographical contexts (Landry & Bourhis, 1997; Scollon & Scollon, 2003). Highlighting the informative and symbolic functions of languages, this paradigm enables the combination of a quantitativ…
Revisiting and measuring foreign language confidence from a World Englishes perspective
Building on a World Englishes perspective, this article revisits foreign language confidence (FLC) and elaborates on the development and validation of a three‐factor Foreign Language Confidence Scale (FLCS) including Foreign Language Competence, Sense of Linguistic Security , and Sense of Linguistic Ownership . It first critically examines the existing understanding and measurement of FLC. Then it offers a theoretical and empirical justification …
The predictive effects of motivation, enjoyment, and self-efficacy on informal digital learning of Lote
Modeling EFL teachers’ intention to integrate informal digital learning of English (Idle) into the classroom using the theory of planned behavior
The predictive effects of motivation, enjoyment, and self-efficacy on informal digital learning of Lote
From Rural China to the Digital Wilds
Based on data from a qualitative case study of two Chinese university EFL learners from rural backgrounds, Andy and Jimmy, this study traces their progress from being struggling English language learners to confident speakers of English. Drawing on Darvin and Norton's (2015) model of investment that recognizes the intersection of identity, capital, and ideology, this study dissects Andy and Jimmy's engagement with the digital wilds and their nego…
Beyond Motivation
This study investigates the role of second language (L2) pride—an understudied affective factor—in shaping learners’ language learning motivation and involvement with informal digital learning of English (IDLE). Drawing on questionnaire data from 1388 Chinese university EFL students, the study employs structural equation modeling to examine the relationships between L2 pride, L2 motivational self‐system components (ideal L2 self and ought‐to L2 s…
Critical digital literacies, agentic practices, and AI-mediated informal digital learning of English
Revisiting and measuring foreign language confidence from a World Englishes perspective
Building on a World Englishes perspective, this article revisits foreign language confidence (FLC) and elaborates on the development and validation of a three‐factor Foreign Language Confidence Scale (FLCS) including Foreign Language Competence, Sense of Linguistic Security , and Sense of Linguistic Ownership . It first critically examines the existing understanding and measurement of FLC. Then it offers a theoretical and empirical justification …
Bridging imagination and informal digital learning of English
Focusing on how a world of possibilities is opened up by language learners themselves, imagination has been regarded as an elusive but indispensable element in second language (L2) education. Drawing on notions of international posture (Yashima 2002 Yashima, T. 2002. “Willingness to Communicate in a Second Language: The Japanese EFL Context.” The Modern Language Journal 86 (1): 54–66. doi:10.1111/1540-4781.00136.[Crossref], [Web of Science ®] , […
To Transform or Not to Transform? Understanding the Digital Literacies of Rural Lower-Class EFL Learners
This case study builds on Bourdieu’s theory of practice to explore the ways in which two rural lower-class EFL learners—Andy and Xu—developed contrasting digital literacy trajectories in non-instructional and naturalistic settings. This study also seeks to examine how different online literacy trajectories impact rural lower-class students’ struggles to claim the right to speak across time and space. Findings reveal that habitus, as a system of t…
Interrogating critical digital literacies in the Chinese context
Building on Darvin and Norton's (2015. "Identity and a Model of Investment in Applied Linguistics." Annual Review of Applied Linguistics 35:36–56) model of investment that recognises the intersection of identity, capital, and ideology, this ethnographic case study traces a Chinese EFL learner – Frances (Pseudonym) and examines how she transcends the barriers of entry to engage in critical digital literacies in the wider transcultural and transnat…
To Transform or Not to Transform? Understanding the Digital Literacies of Rural Lower-Class EFL Learners
This case study builds on Bourdieu’s theory of practice to explore the ways in which two rural lower-class EFL learners—Andy and Xu—developed contrasting digital literacy trajectories in non-instructional and naturalistic settings. This study also seeks to examine how different online literacy trajectories impact rural lower-class students’ struggles to claim the right to speak across time and space. Findings reveal that habitus, as a system of t…
Modeling EFL teachers’ intention to integrate informal digital learning of English (Idle) into the classroom using the theory of planned behavior
Measuring EFL learners’ use of ChatGPT in informal digital learning of English based on the technology acceptance model
Purpose This study aims to generate empirical insights into the extent to which ChatGPT, a highly capable AI chatbot building on OpenAI's GPT family, is perceived and leveraged by EFL learners beyond the classroom.Design/Methodology This quantitative cross-sectional investigation draws upon the technology acceptance model (TAM) as developed by (Davis, F. D. 1989. “Perceived Usefulness, Perceived Ease of use, and User Acceptance of Information Tec…
Unpacking the role of motivation and enjoyment in AI-mediated informal digital learning of English (AI-Idle)
Modeling L2 motivation change and its predictive effects on learning behaviors in the extramural digital context
Language learning in the extramural digital (ED) context has recently gained momentum because it focuses on second language (L2) learners’ autonomous, unstructured, online learning activities beyond the classroom. Drawing upon Dörnyei’s L2 motivational self system (including the ideal L2 self, ought-to L2 self, and L2 learning experience) to operationalize L2 learners’ motivational mindsets, this study aims to investigate whether L2 English learn…
English in a rural linguistic landscape of globalizing China
Usually focusing on linguistic/semiotic signs in culturally and linguistically diverse communities, linguistic landscape (hereafter LL) has appeared as a methodological paradigm for the investigation of the representation and visibility of languages across geographical contexts (Landry & Bourhis, 1997; Scollon & Scollon, 2003). Highlighting the informative and symbolic functions of languages, this paradigm enables the combination of a quantitativ…
Revisiting and measuring foreign language confidence from a World Englishes perspective
Building on a World Englishes perspective, this article revisits foreign language confidence (FLC) and elaborates on the development and validation of a three‐factor Foreign Language Confidence Scale (FLCS) including Foreign Language Competence, Sense of Linguistic Security , and Sense of Linguistic Ownership . It first critically examines the existing understanding and measurement of FLC. Then it offers a theoretical and empirical justification …
The predictive effects of motivation, enjoyment, and self-efficacy on informal digital learning of Lote
Bridging imagination and informal digital learning of English
Focusing on how a world of possibilities is opened up by language learners themselves, imagination has been regarded as an elusive but indispensable element in second language (L2) education. Drawing on notions of international posture (Yashima 2002 Yashima, T. 2002. “Willingness to Communicate in a Second Language: The Japanese EFL Context.” The Modern Language Journal 86 (1): 54–66. doi:10.1111/1540-4781.00136.[Crossref], [Web of Science ®] , […
From Rural China to the Digital Wilds
Based on data from a qualitative case study of two Chinese university EFL learners from rural backgrounds, Andy and Jimmy, this study traces their progress from being struggling English language learners to confident speakers of English. Drawing on Darvin and Norton's (2015) model of investment that recognizes the intersection of identity, capital, and ideology, this study dissects Andy and Jimmy's engagement with the digital wilds and their nego…
Exploring AI-mediated informal digital learning of English (AI-Idle)
Recent advancements in natural language processing and large language models have ushered language learning into the age of artificial intelligence (AI).Recognizing the affordances of generative AI tools, this paper aims to examine the degree to which L2 learners accepted and leveraged large language model platforms (e.g.ChatGPT, Bing Chat) for the informal digital learning of English (IDLE) purposes.Employing an explanatory sequential mixed-meth…
Innovations and Challenges in Identity Research
In his oft-cited monograph Second language identities (2007), David Block made his thorough foray into examining issues surrounding second language acquisition and identities from a poststructuralist lens. Since then, his work has been essential reading for second language researchers and practitioners interested in how identity plays out in social contexts. In 2022, Block’s new book Innovation and Challenges in Identity Research comes out as a t…
Motivation, Autonomy, and Emotions in Foreign Language Learning
Untangling the Relationship Between AI ‐Mediated Informal Digital Learning of English ( AI ‐ Idle ), foreign Language Enjoyment and the Ideal L2 Self
Artificial intelligence‐mediated informal digital learning of English (AI‐IDLE) might strengthen second language (L2) learners' motivational self‐concept (e.g., the ideal L2 self) and enhance their foreign language enjoyment (FLE) by enabling them to build confidence, engagement, and willingness to practice their English skills in a self‐directed, instant feedback, and non‐judgemental learning environment. In our explanatory mixed‐method study, w…
The Predictive Effects of Sociobiographical Variables, English Learning Confidence, and Digital Competence on AI‐Mediated Informal Digital Learning of English (AI‐Idle)
As powerful artificial intelligence (AI) represented by ChatGPT creates new opportunities for creative and self‐directed language learning beyond traditional classrooms, this study examines AI‐mediated informal digital learning of English (AI‐IDLE) as an emerging area of research. Building upon the proactive language learning theory, we investigated the extent to which students’ participation in AI‐IDLE can be predicted by sociobiographical varia…
Beyond Motivation
This study investigates the role of second language (L2) pride—an understudied affective factor—in shaping learners’ language learning motivation and involvement with informal digital learning of English (IDLE). Drawing on questionnaire data from 1388 Chinese university EFL students, the study employs structural equation modeling to examine the relationships between L2 pride, L2 motivational self‐system components (ideal L2 self and ought‐to L2 s…
Critical digital literacies, agentic practices, and AI-mediated informal digital learning of English
Interrogating critical digital literacies in the Chinese context
Building on Darvin and Norton's (2015. "Identity and a Model of Investment in Applied Linguistics." Annual Review of Applied Linguistics 35:36–56) model of investment that recognises the intersection of identity, capital, and ideology, this ethnographic case study traces a Chinese EFL learner – Frances (Pseudonym) and examines how she transcends the barriers of entry to engage in critical digital literacies in the wider transcultural and transnat…
Do shyness and emotions matter in shaping classroom engagement? A study of multilingual learners of Chinese in Thailand
Social class, generative AI, and the negotiation of unequal digital literacies
Focusing on two Chinese female university students from contrasting social class positions, Chen and Natalia, this article explores how engaging with generative artificial intelligence (AI) tools built on large language models constitutes social practice that can reproduce inequalities in language learning. Drawing on Darvin and Norton’s model of investment, we examine how these learners invest in AI literacy practices (as a specific type of digi…
Informal digital learning of Malay among L3 learners in China
Learners of less commonly taught languages such as Malay increasingly rely on digital resources to develop their language proficiency beyond the classroom, making informal digital learning an important yet still insufficiently understood part of their learning experiences. As one of the first studies examining informal digital learning of Malay (IDLM), this article draws upon the proactive language learning theory to explore how motivation and se…
Innovating Chinese Vocabulary Learning through Multimodal GenAI
A five-Step AI-Information problem solving (AI-IPS) model for critical, ethical, and responsible usage
The rapid advancement of generative artificial intelligence (AI) has fundamentally reshaped information problem-solving (IPS), creating a need for new frameworks in academic and professional contexts. This study proposes AI-IPS by analyzing scaffolded interaction logs, argumentative essays, and semi-structured interviews using inductive and deductive analysis. The participants were 124 undergraduate students from diverse academic backgrounds at a…
Informal Digital Learning of English ( Idle ) as an Innovative Pedagogy
What Predicts ( AI ‐Mediated) Informal Digital Learning of English in the Global South? The Case of Rural Bangladeshi Students
EFL/ESL Teaching and Learning (16 obras) · Psychology (14 obras) · Computer Science (11 obras) · Sociology (11 obras) · Second Language Learning and Teaching (10 obras) · Mathematics education (8 obras) · Language acquisition (7 obras) · Multilingual Education and Policy (7 obras) · Pedagogy (7 obras) · Political science (7 obras)