Jerry Huang
Biographic Data
| ID | 6521597 |
|---|---|
| NAME | Jerry Huang |
| GIVEN NAMES | Jerry |
| FAMILY NAME | Huang |
| SIGNATURE | HUANG J |
| AFFILIATIONS | Faculty of Foreign Language Studies Kansai University Osaka Japan |
| ORCID | 0009-0004-7041-3430 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Assessing ChatGPT Feedback for EFL Learners’ Engagement and Writing Performance
Grounded in engagement theory and feedback literacy, which emphasize the interplay of emotional, behavioral, and cognitive dimensions in learning to write, the present study examines the comparative effectiveness of peer feedback and ChatGPT‐generated feedback in the context of English as a foreign language (EFL) writing. We utilized a quantitative method to examine the comparative effectiveness of peer feedback and ChatGPT‐generated feedback in …
The role of generative AI in mediating L2MSS and engagement with written feedback in EFL learning
This empirical study explores three aspects of engagement (affective, behavioral, and cognitive) in language learning within an English as a Foreign Language context in Japan, examining their relationship with AI utilization. Previous research has demonstrated that motivation positively influences AI usage. This study expands on that by connecting motivation with engagement, where AI usage serves as an intermediary construct. A total of 174 stude…
Comparing Peer Feedback and Generative Artificial Intelligence Feedback in Japanese English as a Foreign Language Speaking Context
This study explores the comparative effectiveness of peer feedback and generative AI (GenAI) feedback on Japanese university students learning English as a Foreign Language (EFL), specifically examining their motivation, engagement, and writing self‐efficacy during script‐writing preparation for speaking tasks. Acknowledging the close relationship between speaking and writing, as well as the essential role of feedback in second language acquisiti…
Examining the Effects of the L2 Learning Experience on the Ideal L2 Self and Ought‐to L2 Self in a Japanese University Context
Dörnyei's L2 motivational self‐system (L2MSS) is a dominant theory within the field of language motivation research. In this study, we explore the interrelationship between the three central components of L2MSS, with a particular focus on the often‐overlooked L2 learning experience (L2LE). While previous research has primarily examined the Ideal L2 Self and Ought‐to L2 Self in relation to various factors, this paper explores the impact of the L2L…
Examining the Effects of the L2 Learning Experience on the Ideal L2 Self and Ought‐to L2 Self in a Japanese University Context
Dörnyei's L2 motivational self‐system (L2MSS) is a dominant theory within the field of language motivation research. In this study, we explore the interrelationship between the three central components of L2MSS, with a particular focus on the often‐overlooked L2 learning experience (L2LE). While previous research has primarily examined the Ideal L2 Self and Ought‐to L2 Self in relation to various factors, this paper explores the impact of the L2L…
Examining the Effects of the L2 Learning Experience on the Ideal L2 Self and Ought‐to L2 Self in a Japanese University Context
Dörnyei's L2 motivational self‐system (L2MSS) is a dominant theory within the field of language motivation research. In this study, we explore the interrelationship between the three central components of L2MSS, with a particular focus on the often‐overlooked L2 learning experience (L2LE). While previous research has primarily examined the Ideal L2 Self and Ought‐to L2 Self in relation to various factors, this paper explores the impact of the L2L…
The role of generative AI in mediating L2MSS and engagement with written feedback in EFL learning
This empirical study explores three aspects of engagement (affective, behavioral, and cognitive) in language learning within an English as a Foreign Language context in Japan, examining their relationship with AI utilization. Previous research has demonstrated that motivation positively influences AI usage. This study expands on that by connecting motivation with engagement, where AI usage serves as an intermediary construct. A total of 174 stude…
Comparing Peer Feedback and Generative Artificial Intelligence Feedback in Japanese English as a Foreign Language Speaking Context
This study explores the comparative effectiveness of peer feedback and generative AI (GenAI) feedback on Japanese university students learning English as a Foreign Language (EFL), specifically examining their motivation, engagement, and writing self‐efficacy during script‐writing preparation for speaking tasks. Acknowledging the close relationship between speaking and writing, as well as the essential role of feedback in second language acquisiti…
Assessing ChatGPT Feedback for EFL Learners’ Engagement and Writing Performance
Grounded in engagement theory and feedback literacy, which emphasize the interplay of emotional, behavioral, and cognitive dimensions in learning to write, the present study examines the comparative effectiveness of peer feedback and ChatGPT‐generated feedback in the context of English as a foreign language (EFL) writing. We utilized a quantitative method to examine the comparative effectiveness of peer feedback and ChatGPT‐generated feedback in …
EFL/ESL Teaching and Learning (3 works) · Context (archaeology (2 works) · English as a foreign language (2 works) · Ideal (ethics (2 works) · Peer feedback (2 works) · Student engagement (2 works) · AI-assisted writing (1 work) · Artificial Intelligence in Education (1 work) · Artificial Intelligence in Healthcare and Education (1 work) · behavioral engagement (1 work)