Βιβλιογραφία

Dizon, G. (2020). Evaluating intelligent personal assistants for L2 listening and speaking development. Language, Learning and Technology, 24(1), 16, 10.125/44705

Feng, Y., & Wang, X. (2023). A comparative study on the development of Chinese and English abilities of Chinese primary school students through two bilingual reading modes: Human-AI robot interaction and paper books. Frontiers in Psychology, 14, Article 1200675. https://doi.org/10.3389/fpsyg.2023.1200675

Gonulal, T. (2023). Investigating EFL learners’ humorous interactions with an intelligent personal assistant. Interactive Learning Environments, 31(7), 4521–4534. https://doi.org/10.1080/10494820.2021.1974489

Johnson, L. (2024). Incorporating AI in foreign language education: An investigation into ChatGPT’s effect on foreign language learners. Language Learning Research, 48(1), 92-107. https://doi.org/10.1007/s10639-024-12574-6

Ling, W. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Journal of Educational Technology, 34(2), 112-125. https://doi.org/10.3389/fpsyg.2023.1261955

Nguyen, T. T. H. (2023). EFL teachers’ perspectives toward the use of ChatGPT in writing classes: A case study at van lang university. International Journal of Legal Information, 2(3), 1–47. https://doi.org/10.54855/ijli.23231

Qasem, F., Ghaleb, M., Mahdi, H. S., Khateeb, A. A., & Fadda, A. H. (2023). Dialog chatbot as an interactive online tool in enhancing ESP vocabulary learning. Saudi Journal of Language Studies. https://doi.org/10.1108/SJLS-10-2022-0072