Adipat, S. (2021). Developing Technological Pedagogical Content Knowledge (TPACK) through Technology-Enhanced Content and Language-Integrated Learning (T-CLIL) Instruction. Education and Information Technologies, 26, 6461-6477. https://doi.org/10.1007/s10639-021-10648-3
Alakrash, H. M., & Razak, N. A. (2021). Technology-Based Language Learning: Investigation of Digital Technology and Digital Literacy. Sustainability. https://doi.org/10.3390/su132112304
Aleksieva, L. K., Racheva, V., & Peytcheva-Forsyth, R. (2025). Talking Tech, Teaching with Tech: How Primary Teachers Implement Digital Technologies in Practice. Informatics, 12, 99. https://doi.org/10.3390/informatics12030099
Alieto, E. O., Abequibel-Encarnacion, B., Estigoy, E. B., Balasa, K. A., Eijansantos, A. M., & Torres-Toukoumidis, Á. (2024). Teaching inside a digital classroom: A quantitative analysis of attitude, technological competence and access among teachers across subject disciplines. Heliyon, 10. https://doi.org/10.1016/j.heliyon.2024.e24282
Almufarreh, A., Ahmad, A., Arshad, M., Choo, W. O., & Elechi, R. (2025). Ethical implications of ChatGPT and other large language models in academia. Frontiers in Artificial Intelligence, 8. https://doi.org/10.3389/frai.2025.1615761
An, X., Chai, C., Li, Y., Zhou, Y., Shen, X., Zheng, C., & Chen, M. (2022). Modeling English teachers’ behavioral intention to use artificial intelligence in middle schools. Education and Information Technologies, 28, 5187-5208. https://doi.org/10.1007/s10639-022-11286-z
Başer, D., Kopcha, T., & Ozden, M. (2016). Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language. Computer Assisted Language Learning, 29, 749-764. https://doi.org/10.1080/09588221.2015.1047456
Borchers, C., Rodrigues, L., Costa, N., Xavier, C., & Mello, R. (2026). Understanding Teacher Revisions of Large Language Model-Generated Feedback. ArXiv, abs/2603.27806. https://doi.org/10.48550/arxiv.2603.27806
Cao, J., Bhuvaneswari, G., Arumugam, T., & R, A. B. (2023). The digital edge: examining the relationship between digital competency and language learning outcomes. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1187909
Chan, C. (2023). A comprehensive AI policy education framework for university teaching and learning. International Journal of Educational Technology in Higher Education, 20. https://doi.org/10.1186/s41239-023-00408-3
Chen, S., Molnar, I., Li, P., Acunin, A., Hua, T., Ambrose, A., Chawla, N. V., & Metoyer, R. (2025). Exploring Conversational Design Choices in LLMs for Pedagogical Purposes: Socratic and Narrative Approaches for Improving Instructor’s Teaching Practice. ArXiv, abs/2509.12107. https://doi.org/10.48550/arxiv.2509.12107
Chiu, T. K. F., Moorhouse, B. L., Chai, C., & Ismailov, M. (2023). Teacher support and student motivation to learn with Artificial Intelligence (AI) based chatbot. Interactive Learning Environments, 32, 3240-3256. https://doi.org/10.1080/10494820.2023.2172044
Dahri, N. A., Yahaya, N., Al-Rahmi, W., Aldraiweesh, A., Alturki, U. T., Almutairy, S., Shutaleva, A., & Soomro, R. (2024). Extended TAM based acceptance of AI-Powered ChatGPT for supporting metacognitive self-regulated learning in education: A mixed-methods study. Heliyon, 10. https://doi.org/10.1016/j.heliyon.2024.e29317
De Paula Cypriano De Souza, T., Mehta, S., Uema, M. A., Paula, L. B. D., & Isotani, S. (2026). Can AI be a Teaching Partner? Evaluating ChatGPT, Gemini, and DeepSeek across Three Teaching Strategies. ArXiv, abs/2603.26673. https://doi.org/10.48550/arxiv.2603.26673
Dennison, D. V., Ahtisham, B., Chourasia, K., Arora, N., Singh, R., Kizilcec, R. F., Nambi, A., Ganu, T., & Vashistha, A. (2025). Shiksha Copilot: Teacher-AI Collaboration for Curating and Customizing Lesson Plans in Low-Resource Schools CSCW038. Proceedings of the ACM on Human-Computer Interaction. https://doi.org/10.1145/3788074
Essel, H. B., Vlachopoulos, D., Essuman, A. B., & Amankwa, J. O. (2023). ChatGPT effects on cognitive skills of undergraduate students: Receiving instant responses from AI-based conversational large language models (LLMs). Comput. Educ. Artif. Intell., 6, 100198. https://doi.org/10.1016/j.caeai.2023.100198
Fang, F., & Baker, W. (2018). ‘A more inclusive mind towards the world’: English language teaching and study abroad in China from intercultural citizenship and English as a lingua franca perspectives. Language Teaching Research, 22, 608-624. https://doi.org/10.1177/1362168817718574
Flick, U. (2018). An introduction to qualitative research (6th ed.). SAGE Publications.
Furqon, E. N., & Chang, C.-K. (2025). Evaluating Cognitive Performance Through Prompt-Based Methods Using LLM in Education. 2025 IEEE International Conference on Advanced Learning Technologies (ICALT), 209-211. https://doi.org/10.1109/icalt64023.2025.00065
Gong, Y., Xu, C., Luo, S., & Lin, J. (2025). Modeling teacher education students’ adoption of large language models through an extended technology acceptance framework. Scientific Reports, 15. https://doi.org/10.1038/s41598-025-03298-9
Gough, D., Oliver, S., & Thomas, J. (2017). An introduction to systematic reviews (2nd ed.). SAGE Publications.
Hennebry, M., & Gao, X. (2018). Interactions between medium of instruction and language learning motivation. International Journal of Bilingual Education and Bilingualism, 24, 976-989. https://doi.org/10.1080/13670050.2018.1530190
Hossain, S. (2026). The Reliance Negotiation Framework: A Dynamic Process Model of Student LLM Engagement in Academic Writing. ArXiv, abs/2604.16772. https://doi.org/10.48550/arxiv.2604.16772
Hu, Y., Li, X., Wang, Y., Liu, S., & Cheong, K. (2024). Students Rather Than Experts: A New AI For Education Pipeline To Model More Human-Like And Personalised Early Adolescences. ArXiv, abs/2410.15701. https://doi.org/10.48550/arxiv.2410.15701
Li, K., Lun, L., & Hu, P. (2025). Exploring student perceptions of language learning affordances of Large Language Models: A Q methodology study. Education and Information Technologies, 30, 13691-13711. https://doi.org/10.1007/s10639-025-13362-6
Loi, N. (2021). VIETNAMESE HIGH-SCHOOL TEACHERS’ PERCEPTIONS OF TPACK IN TEACHING ENGLISH AS A FOREIGN LANGUAGE. European Journal of Education Studies. https://doi.org/10.46827/ejes.v8i4.3693
Lu, C., Lee, J. C., & Gu, M. (2025). Integrating digital technologies into teaching: A study on pre-service language teachers’ perceptions and practice. Education and Information Technologies, 30, 19537-19557. https://doi.org/10.1007/s10639-025-13511-x
Meirovitz, T., Russak, S., & Zur, A. (2022). English as a foreign language teachers’ perceptions regarding their pedagogical-technological knowledge and its implementation in distance learning during COVID-19. Heliyon, 8, e09175. https://doi.org/10.1016/j.heliyon.2022.e09175
Metzner, O., Wang, Y., Symes, W., Huang, Y., Keller, L., De Melo, G., & Lazarides, R. (2025). A process‐oriented perspective on pre‐service teachers’ self‐efficacy and their motivational messages: Using large language models to classify teachers’ speech. The British Journal of Educational Psychology, 95, S73-S97. https://doi.org/10.1111/bjep.12779
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Myung, J., Lim, H., Oh, H., Jin, H., Kang, N., Ahn, S.-Y., Hong, H., Oh, A., & Kim, J. (2025). When Scaffolding Breaks: Investigating Student Interaction with LLM-Based Writing Support in Real-Time K-12 EFL Classrooms. Proceedings of the 2026 CHI Conference on Human Factors in Computing Systems. https://doi.org/10.1145/3772318.3791517
Nygren, T., Samuelsson, M., Hansson, P., Efimova, E., & Bachelder, S. (2025). AI Versus Human Feedback in Mixed Reality Simulations: Comparing LLM and Expert Mentoring in Preservice Teacher Education on Controversial Issues. International Journal of Artificial Intelligence in Education, 35, 2856-2888. https://doi.org/10.1007/s40593-025-00484-8
Pan, X., & Chen, W. (2021). Modeling Teacher Supports Toward Self-Directed Language Learning Beyond the Classroom: Technology Acceptance and Technological Self-Efficacy as Mediators. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.751017
Romero, P. F., Fung, K. N. N., Rong, G., & Cowley, B. (2025). Structured human-LLM interaction design reveals exploration and exploitation dynamics in higher education content generation. NPJ Science of Learning, 10. https://doi.org/10.1038/s41539-025-00332-3
Shahzad, M. F., Xu, S., & Zahid, H. (2024). Exploring the impact of generative AI-based technologies on learning performance through self-efficacy, fairness & ethics, creativity, and trust in higher education. Education and Information Technologies, 30, 3691-3716. https://doi.org/10.1007/s10639-024-12949-9
Tlili, A., Shehata, B., Adarkwah, M., Bozkurt, A., Hickey, D., Huang, R., & Agyemang, B. (2023). What if the devil is my guardian angel: ChatGPT as a case study of using chatbots in education. Smart Learning Environments, 10, 1-24. https://doi.org/10.1186/s40561-023-00237-x
Tseng, Y.-C., & Lin, Y.-H. (2025). Enhancing digital competency in EFL teacher education: Investigating graduate-level student teacher’s design and implementation of digital materials. Res. Pract. Technol. Enhanc. Learn., 21, 12. https://doi.org/10.58459/rptel.2026.21012
Wang, Q. (2025). EFL learners’ motivation and acceptance of using large language models in English academic writing: an extension of the UTAUT model. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1514545
Xie, X., Yang, X., & Cui, R. (2025). A Large Language Model-Based System for Socratic Inquiry: Fostering Deep Learning and Memory Consolidation. 2025 14th International Conference on Educational and Information Technology (ICEIT), 52-57. https://doi.org/10.1109/iceit64364.2025.10975940
Xu, T., & Xiong, Y. (2026). Multidimensional determinants of generative AI acceptance in foreign language education. Scientific Reports, 16. https://doi.org/10.1038/s41598-026-36700-1
Zaimoğlu, S., & Dağtaş, A. (2025). Empowering minds and fostering inclusion: ELT graduate students’ experiences with critical pedagogy. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1678565
Zhang, L., & Zhang, W. (2024). Integrating large language models into project-based learning based on self-determination theory. Interactive Learning Environments, 33, 3580-3592. https://doi.org/10.1080/10494820.2024.2446535
Zhang, M. (2025). Optimizing academic engagement and mental health through AI: an experimental study on LLM integration in higher education. Frontiers in Psychology, 16. https://doi.org/10.3389/fpsyg.2025.1641212