Article 2: Bratlie et al. (2021). Effectiveness of a Classroom-Implemented, App-Based Morphology Program for Language-Minority Students: Examining Latent Language-Literacy Profiles and Contextual Factors as Moderators https://ila.onlinelibrary.wiley.com/doi/10.1002/rrq.447

Article 3: Ameri, M. (2020). The Use of Mobile Apps in Learning English Language. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3(3):1363-1370

https://www.researchgate.net/publication/343926211_The_Use_of_Mobile_Apps_in_Learning_English_Language

Article 4: Marks, R. (2022). Cross-linguistic differences in the associations between morphological awareness and reading in Spanish and English in young simultaneous bilinguals. Int J Biling Educ Biling. 25(10): 3907–3923.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9881678/

Anchana, R. (2021). Complex Interplay of Cognitive and Strategic Processing in EFL Listening: Implications for Teaching. rEFLections, 28(3). 313-333. https://files.eric.ed.gov/fulltext/EJ1335660.pdf

This article talks about how effective listening skills are best taught in the EFL classroom, what kinds of materials should be used, and how listening skills can best be assessed.

2nd. Article

Fitria, T. N. (2021). Investigating the Emergence of Digital Platforms for Listening Learning Proficiency. Al-Lisan, 6(2), 209–224. https://doi.org/10.30603/al.v7i2.2217

This article explores the use of several platforms in teaching and learning English, with a particular focus on listening skills.

Research has shown that foreign language anxiety is a significant problem in language classrooms throughout the world especially in terms of its strong relationship to the skill of speaking in a foreign or second language.

Wikipedia contributors. (2020, November 20). Foreign language anxiety. In Wikipedia, The Free Encyclopedia.

from https://en.wikipedia.org/w/index.php?title=Foreign_language_anxiety

&oldid=989646457

Article 2: The problems faced by the English department students are the area of an element of language that is lack of vocabulary and non-linguistic factors that is afraid of being mistaken. In other words, the difficulties students have to master in speaking is not only caused by lack of knowledge but also the effect of psychology not to make mistakes.

STUDENTS’_ DIFFICULTIES IN SPEAKING ENGLISH. (2022). SOSCIED - E-Journal Poltekstpaul, vol. 5. https://poltekstpaul.ac.id/jurnal/index.php/jsoscied/article/download/416/307

Article 3: Its main purpose is to connect language learners directly to native speakers and the target culture to facilitate language learning. This app has many different options, yet to access them without limitations, the premium version should be downloaded due to the limitations of its free version.

Nushi, M., & Makiabadi, H. (2018). HelloTalk: A Language Exchange App on your Smartphone. Roshd Journal of Foreign Language Teaching, 33(2), 16-23. https://www.researchgate.net/publication/330849216_HelloTalk_A_Language_Exchange_App_on_Your_Smartphone

Article 4: The HelloTalk application can play a crucial role here by providing authentic learning materials, connecting learners to native speakers' communities, and providing language exchanges. Based on LarsenFreeman's (2000) point of view, learners depend on the instructor at the beginning of the learning process.

Sadeghi, A., & CHALAK, A. (2023). Utilization of Hello Talk Mobile Application in Ameliorating Iranian EFL Learners’ Autonomy. Iranian Journal of Foreign Language Teaching Innovations, 2(1), 171-199. doi: 10.22080/iselt.2023.25810.1055 https://iselt.journals.umz.ac.ir/article_4534_5d62a75c63f9fe9d3d6111b9e0fe1a2c.pdf

file:///C:/Users/Ruth/Downloads/REVISTA ok-4-8.pdf

Lack of reading habits and vocabulary among freshmen affects academic performance 

According to this online article, vocabulary is an essential skill to learn and read , furthermore, a lot of researches show how the lack of reading habits and vocabulary is affecting academic performance among schools and universities.

Roy, Debarati , April ( 2024) Overcoming Vocabulary Challenges: Practical Strategies for ESL Learners

https://www.linkedin.com/pulse/overcoming-vocabulary-challenges-practical-strategies-eltaglobal-th7hc/

According to this online article, among the problems related to vocabulary acquisition among ESl learners we can mention : Limited exposure and lack of context, Retention issues and confusion with similar words, and cultural differences.

Bay Atlantic University, Feb 10 ( 2024 )  ESL students challenges , overcoming language obstacles

https://bau.edu/blog/esl-students-challenges/

According to this article , one of the most significant challenges esl learners face is limited vocabulary and language skills. To overcome these difficulties educators need to implement strategies that focuses on improving the four core language skills.Techniques like using audio materials with accompanying transcripts, active listening exercises, and interactive listening tasks can help learners improve their listening skills significantly

US department of Education, (2024) .Best practice for ELL’s  Vocabulary instruction

https://www.readingrockets.org/topics/english-language-learners/articles/best-practice-ells-vocabulary-instruction

On this article it is mentioned that based on three studies conducted with English learners suggest that to create effective literacy instruction is to provide extensive and varied vocabulary acquisition .

Research shows that English learners need to learn many words to catch up with their native-English-speaking peers’ word knowledge (Umbel, Pearson, Fernandez, & Oller (1992); Verhallen & Schoonen (1993).

1.

Jones, M., & Smith, A. (2024). Enhancing English Language Proficiency: Strategies for Improving Student Skills. ResearchGate. https://www.researchgate.net/publication/373981154_Enhancing_English_Language_Proficiency_Strategies_For_Improving_Student_Skills/fulltext/6506eba4ca19e8355c9a681b/Enhancing-English-Language-Proficiency-Strategies-For-Improving-Student-Skills.pdf

This document explores effective strategies for enhancing English language proficiency among students. It highlights methods such as immersive learning environments, targeted vocabulary exercises, and the integration of technology in language education. The study emphasizes the importance of regular practice and feedback in improving students' skills. It also discusses the role of cultural exposure and real-life communication scenarios in fostering language development.

2. 
   

   Afzal, N. (2019). A study on vocabulary-learning problems encountered by BA English majors at the university level of education. Arab World English Journal, 10(3), 81-98. https://awej.org/a-study-on-vocabulary-learning-problems-encountered-by-ba-english-majors-at-the-university-level-of-education/

   
   

   This study investigates the vocabulary-learning challenges faced by BA English majors at the university level. It identifies issues such as difficulties in understanding meanings, pronunciation, proper usage, memorization, and spelling of new vocabulary. The research highlights the need for effective vocabulary-learning strategies to enhance students' language proficiency and academic performance. It also emphasizes the importance of raising students' awareness of these challenges to improve their learning outcomes.

3. Alsahafi, M. (2023). The relationship between depth of academic English vocabulary knowledge and academic success of second language university students. SAGE Open, 13(1), 215824402311533. https://doi.org/10.1177/21582440231153342

   
   

   This research investigates the correlation between the size of a university student’s English vocabulary and their academic performance in English-related subjects. It aims to determine whether a larger vocabulary positively influences grades and overall academic success.

4. The Routledge Handbook of Vocabulary Studies. (n.d.). Google Books. https://books.google.es/books?hl=es&lr=&id=Ul2yDwAAQBAJ&oi=fnd&pg=PA66&dq=info:scMFw8q2EvsJ:scholar.google.com/&ots=yg15W_RrV-&sig=kd5bG584srOYvMDltVsUozwtoEQ#v=onepage&q&f=false

This research examines the relationship between English vocabulary knowledge and overall language proficiency among university students. It investigates how vocabulary size impacts speaking, listening, reading, and writing skills in English.

Article #2: Hubackova, S., & Semradova, I. (2016). The use of youtube vlog to improve the students’ listening skill of mts samarinda. Evaluation of blended learning. Procedia - Social and Behavioral Sciences, 217, 551-557. https://core.ac.uk/download/pdf/287357715.pdf

Article #3: Putri, R. A. (2019). The use of YouTube videos in teaching listening: The benefits in experts’ views. Journal of Informatics and Multimedia, 2(4), 2584. https://jim.usk.ac.id/READ/article/view/2584

Article #4: Wulandari, R. P. (2021). The use of English videos on YouTube to enhance listening skills. Universitas Teknologi Yogyakarta. https://eprints.uty.ac.id/14131/2/Hasil%20Turnitin%2017%25%20The%20Use%20of%20English%20Videos%20on%20YouTube%20to%20Enhance%20Listening%20Skills.pdf

The article emphasizes the crucial role of English pronunciation in developing effective speaking and listening skills to prevent communication errors. It covers phonetic symbols and accents, highlighting the importance of understanding segmental features like vowels and consonants, as well as rhythmic aspects such as stress and intonation.

Article 2: Elsani, E., Salsabila, R., Putra, M. F. I., Nabila, N. K., & Nahartini, D. (2023). The effect of using Elsa Speak app for first-semester students’ English-speaking proficiency. Edukatif: Jurnal Ilmu Pendidikan, 5(6), 2644-2655. https://edukatif.org/index.php/edukatif/index

The study conducted by Emilia Elsani and colleagues focuses on assessing the effectiveness of the ELSA Speak App in improving English speaking proficiency among students. The findings underscored that the ELSA Speak App significantly enhances both fluency and accuracy in English speaking skills, primarily through its AI-driven instant feedback feature, which promotes autonomous learning.

Article 3: O’Day, E. B., & Heimberg, R. G. (2024). Social media use, social anxiety, and loneliness: A systematic review. Department of Psychology, Temple University, Philadelphia, PA, 19122, USA.

https://www.sciencedirect.com/journal/computers-in-human-behavior-reports

O’Day and Heimberg's review examines the interplay among social media use (SMU), social anxiety (SA), and loneliness (LO) in young adults, emphasizing platforms like Facebook, Instagram, and Snapchat. It highlights SMU's link to increased social anxiety and loneliness, often used by socially anxious and lonely individuals to compensate for offline deficits.

Article 4: Purnamasari, H., Kurniawati, F., & Rifameutia, T. (2022). A study of college adjustment among first-year undergraduates. Faculty of Psychology Universitas Indonesia, Indonesia.

https://jurnal.ugm.ac.id/buletinpsikologi/article/view/71892

The review by Hesti Purnamasari, Farida Kurniawati, and Tjut Rifameutia examines the critical phase of college adjustment for first-year undergraduates and  its impact on academic success. Factors influencing college adjustment such as academic achievement, stress, anxiety, and well-being are identified, with adaptability emphasized as crucial.

https://journal.umg.ac.id/index.php/didaktika/article/view/5246/3007

Article #2 The Effectiveness of Wordwall Game in Teaching Speaking for Class Eighth Nur Afiqoh Umairoh, Ria Kamilah Agustina

https://jurnal.peneliti.net/index.php/JIWP/article/view/5292/3899

Article #3 The Implementation of Word Wall Media on Improving Students’ English Vocabulary

https://repository.ar-raniry.ac.id/id/eprint/8560/1/skripsi%20full%20-%20Yesi%20Ana%20Mariati.pdf

Article #4 EFL students' perspectives on the use of Wordwall.net as vocabulary learning media Miftahul Jannah, Syafryadin

https://journal.unnes.ac.id/sju/elt/article/view/57120/22180

ARTICLES:

1. https://ejurnal.unima.ac.id/index.php/jotell/article/download/3927/1874
   This PDF discusses problems encountered by 12th grade students in speaking English, including linguistic problems like poor grammar, lack of vocabulary, and pronunciation issues.

2. https://www.researchgate.net/publication/323895875_LINGUISTIC_PROBLEMS_IN_ENGLISH_ESSAY_BY_EFL_STUDENTS
   This ResearchGate article reports on a study analyzing linguistic problems in English essays written by EFL undergraduate students.

   
   

3. https://blog.edpuzzle.com/teaching-today/building-background-knowledge-with-english-language-learners/
   This Edpuzzle blog post explains how teachers can use Edpuzzle to differentiate instruction and provide background knowledge for English Language Learners (ELLs) in high school.

4. https://www.edutopia.org/article/5-ways-use-edpuzzle-language-learningThis Edutopia article outlines 5 ways teachers can leverage Edpuzzle to enhance language instruction, including.

   
   

SOME REFERENCES:

• Edpuzzle. "How to Use Edpuzzle for Teaching." Edpuzzle Blog, 2024.

• Common Sense Education. "Edpuzzle Review." Common Sense Education, 2024.

• Eduporium. "Rising Resources: Edpuzzle." Eduporium Blog, 2024.

• Linguists: Journal of Linguistics and Language Teaching. "Student Responses to Using Edpuzzle for Listening Comprehension." Linguists Journal, 2024.

• Tech & Learning. "What Is Edpuzzle and How Does It Work?" Tech & Learning, 2024

"Improving English Speaking Proficiency of Future Aviation Specialists" This article discusses the challenges faced by aviation specialists in English communication and suggests strategies for improvement.

Article 2: 2023 https://www.researchgate.net/publication/376643726_Challenges_and_Solutions_in_Teaching_Professional_Aviation_English

"Challenges and Solutions in Teaching Professional Aviation English" This paper explores the difficulties faced by teachers of aviation English focusing on speaking skills and proposes potential solutions.

Article 3: 2023

https://unitingaviation.com/news/safety/the-importance-of-english-in-aviation/#:~:text=Aviation%20English%20is%20known%20globally,likely%20heard%20in%20films%20or

"Recognizing the English language and its importance in aviation"

This article emphasizes that the problems of miscommunication and language barriers can be major safety hazards in aviation.

Article 4: 2023

https://www.easa.europa.eu/community/topics/aviation-language-shared-responsibility#:~:text=Compare%20that%20to%20the%20speech,to%20help%20the%20communicative%20process.

“Aviation Language - A Shared Responsibility”

According to the article, the problem presented is that the communication gap between native and non-native English speakers in aviation is a significant risk to safety.

Abstract:                                 

This Article focuses on some factors which affect second language acquisition (SLA), e.g: learner's age, personality, motivation, etc. The paper is a critical review that presents some authors opinions and arguments which supported the main idea of the paper. In addition, two non-native English learners are chosen as case studies. They are from different mother tongue. Both are interviewed to collect data, then the data is analyzed according to the factors which are mentioned earlier. The analysis had got a great role in supporting the idea of the paper which is concentrating in how learner influenced by some factors.

https://aljameai.org.ly/index.php/aljameai/article/view/826/803

Article #2 The analysis of the relationship between cultural factor and second language acquisition

Abstract:

The aim of this study was to investigate the impact of the cultural factors on the acquisition of second language from the subjects, selected from registered students in university of science and technology.

https://files.eric.ed.gov/fulltext/ED496079.pdf

Article # 3 The Impact of Talkpal.AI on English Speaking Proficiency: An Academic Inquiry

This study aims to investigate the impact of using Talkpal.AI in improving the English-speaking ability of university students. The research problem is to what extent Talkpal.AI can enhance fluency and intelligibility in English speaking. The research methodology used was quantitative research with an experimental approach where the experimental group used Talkpal.AI while the control group did not use the application. The research participants were university students with varying levels of English proficiency.

View of The Impact of Talkpal.AI on English Speaking Proficiency: An Academic Inquiry (imbima.org)

Article #4 AN ANALYSIS OF FACTORS INFLUENCING LEARNERS’ ENGLISH-SPEAKING SKILL

Abstract:

 SPEAKING is one of the most important skills to be developed and enhanced as means of effective communication. SPEAKING skill is regarded one of the most difficult aspects of language learning. Many language learners find it difficult to express themselves in spoken language. They are generally facing PROBLEMS to use the foreign language to express their thoughts effectively. They stop talking because they face psychological obstacles or cannot find the suitable words and expressions. The modern world of media and mass communication requires good knowledge of spoken English. This paper aims at establishing the need to focus on the FACTORS affecting on language learners’ English-SPEAKING skill.

57002920170104.pdf

• An exploration of the critical role classroom interaction plays in language acquisition, with a focus on how active participation in discussions supports linguistic growth. Explores the significant impact that classroom interaction has on language acquisition among elementary school students. It emphasizes how active participation in discussions and classroom activities is crucial for linguistic development.

https://www.researchgate.net/publication/366919363_Classroom_Interaction_and_Second_Language_Acquisition_in_the_Metaverse_World

Teacher Scaffolding and Student Participation in Language Learning: A Study in Elementary Schools

• This article focuses on how teacher support and scaffolding techniques can enhance student participation in language activities and improve language acquisition outcomes. Examines the role of teacher support and scaffolding in fostering student engagement and improving language acquisition in elementary education. The study reveals that when teachers strategically support students through scaffolding, it not only boosts their involvement in language tasks but also leads to better language development and comprehension.

  https://www.researchgate.net/publication/379463722_Scaffolding_instruction_for_improvement_in_learning_English_language_skills

• Encouraging Oral Participation in Language Learning:

·         Investigates various strategies that teachers employ to promote verbal engagement in the classroom and examines the effects of these strategies on language acquisition among elementary students. It explores techniques such as interactive questioning, group discussions, and role-playing activities designed to increase student participation in oral language use. The study finds that fostering an environment where students feel comfortable and motivated to speak not only enhances their verbal skills but also contributes to their overall language development.

https://www.researchgate.net/publication/372380361_Oral_Participation_in_Class_Problems_and_Solutions

Language Anxiety and Participation: Challenges for Young Learners

• Analyzes the impact of language anxiety on participation levels and how this, in turn, affects language learning in elementary students. Explores how language anxiety affects student participation and its subsequent impact on language learning among elementary students. It examines how anxiety related to speaking or performing in a second language can significantly reduce students' willingness to engage in classroom activities. The study highlights that language anxiety often leads to lower participation levels, which in turn hampers language acquisition and fluency.

https://files.eric.ed.gov/fulltext/EJ1066074.pdf

https://e-journal.syekhnurjati.ac.id/index.php/ijce/article/view/38/27

The study investigates the effectiveness of technology-enhanced language learning interventions in reducing speaking anxiety among language learners. Using a quasi-experimental design, 30 students were divided into an experimental and control group. Results showed a significant decrease in anxiety levels, with the experimental group experiencing a greater reduction, indicating the beneficial influence of technology.

Article N°2: The Impact of Speaking Anxiety on the Development of Communication Skills.

https://ijsses.tiu.edu.iq/wp-content/uploads/2023/03/The-Impact-of-Speaking-Anxiety-on-the-Development-of-Communication-Skills.pdf

This article explains that language anxiety affects learners, reducing motivation, proficiency, and participation in classroom activities. Speaking anxiety negatively impacts language learning, making learners feel inhibited and unable to perform tasks effectively.

Article N°3: Effects of technology-enhanced language learning on reducing EFL learners’ public speaking anxiety.

https://www.researchgate.net/publication/360900417_Effects_of_technology-enhanced_language_learning_on_reducing_EFL_learners'_public_speaking_anxiety#:~:text=The%20findings%20revealed%20that%20there,groups%20(Chen%2C%202022)%20.

This study is based on the impact of technology-enhanced learning on reducing English as a Foreign Language learner's perceived public speaking anxiety.

Article N°4: Web-based language learning and speaking anxiety.

https://www.researchgate.net/publication/341947596_Web-based_language_learning_and_speaking_anxiety

The article explained the effectiveness of web-based learning, particularly when equipped with ASR(automatic Speech Recognition) on reducing speaking anxiety.

This study explores how an AI voice chatbot affects Vietnamese undergraduate students' English speaking skills. It examines the chatbot's impact on improving fluency, pronunciation, and overall speaking proficiency, providing insights into the effectiveness of AI tools in enhancing language learning.

2. Nathir Ghafar, Z. (2023). The role of artificial intelligence technology on English language learning: A literature review. Contemporary Journal of Language, Literature and Social Sciences, 3(2). https://doi.org/10.53103/cjlls.v3i2.87

This literature review analyzes the role of AI technology in English language learning. It discusses various AI tools and their effects on language acquisition, focusing on how these technologies contribute to improving different aspects of English learning, including speaking, writing, and reading skills.

3. Li, X., Liu, X., Zhang, J., & Wang, L. (2024). Enhancing Academic Writing Skills: The Impact of ChatGPT on Medical Students' Papers. BMC Medical Education, 24(736), 1-8.

This article investigates the impact of ChatGPT on improving the academic writing skills of medical students. It assesses how AI assistance can enhance the quality of written papers, focusing on the effectiveness of ChatGPT in providing feedback and support for academic writing.

4. Wang, R. (2017). Research on Artificial Intelligence Promoting English Learning Change. Modern Distance Education, 6, 29-33.

This paper discusses the role of AI in transforming English language learning. It explores how AI technologies can bring changes to traditional learning methods and enhance the overall learning experience, highlighting the potential benefits of AI in education.

5. Green, C. (2024). The English Department in the University of Panama is killing English. Newman Springs Publishing.

This book critiques the English Department at the University of Panama, arguing that current pedagogical approaches are detrimental to effective English language teaching. It examines the challenges and shortcomings within the department and suggests improvements for better language education.

This study explores how an AI voice chatbot affects Vietnamese undergraduate students' English speaking skills. It examines the chatbot's impact on improving fluency, pronunciation, and overall speaking proficiency, providing insights into the effectiveness of AI tools in enhancing language learning.

2. Nathir Ghafar, Z. (2023). The role of artificial intelligence technology on English language learning: A literature review. Contemporary Journal of Language, Literature and Social Sciences, 3(2). https://doi.org/10.53103/cjlls.v3i2.87

This literature review analyzes the role of AI technology in English language learning. It discusses various AI tools and their effects on language acquisition, focusing on how these technologies contribute to improving different aspects of English learning, including speaking, writing, and reading skills.

3. Li, X., Liu, X., Zhang, J., & Wang, L. (2024). Enhancing Academic Writing Skills: The Impact of ChatGPT on Medical Students' Papers. BMC Medical Education, 24(736), 1-8.

This article investigates the impact of ChatGPT on improving the academic writing skills of medical students. It assesses how AI assistance can enhance the quality of written papers, focusing on the effectiveness of ChatGPT in providing feedback and support for academic writing.

4. Wang, R. (2017). Research on Artificial Intelligence Promoting English Learning Change. Modern Distance Education, 6, 29-33.

This paper discusses the role of AI in transforming English language learning. It explores how AI technologies can bring changes to traditional learning methods and enhance the overall learning experience, highlighting the potential benefits of AI in education.

5. Green, C. (2024). The English Department in the University of Panama is killing English. Newman Springs Publishing.

This book critiques the English Department at the University of Panama, arguing that current pedagogical approaches are detrimental to effective English language teaching. It examines the challenges and shortcomings within the department and suggests improvements for better language education.

The effectiveness of Quizlet application towards students' motivation in learning vocabulary

Setiawan, M. R., & Wiedarti, P.

This quasi-experimental study investigated Quizlet's effect on vocabulary learning motivation among university students. The findings indicated that students who used the Quizlet application had higher motivation scores compared to those who used traditional methods.

Setiawan, M. R., & Wiedarti, P. (2020). The effectiveness of Quizlet application towards students' motivation in learning vocabulary. Studies in English Language and Education, 7(1), 83–95.

University Students' Perceptions on the Use of Quizlet in Learning Vocabulary

Pham, A. T.

A mixed-methods study exploring 148 university students' perceptions of using Quizlet for vocabulary learning. Students generally expressed positive satisfaction, particularly with the Test feature, noting the app's convenience and effectiveness, though some were dissatisfied with the Match feature and minor errors.

Pham, A. T. (2022). University Students' Perceptions on the Use of Quizlet in Learning Vocabulary. International Journal of Emerging Technologies in Learning (iJET), 17(07), 54–63.

The Impact of Quizlet Application In Improving Students' Word Retention at a Public University In Vietnam

Tran, D. Q.

This study examined the effect of Quizlet on word retention and student attitudes among 35 public university students. The results showed that Quizlet use led to a positive effect on students' word retentiveness, and most students expressed positive attitudes toward using the application.

Tran, D. Q. (2023). The Impact of Quizlet Application In Improving Students' Word Retention At A Public University In Vietnam. IOSR Journal of Research & Method in Education (IOSR-JRME), 13(3), 38–43.

The Effect of Online Quizlet Flashcards and Student-Created Quizlet Flashcards on Learning and Retention of Productive and Receptive Vocabulary Knowledge

Rahimpour, M., & Noroozi, S.

This research compared the effects of ready-made online Quizlet flashcards versus student-created Quizlet flashcards on receptive and productive vocabulary knowledge among language learners. It found that student-created flashcards significantly outperformed the control group in receptive vocabulary retention.

Rahimpour, M., & Noroozi, S. (2024). The Effect of Online Quizlet Flashcards and Student-Created Quizlet Flashcards on Learning and Retention of Productive and Receptive Vocabulary Knowledge. Applied Linguistics Inquiry.

Links:

https://jurnal.usk.ac.id/SiELE/article/view/15359/0

https://online-journals.org/index.php/i-jet/article/view/29073

https://www.iosrjournals.org/iosr-jrme/papers/Vol-13%20Issue-3/Ser-3/F1303033843.pdf

https://ali.birjand.ac.ir/article_2704.html

Title: The impact of Google Translate on L2 writing quality measures: Evidence from Chilean EFL high school learners.

APA Reference:
O’Neill, L. (2021). The impact of Google Translate on L2 writing quality measures: Evidence from Chilean EFL high school learners. System, 98, 102464. 4

Link: Link: https://www.sciencedirect.com/science/article/abs/pii/S0346251X2100018X

ARTICLE 2

Title: Can Google Translate rewire your L2 English processing?

APA Reference:
Author(s). (2021). Can Google Translate rewire your L2 English processing? Digital, 1(1), 66–85.

Link: https://www.mdpi.com/2673-6470/1/1/6

ARTICLE 3

Title: The use of Google Translate on EFL students’ language use in Writing and Attitudes.

APA Reference:
Petra, D., & Tedjasuksmana, H. (2023). The use of Google Translate on EFL students’ language use in Writing and Attitudes. Beyond Words, 11(2).

Link: https://journal.ukwms.ac.id/index.php/BW/article/view/4855

ARTICLE 4

Title: The Impact of Machine Translation on Vocabulary Acquisition and Reading Comprehension in ESL Learners.

APA Reference:
Abimbola, L. I. (2023). The Impact of Machine Translation on Vocabulary Acquisition and Reading Comprehension in ESL Learners. Pulchra Lingua: A Journal of Language Study, Literature & Linguistics, 2(2), 80–93.

Link: https://ejournal.kyadiren.or.id/index.php/pulchra/article/view/27