Alamer, A., & Al Khateeb, A. (2021). Effects of using the WhatsApp application on language learners motivation: a controlled investigation using structural equation modeling. Computer Assisted Language Learning, 1-27. https://doi.org/10.1080/09588221.2021.1903042
AliSalimi, E., & Karimabadi, M. (2021). The Efficacy of Classroom Flipping on Iranian Intermediate EFL Learners’ Engagement and their Perception of the Flipped Classroom Model. Journal of Teaching Language Skills. JTLS. 39 (3) 143-180. DOI:10.22099/jtls.2021.38824.2901
Alsied, S. M., & Ibrahim, N. W. (2017). Exploring challenges encountered by EFL Libyan learners in research teaching and writing. IAFOR Journal of Language Learning, 3(2), 143–158. https://doi.org/10.22492/ijll.3.2.06
Atasoy, A., & Temizkan, M. (2016). Evaluation of secondary school students’ writing fluency skills. Retrieved 18 March 2020.
Pari, M. (2024). Artificial Intelligence (AI) Presentation Assistants: Current Trends, Experiences, and Future Directions for Language Pedagogy. International Journal of Practical and Pedagogical Issues in English Education, 2(3), 54-66. doi: 10.22034/ijpie.2024.469410.1030
Bowen, N. E. J. A., and Thomas, N. (2022). Self-regulated learning and knowledge blindness: bringing language into view. Appl. Linguis. 43, 1207–1216. doi: 10.1093/applin/amac062
Coenen, A., Davis, L., Ippolito, D., Reif, E., & Yuan, A. (2021). Wordcraft: A human-AI collaborative editor for story writing. arXiv. https://doi.org/10.48550/arXiv.2107.07430
Cong-Lem, N., & Daneshfar, S. (2024). Generative AI and Second/Foreign Language Education from Vygotsky’s Cultural-Historical Perspective. In: Bui, H.P., Namaziandost, E. (eds) Innovations in Technologies for Language Teaching and Learning. Studies in Computational Intelligence, Vol 1159. Springer, Cham. https://doi.org/10.1007/978-3-031-63447-5_10
Cotton, D.R., Cotton, P.A., & Shipway, J.R.,(2023). Chatting and Cheating: Ensuring Academic Integrity in the era of ChatGPT. Innov. Educ. Teach. Int. 61, 11-12.
Currie, G. M. (2023). Academic integrity and artificial intelligence: Is ChatGPT hype, hero or heresy? Seminars in Nuclear Medicine, 53(5), 719–730. https://doi.org/10.1053/j.semnuclmed.2023.04.008
Farrokhnia M., Banihashem S.K., Noroozi O., & Wals A. (2023). ASWOT analysis of ChatGPT: implication for educational practice and research. Innov. Educ. Teach. Int., 1-15. Doi:10.1080/14703297.2023.2195846
Fattah, Z. (2024). The Effect of Portfolio Assessment on Iranian EFL Learners’ Writing Ability. International Journal of Practical and pedagogical Issues in English Education,2 (2),13-34. https://doi.org/10.22034/ijpie.2024.198471
Finn, H. B. (2018). Articulating struggle: ESL students’ perceived obstacles to success in a community college writing class. Journal of Second Language Writing, 42, 101–106. https://doi.org/10.1016/j.jslw.2018.09.001
Flowerdew, J. (2019). The linguistic disadvantage of scholars who write in English as an additional language: Myth or reality. Language Teaching, 52(2), 249–260. https://doi.org/10.1017/S0261444819000041
Gayed, J. M., Carlon, M. K. J., Oriola, A. M., & Cross, J. S. (2022). Exploring an AI-based writing assistant's impact on English language learners. Computers and Education: Artificial Intelligence, 3, p. 100055. Available at: https://doi.org/10.1016/j.caeai.2022.100055.
Geiser, S., & Studley, R. (2001). Relative contribution of high school grades, SAT I and SAT II scores in predicting success at UC: Preliminary findings [Unpublished manuscript]. University of California.
Hamzaoui, C. (2021). Scrutinizing Algerian EFL students’ challenges in research teaching and writing. Hungarian Educational Research Journal, 11(4), 478–488. https://doi.org/10.1556/063.2021.00047
Hanauer, D. I., Sheridan, C. L., & Englander, K. (2019). Linguistic injustice in the writing of research articles in English as a second language: Data from Taiwanese and Mexican researchers. Written Communication, 36(1), 136–154. https://doi.org/10.1177/0741088318804821
Harunasari, S. Y., & Halim, N. (2019). Digital Backchannel: Promoting Students’ Engagement in EFL Large Class. International Journal of Emerging Technologies in Learning (iJET), 14(07), pp. 163–178. https://doi.org/10.3991/ijet.v14i07.9128
Jones, C. (2020). What is fluency, and how can it be taught? World of Better Learning. https://www.cambridge.org/elt/blog/2020/01/22/fluency-can-it-be-taught/
Jowarder, M. I. (2023). The influence of ChatGPT on social science students: Insights drawn from undergraduate students in the United States. Indonesian Journal of Innovation and Applied Sciences, 3(2), 194–200. https://doi.org/10.47540/ijias.v3i2.878
Karyuatry, L. (2018). Grammarly as a tool to improve students’ writing quality: Free online-proofreader across the boundaries. JSSH (Jurnal Sains Sosial dan Humaniora), 2(1), 83–89. https://doi.org/10.30595/jssh.v2i1.2297
Kessler, M. (2023). Supplementing mobile-assisted language learning with reflective journal writing: a case study of Duolingo users’ metacognitive awareness. Comput. Assist. Lang. Learn. 36, 1040–1063. doi: 10.1080/09588221.2021.1968914
Kim. N.Y., (2019). A study on the use of artiļ¬cial intelligence chatbots for improving English grammar skills. Journal of Digital Convergence. 17(8): 37–46.
Kukulska-Hulme, A. (2019). Mobile Language Learning Innovation Inspired by Migrants. Journal of Learning For Development, 6(2). https://doi.org/10.56059/jl4d.v6i2.349
Lahuerta, A. (2017). Analysis of accuracy in the writing of EFL Students enrolled on CLIL and Non-CLIL programmes: The impact of grade and gender. The Language Learning Journal, 48(2), 121–132. https://doi.org/10.1080/09571736.2017.1303745
Li, Z., & Bonk, C. J. (2023). Self-directed language learning with Duolingo in an out-of-class context. Comput. Assist. Lang. Learn. 39, 1–19. doi: 10.1111/jcal.12730
Lin, L. H. F., & Morrison, B. (2021). Challenges in academic writing: Perspectives of engineering faculty and L2 postgraduate research students. English for Specific Purposes, 63, 59–70. https://doi.org/10.1016/j.esp.2021.03.004
Loos, E., & Radicke, J. (2024). Using ChatGPT-3 as a Writing Tool: An Educational Assistant or Moral Hazard? Current ChatGPT-3 Media Representations Compared to Plato’s Critical Stance on Writing in Phaedrus. AI Ethics. Https://doi.org/10.1007/s43681-024-00470-1
McCarthy, J., Minsky, M. L., Rochester, N., & Shannon, C. E. (2006). A proposal for the Dartmouth Summer Research Project on artificial intelligence, August 31, 1955. AI Magazine, 27(4), 12–14. https://doi.org/10.1609/aimag.v27i4.1904
McDonough, K., & Crawford, W. J. (2018). Identifying effective writing tasks for use in EFL write-to-learn language contexts. The Language Learning Journal, 48(4), 469–480. https://doi.org/10.1080/09571736.2018.1465990
Mirzamohammadi, B. (2024). The Effects of Using Process Genre Approach on Writing Skill Development in ESP Classes: A case of Business Students. International Journal of Practical and pedagogical Issues in English Education,2 (1),13-23. https://doi.org/10.22034/ijpie.2024.192902
Moghimi, L. &Mirzaei, S. (2024). Comparing Writing Outcomes in Online and In-Person EFL Instruction for Intermediate Male and Female Students. International Journal of Practical and pedagogical Issues in English Education,2 (1),24-37. https://doi.org/10.22034/ijpie.2024.192903
Moussalli, S., & Cardoso, W. (2020). Intelligent personal assistants: Can they understand and be understood by accented L2 learners? Computer Assisted Language Learning, 33(8), 865–890. https://doi.org/10.1080/09588221.2019.1595664
Nejati, E., Jahangiri, A., & Salehi, M. R. (2018). The effect of using computer-assisted language learning (CALL) on Iranian EFL learners' vocabulary learning: An experimental study. Cypriot Journal of Educational Sciences, 13(2), 351– 362. https://doi.org/10.18844/cjes.v13i2.752
Nobles, S., & Paganucci, L. (2015). Do digital writing tools deliver? Student perceptions of writing quality using digital tools and online writing environments. Computers and Composition, 38, 16–31. https://doi.org/10.1016/j.compcom.2015.09.001
Phuong, W. T. N. (2021). Difficulties in studying writing of English-majored sophomores at a university in Vietnam. European Journal of Education Studies, 8(10), 313–330. https://doi.org/10.46827/ejes.v8i10.3962
Rad, H. S., Alipour, R., & Jafarpour, A. (2023). Using artificial intelligence to foster students’ writing feedback literacy, engagement, and outcome: A case of Wordtune application. Interactive Learning Environments, 1–21. https://doi.org/10.1080/10494820.2023.2208170
Rahimi, M., Zhang, L.J., (2018). Writing task complexity, students’ motivational beliefs, anxiety and their writing production in English as a second language. Read. Writ. 32 (3), 761- 786.
Rouhani, Y., Nafchi, A., & Ziaee, S. (2016). Applying Different Interventions to Teach Writing to Students with Disabilities: A Review Study. Theory And Practice In Language Studies, 6(4), 733. https://doi.org/10.17507/tpls.0604.10
Ruscetti, T., Krueger, K., & Sabatier, C. (2018). Improving quantitative writing one sentence at a time. PLoS One, 13(9), e0203109. https://doi.org/10.1371/journal.pone.0203109
Safadi, H. A., Shgair, M. S. A., and Qatawnih, K. S. (2022). The effectiveness of designing e-learning environment based on mastery learning and artificial intelligence on developing English speaking skills among tenth graders in Palestine. J. Educ. Psychol. Sci. 31, 475–507. doi: 10.33976/IUGJEPS.31.1/2023/22
Singh, H., Tayarani-Najaran, M.-H., & Yaqoob, M. (2023). Exploring computer science students’ perception of ChatGPT in higher education: A descriptive and correlation study. Education Science, 13(9), 1–23. https://doi.org/10.3390/educsci13090924
Singh, M. K. M. (2017). International EFL/ESL master students’ adaptation strategies for academic writing practices at tertiary level. Journal of International Students, 7(3), 620–643. https://doi.org/10.5281/zenodo.570025
Suh, A., & Prophet, J. (2018). The state of immersive technology research: A literature analysis. Computers in Human Behavior, 86, 77–90. https://doi.org/10.1016/j.chb.2018.04.019
Tavakoli, P., Nakatsuhara, F., & Hunter, A. (2020). Aspects of Fluency Across Assessed Levels of Speaking Proficiency. The Modern Language Journal, 104(1), 169-191. https://doi.org/10.1111/modl.12620
Van Waes, L., & Leijten, M. (2015). Fluency in writing: A multidimensional perspective on writing fluency applied to L1 and L2. Computers and Composition, 38, 79–95. https://doi.org/10.1016/j.compc om.2015.09.012
Wang, N., Chen, J., & Zhang, J. (2021) Developing and integrating constructive CALL courseware for EAP in Chinese universities: a report on a case study. Computer Assisted Language Learning, (Online Published 25-March-2021) DOI:10.1080/09588221.2021.1895226
Williams, M., Tang, K., & Won, M. (2019). ELL’s science meaning making in multimodal inquiry: A case-study in a Hong Kong bilingual school. Asia-Pacific Science Education, 5(3), 1-35. https://doi.org/10.1186/s41029-019-0031-1
Zhao, X. (2022). Leveraging artificial intelligence (AI) technology for English writing: Introducing Wordtune as a digital writing assistant for EFL writers. RELC Journal. https://doi.org/10.1177/00336882221094089
Zheng, B., & Warschauer, M. (2017). Epilogue: Second language writing in the age of computer-mediated communication. Journal of Second Language Writing, 36, 61–67. https://doi.org/10.1016/j.jslw.2017.05.014
Zhou, S. A., & Hiver, P. (2022). The effect of self-regulated writing strategies on students’ L2 writing engagement and disengagement behaviors. System, 106, 102768. https://doi.org/10.1016/j.system.2022.102768
Zimmerman, A., (2023). A ghostwriter for the masses: ChatGPT and the future of writing. Annals for Surgical Oncology. 30, 3170-3173
