Updated on 2024/06/15

写真a

 
WANG, Yijen
 
Affiliation
Faculty of International Research and Education, School of International Liberal Studies
Job title
Assistant Professor(without tenure)
Degree
PhD ( 2022.09 Waseda University )

Research Experience

  • 2024.04
    -
    Now

    The University of Tokyo   College of Arts and Sciences   Adjunct Professor

  • 2022.09
    -
    Now

    Waseda University   School of International Liberal Studies   Assistant Professor

Education Background

  • 2018.04
    -
    2022.09

    Waseda University   Graduate School of International Culture and Communication Studies, Doctoral Program  

  • 2015.09
    -
    2017.09

    Waseda University   Graduate School of International Culture and Communication Studies, Master's Program  

Committee Memberships

  • 2024
    -
     

    Cambridge Elements in Technology in Second Language Education  Editor

  • 2022
    -
     

    International CALL Research Conference  Conference Chairs

  •  
     
     

    ET&S Journal  Reviewer

  •  
     
     

    European Association of Computer Assisted Language Learning (EUROCALL)  Programme Committee Member

  •  
     
     

    RELC Journal  Journal Reviewer

  •  
     
     

    Australian Journal of Applied Linguistics  Editorial Board/Journal Reviewer

  •  
     
     

    The JALT CALL Journal  Journal Reviewer

  •  
     
     

    Computer Assisted Language Learning Journal  Journal Reviewer

  •  
     
     

    Technology in Language Teaching and Learning  Editor-in-Chief

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Research Areas

  • Educational technology / Foreign language education

Research Interests

  • Second/Foreign Language Education

  • Teaching Chinese as a Second/Foreign Language

  • TESOL

  • Computer-Assisted Language Learning (CALL)

  • Autonomy Learning

 

Papers

  • Expanding the learning ecology and autonomy of language learners with mobile technologies

    Glenn Stockwell, Yijen Wang

    Educational Technology and Society   27 ( 2 ) 60 - 69  2024.04  [Refereed]

     View Summary

    With mobile phones now in the hands of virtually all of our learners, it is becoming increasingly more difficult to imagine environments that do not include learning through mobile devices in even some small capacity. The interest in mobile learning is reflected in the enormous number of publications which have appeared over the past 10 to 15 years, but there are still questions about when, how, and why learners will choose to use or not use mobile devices as a regular part of their learning (Stockwell, 2022). Furthermore, the "disruptive" nature of mobile devices (see Hampel, 2019) has caused mixed reactions from teachers, some of whom feel that they are a distraction in the classroom, while others see a shifting of responsibility to the learners as a positive that can lead to autonomous behaviours that facilitate learning. Making the most of learning through mobile learning is dependent upon understanding the expectations of teachers, learners, and administrators, and to capitalise upon the affordances of the device, the learning ecology, and the short-term and long-term goals of the learners. This paper explores how mobile learning can play a role both inside and outside of the classroom, and the impact that it may have on both formal and informal learning opportunities. It includes a discussion of the shifting roles of teachers and learners, and then going on to explore the myths associated with technology in the development and sustainment of motivation and autonomy.

    DOI

    Scopus

  • Social Justice and Technology in Second Language Education

    Yijen Wang, Glenn Stockwell

    Iranian Journal of Language Teaching Research   11 ( 3 ) 1 - 18  2023.12  [Refereed]

    Authorship:Lead author, Corresponding author

     View Summary

    Second language education is a complex field that is continually evolving, shaped by the changes in teaching and learning contexts that have emerged over the past several decades. It would not be an exaggeration to say that these changes are predominantly driven by shifts in technology, shifts in educational approaches and philosophies, and shifts in societal and sociocultural perspectives, and each of them have brought with them different influences that have led second language education to where it is today. Amidst the numerous elements that contribute to its complexity, one factor that has become increasingly significant is social justice. This article provides an in-depth discussion on social justice in the context of second language teaching and learning, and how it has been impacted by technological developments, highlighting the affordances of technology and the importance of training to raise awareness of social justice issues in language education.

    DOI

    Scopus

    1
    Citation
    (Scopus)
  • Exploring the Challenges of Technology in Language Teaching in the Aftermath of the Pandemic

    Glenn Stockwell, Yijen Wang

    RELC Journal   54 ( 2 ) 474 - 482  2023.08  [Refereed]

     View Summary

    The impact of the COVID-19 pandemic has been varied, and while there was a clear upsurge in the use of technology in language and learning contexts during the worst lockdown periods, the long-term impact on technology usage remains to be seen. As has been widely noted, lockdowns forced teaching into remote modes, making technology indispensable. Many teachers found themselves struggling to use technologies with little or no experience or training, and often in spite of earlier resistance to using it. The affective barriers to using technology may have decreased somewhat, but other potential problems have arisen as well. There has generally been a narrow view about the effectiveness of technology use in language teaching and learning. During the pandemic, teaching often entailed using videoconferencing tools as a means of emulating face-to-face teaching, albeit inhibited by the limitations and the affordances of the technologies. While research into mobile learning prospered prior to the pandemic, long periods of lockdown saw them being used as little more than a backup for when other technologies experienced technical difficulties. In this paper, we discuss not only the often-cited positive effects of technology usage in language learning during COVID, but also the possible negative implications for how technology has come to be used and viewed by learners, teachers, and administrators. Suggestions for a potential way forward in this ‘aftermath’ of the pandemic are discussed, along with some guidelines for making the most of what we have learned about using technology for language learning in the future.

    DOI

    Scopus

    7
    Citation
    (Scopus)
  • Preface

    Hassan Mohebbi, Yijen Wang

       2023.04

    DOI

  • Insights into Teaching and Learning Writing

    Yijen Wang

       2023.04  [Refereed]

    Authorship:Lead author, Corresponding author

  • Technology and second language writing instruction

    Yijen Wang, Ali Panahi

    Insights into Teaching and Learning Writing     167 - 179  2023.04  [Refereed]  [Invited]

    Authorship:Lead author, Corresponding author

     View Summary

    The integration of technology into L2 writing instruction has become increasingly prevalent in recent years. This chapter provides an overview of the various ways in which technology has been utilized in writing education and explores its impact on students' writing process. It highlights the potential benefits and concerns surrounding the use of technology in writing instruction. Given the growing interest in technology use, the chapter presents a theoretical framework for technology adoption in teaching writing skills, drawing upon relevant literature and studies. The chapter concludes by discussing the new challenges and implications that arise for early-career teachers, in-service teachers, researchers, and stakeholders who are considering using technology for writing instruction.

    DOI

  • Proceedings of the XXIst International CALL Research Conference

    Yijen Wang

       2022.07

     View Summary

    <jats:p>The XXIst International CALL Research Smart Conference was hosted by Waseda University, Tokyo, Japan on July 8-10, 2022. The theme of the conference was Smart CALL, where “Smart” is defined as possessing three qualities: personalization, contextualization, and socialization. Personalization is the extent to which technologies and learning environments are adapted to the specific profile of the language learner. Contextualization is how technologies and learning environments can be adjusted to the specific context of the learner. Socialization is the way in which technologies and learning environments afford meaningful interaction amongst learners, co-learners, teachers and researchers.</jats:p>

    DOI

  • Challenge or chance? Chinese teachers’ beliefs and teaching practices of educational technology at Japanese universities

    Yijen Wang

    Proceeding paper for the 71th Chinese Linguistic Society of Japan Conference     37 - 39  2021.11  [Refereed]

  • In-service teachers’ perceptions of technology integration and practices in a Japanese university context

    Yijen Wang

    JALT CALL Journal   17 ( 1 ) 45 - 71  2021  [Refereed]

    Authorship:Corresponding author

     View Summary

    To understand in-service language teachers’ intrinsic barriers to technology integration in higher education contexts, this in-depth study investigated four teachers teaching Chinese as a foreign language (CFL) at a private university in Japan. The researcher trained the four teachers with varied digital literacy how to create and utilise online materials in a dedicated Moodle site, and the teachers’ training processes, as well as actual classroom practices, were then observed. Qualitative and quantitative data were collected over three semesters, including: (1) a pilot survey before Moodle integration to access the teachers’ attitudes and expectation of educational technology use; (2) classroom observations to investigate how the participants use technology in their CFL classroom; (3) audio recordings and field notes collected in a workshop and interviews to explore reasons behind behaviours; and (4) access logs in Moodle to determine the participants’ engagement through online materials inside and outside the classroom. The findings’ implications in terms of teachers’ experiences, emotions, competences, beliefs, motivations, and sociocultural factors affecting their determinations of technology integration in CFL classrooms in a Japanese higher-education setting are presented. Future considerations and ongoing challenges are discussed to highlight the implications for research, policymakers, teacher educators, and stakeholders.

    DOI

    Scopus

    15
    Citation
    (Scopus)
  • Engagement in PC-based, smartphone-based, and paper-based materials: Learning vocabulary through Chinese Stories

    Yijen Wang

    Technology in Language Teaching and Learning    2020.12  [Refereed]

    DOI

  • On the cultural capacity of a Chinese teacher: Take the qualification examination Chinese teachers in China and U.S. as an example

    Chen, L., Wang. Y., Huang, Y., Chen, W., Kan, Y.

    International Chinese Language Education     33 - 43  2012.12  [Refereed]

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Books and Other Publications

  • Insights into AI and Language Teaching and Learning

    ( Part: Joint editor)

    2024.12

  • The Cambridge Handbook of Technology in Language Teaching and Learning

    ( Part: Joint editor)

    https://www.cambridge.org/core/books/cambridge-handbook-of-technology-in-language-teaching-and-learning/6BFE0370E1FCD369F9B0BFFD8C643203  2024.10 ISBN: 9781009294850

  • Insights into Teaching and Learning Writing: A Practical Guide for Early-Career Teachers (Language Teaching Insights)

    Mohebbi Hassan, Yijen Wang

    Castledown Publishers  2023.04 ISBN: 1914291158

    ASIN

  • Proceedings of the XXIst International CALL Research Conference

    ( Part: Joint editor)

    2022.07 ISBN: 9781914291050

    DOI

Presentations

  • Facilitating EFL Writing Proficiency Through AI Tools: A Mixed-Methods Study

    International Conference on Technology-enhanced Language Learning and Teaching & Corpusbased Language Learning and Teaching 2024 (TeLLT & CoLLT 2024) 

    Event date:
    2024.07
     
     
  • An Exploratory Study of Chinese Language Teacher Anxiety and Well-being with AI Tools

    The 12th International Conference and Workshops on Technology and Chinese Language Teaching, The University of California 

    Event date:
    2024.06
     
     
  • Exploring AI tools for English learning: A case study of Google Translate, DeepL, and ChatGPT

    Applied Linguistics Association of Australia (ALAA) Conference 2023, University of Wollongong, Australia. 

    Presentation date: 2023.11

    Event date:
    2023.11
    -
     
  • Exploring the gap between teachers’ and students’ usage of technology for informal language learning from an ecological perspective

    The 56th Annual Conference of the British Association for Applied Linguistics (BAAL), The University of York, UK 

    Event date:
    2023.08
     
     
  • Editors’ panel: How authors can engage with reviewer feedback

     [Invited]

    The EuroCALL 2023 Conference, University of Iceland, Reykjavík 

    Event date:
    2023.08
     
     
  • Learner training in AI tools for English learning: Exploring Deep-L and ChatGPT

    The EuroCALL 2023 Conference, University of Iceland, Reykjavík 

    Event date:
    2023.08
     
     
  • Teachers’ and Students’ Perceptions of Learner Data and Learning Engagement

    The EUROCALL 2022 Conference, 

    Presentation date: 2022.08

  • Chinese language teaching designs and methods: University teachers’ and students’ expectations and current

    Sunaoka, W., Liu, S., Wang, R., Sugie, S., Wang, S., Wang, Y.

    The 71th Chinese Linguistic Society of Japan Conference 

    Presentation date: 2021.11

  • Factors affecting in-service teachers’ resistance to technology in a Japanese university context

    EUROCALL 2021 Conference 

    Presentation date: 2021.08

  • A mixed-methods investigation of teachers’ and learners’ perceptions of technology for CFL education at a Japanese university

    International Conference and Workshops on Technology and Chinese Language Teaching 

    Presentation date: 2021.05

    Event date:
    2021.05
     
     
  • Teachers’ change and resistance to using technology: A case study in a Japanese CFL context

    EUROCALL 2020 Conference 

    Presentation date: 2020.08

  • In-service teachers’ perceptions of educational technology integration: A case study in a Japanese university context

    The 21st International CALL Research Conference 

    Presentation date: 2020.07

  • Exploring roles and psychology of teachers with LMS: Developing and using online Chinese language learning materials

    The XXth International CALL Research Conference 

    Presentation date: 2019.07

  • CALL, MALL, or Paper? A Comparative Study of Task Engagement and Attitudes in Elementary CFL Japanese Learners

    Pan-Pacific TELL Conference 

    Presentation date: 2018.10

  • Learning L2 lexicon with CALL, MALL, and non-electronic platforms: A comparative study of task engagement and attitudes in elementary CFL Japanese learners

    GloCALL 2018 Conference 

    Presentation date: 2018.08

  • On the cultural capacity of a Chinese teacher: Take Chinese teacher’s qualification examination in U.S., China, and Taiwan for example

    The 3rd International Conference of Asia-Pacific Consortium on Teaching Chinese as an International Language 

    Presentation date: 2011.06

  • Chinese culture of project learning for multiple intelligences classrooms

    International Conference of Chinese Language Teaching in Asia Pacific 

    Presentation date: 2010.03

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Syllabus

 

Internal Special Research Projects

  • Training Japanese learners to use machine translation for academic English writing and reading

    2023  

     View Summary

    AI tools have gradually taken on a greater role in foreign language learning in recent years. However, there is a lack of explicit dialogue between teachers and students on how to use online machine translation (MT) for language learning purposes, despite evidence of its use by students. Additionally, the emergence of ChatGPT, a new chat bot, has caused controversy in education as institutions consider banning its usage due to concerns about cheating. While research has identified areas where MT can be useful for second language (L2) writing, ChatGPT's potential remains largely unexplored. To address this, a study investigated the perspectives and practices of approximately seventy Japanese learners of English at a university in Japan on the use of Deep-L and ChatGPT for academic English writing, as well as the impact of targeted training in their use. The study employed a mixed-methods approach, including surveys, writing task analysis, and observation of learner strategies. The writing was analysed for content, structure, and lexical and syntactic complexity and accuracy. The results of the study indicate the shifts in learner attitudes and behaviour resulting from the training. The study sheds insights into raising awareness among language learners about the pedagogical uses and potential pitfalls of AI tools.&nbsp;

  • Exploring affordances of machine translation for academic English learning

    2023  

     View Summary

    Artificial intelligence (AI) tools have quietly assumed a larger role in learning foreign languages over the past several years. As the quality of online machine translation (MT) has improved in recent years, how to use it for language learning purposes seems to be the “elephant in the classroom” (Loock, Lechauguette, &amp; Holt, 2022), with a lack of explicit dialogue between teachers and learners regarding if, when, and how it should be used. There is evidence that students use online MT tools as a part of their language learning repertoire, but many teachers are still hesitant to allow them to be used officially (Ducar &amp; Schocket, 2018; Lee, 2022). Similarly, an emerging new chat bot called ChatGPT was released in late 2022, causing an uproar in education with many institutions considering banning its usage over concerns that students may use it to cheat on exams and assignments. While research has started to identify areas where MT has the potential to be useful for L2 writing, particularly with lexical and syntactic aspects, as an emerging technology, the affordances of ChatGPT in L2 writing remain largely unexplored. It has the potential to encompass some elements associated with MT such as the ability to translate text on request, but it tends to do this at a more holistic level when compared to standard MT tools even including relevant citations and references according to designated formats. To raise language learners’ awareness of the pedagogical uses and potential pitfalls of AI tools, approximately seventy Japanese learners of English at a university in Japan were investigated for their current perspectives and practices with Deep-L and ChatGPT, as well as the impact of targeted training in their use. Strategies that focus on using these tools for planning, writing, and editing were provided. The study employs a mixed-methods approach, including: (1) learner attitude surveys; (2) analysis of writing tasks; and (3) observation of strategies used by learners. The processes and products of learners’ writing in English were analysed in terms of content, structure, and lexical and syntactic complexity and accuracy. The study seeks to explore the differences in attitudes towards academic English writing, MT, and ChatGPT, as well as examining both the writing processes and learners’ completed essays. Data collection is still ongoing, and preliminary results will be discussed in terms of the shifts in learner attitudes and behavior with Deep-L and ChatGPT as a result of the training.&nbsp;&nbsp;&nbsp;&nbsp;References&nbsp;Ducar, C., &amp; Schocket, D.H. (2018). Machine translation and the L2 classroom: Pedagogical solutions for making peace with Google translate. Foreign Language Annals, 51(4), 779–795. https://doi.org/10.1111/flan.12366&nbsp;Lee, S.-M. (2022). L2 learners’ strategies for using machine translation as a personalized writing assisting tool. In J. Colpaert, &amp; G. Stockwell (Eds.), Smart CALL: Personalization, Contextualization, &amp; Socialization (pp. 184–206). London: Castledown Publishers.&nbsp; https://doi.org/10.29140/9781914291012-9&nbsp;Loock, R., Lechauguette, S., &amp; Holt, B. (2022). Dealing with the “elephant in the classroom”: Developing language students’ machine translation literacy. Australian Journal of Applied Linguistics, 5(3), 118–134. https://doi.org/10.29140/ajal.v5n3.53si2&nbsp;

  • Using Moodle for Self-directed Learning: Teacher and Student Voice

    2022  

     View Summary

    The current research project aims to understand how teachers and students perceive self-directed learning on Chinese language through Moodle. The potential functions of the Learning Management System (LMS) allow students to set goals, select strategies, and evaluate learning outcomes that further facilitate their autonomy. However, how language teachers and learners view the use of the learning methods may be different. Understanding teachers’ and learners’ perceptions toward self-directed learning methods in online language learning contexts may help improve the quality of online education. Thus, this mixed-method research investigated Chinese language teachers’&nbsp;and university students’ perception of self-directed learning on a dedicated Moodle site by conducting: 1) three open-ended surveys to understand the participants’ attitudes toward self-directed learning; 2) individual interviews with the participants to explore their beliefs, and 3) activity logs on Moodle to record their engagement. The affordance and implications of using Moodle to facilitate autonomy will be discussed in light of cognitive, emotional, and behavioural engagement.