L2 reading fluency and accuracy are crucial aspects of second language (L2) acquisition, as they directly influence cognitive processing and overall reading comprehension. Developing these skills enables learners to engage with texts efficiently and build confidence in their reading abilities. This study uses reading software to examine the relationship between reading fluency and accuracy in the L2 learning context. Two primary research questions were addressed: the correlation between reading fluency and accuracy and potential gender-based differences in reading performance metrics, including reading time, comprehension, and developmental progress. Pearson’s correlation analysis revealed a strong, positive relationship between fluency and accuracy, indicating that improvements in one skill are associated with enhancements in the other. Additionally, fluency and accuracy were positively correlated with reading comprehension and developmental measures, underscoring the interconnected nature of these skills. Gender comparisons, analyzed through independent t-tests, indicated no significant differences in reading software engagement or performance. This suggests the software provides equitable support across genders, enabling consistent skill development in fluency, accuracy, and comprehension. The findings highlight the critical role of technology in facilitating balanced reading instruction and offer insights into its potential to address diverse learner needs effectively.

Existing research has indicated the benefits of synchronous collaboration through Google Docs in enhancing language skills and productivity among learners. However, there remains a lack of knowledge concerning synchronous collaborative translation within the context of English as in Foreign Language (EFL) classrooms, particularly concerning its impact on the quality of students’ translations. This study aims to investigate the English translation skills of 20 English majors, aged between 18 and 23 years old, enrolled in the Faculty of Arts and Humanities at a private university in Thailand. The investigation compares individual translation with synchronous collaborative translation in small-groups, conducted under time constraints, utilizing three distinct tests. Additionally, the study examines the prevalent language errors made by individuals and small-groups during the translation process. The findings of the study reveal significant disparities between individual translation and collaborative translation in small- groups across all three test variations employed. Notably, the results suggest that engaging in collaborative work within small-groups leads to higher translation accuracy when compared to individual efforts. Regarding the identified errors, this study highlights word choice, mechanics, articles, prepositions, and ellipses as the most frequently occurring mistakes in both individual and small-group translations. This research briefly discussed the implications of the identified errors of collaborative translation in EFL classrooms.

This study sets out to investigate Thai university students' group translation of Thai texts into English in a synchronous setting. Four groups, consisting of three or four members, were involved in this study. This study examined two Thai texts translated into English, one containing tourism information and the other a crime news report. Students were given 40 minutes to translate on Google Docs, and their group translation styles were charted out through DocuViz, a visualization tool that uses color coding and number of contributions to illustrate group work. Average contributions, along with the color-coded texts, were analyzed to determine the group work styles. The study found that most groups were cooperative in their real-time translation work, in that group members worked on particular segments, with one dominant writer either editing others' contributions or translating the most. This study suggests that translation instructors consider expanding and redefining the implementation of translation tasks done in groups.

The increasing prevalence of artificial intelligence (AI) in education necessitates a deeper understanding of students’ perceptions. This study investigates English major students’ perceptions of AI-powered language learning applications at a private university in Thailand. The purpose is to explore students’ attitudes, perceived benefits, and challenges associated with using apps like ChatGPT. A mixed-methods approach was employed, combining quantitative data from a Likert-scale questionnaire with qualitative data from open-ended responses. A total of 120 undergraduate students participated. Findings from the quantitative data revealed generally positive perceptions, with students highlighting ease of use, language improvement, and real-time support as key advantages. Thematic analysis of qualitative responses identified four core benefit themes: efficiency and convenience; personalized real-time support; language accuracy and development; and enhancing learning motivation. However, concerns were also reported, including functional limitations, usability constraints, and concerns of over-reliance. In conclusion, the findings suggest that while students view AI tools as valuable educational aids, effective integration and appropriate guidance are crucial to maximizing their benefits in language learning and to ensure responsible use of AI in educational settings.