لە وێناکردنەوە بۆ گێڕانەوەی چیڕۆک، بەکارهێنانی مایکرۆسۆفت بینگ بۆ بیرتیژکردنی لێهاتووی وشەیی فێرخوازانی EFL

Abdalgane, M., Othman, K. A. J.(2023). Utilizing artificial intelligence technologies in Saudi EFL tertiary level classrooms. Journal of Intercultural Communication, 23(1), 92-99. doi.org/10.36923/jicc.v23i1.12 4

Abdulrahman, S. A., Bingol, M. A., & Kara, S. (2022). Body language in education and effective recommendations to pre-service teachers in classroom management. International Journal of Social Sciences & Educational Studies, 9(1), 298-307. https://doi.org/10.23918/ijsses.v9i1p298

Abu-Haifa, M., Etawi, B., Alkhatatbeh, H., & Ababneh, A. (2023). Comparative analysis of ChatGPT, GPT-4, and Microsoft Bing Chatbots for GRE Test. Arxiv Preprint:2312.03719.

Al-Amin, M., Ali, M. S., Salam, A., Khan, A., Ali, A., Ullah, A., & Chowdhury, S. K. (2024). History of generative Artificial Intelligence (AI) chatbots: past, present, and future development. Arxiv Preprint :2402.05122.

https://doi.org/10.48550/arXiv.2402.05122

Alshehri, A. A. (2025). The impact of computer-assisted pronunciation on Saudi students’ production of English vowel sounds. Australian Journal of Applied Linguistics, 8(1), 102441. https://doi.org/10.29140/ajal.v8n1.102441

Basöz, T., & Erten, I. H. (2019). A qualitative inquiry into the factors influencing EFL learners' in-class willingness to communicate in English. Novitas-ROYAL (Research on Youth and Language), 13(1), 1-18.

Belda-Medina, J., & Goddard, M. B. (2024). AI-Driven digital storytelling: A Strategy for creating English as a Foreign Language (EFL) materials. International Journal of Linguistics Studies, 4(1), 40-49. https ekle 10.32996/ijls

Bhardwaz, S., & Kumar, J. (2023, May). An extensive comparative analysis of chatbot technologies- ChatGPT, Google Bard, and Microsoft Bing. In 2023 2nd International Conference on Applied Artificial Intelligence and Computing (ICAAIC) (pp. 673-679). IEEE. https://doi.org/10.1109/ICAAIC56838.2023.10140214

Celik, B., Yildiz, Y., & Kara, S. (2025). Using ChatGPT as a virtual speaking tutor to boost EFL learners’ speaking self-efficacy. Australian Journal of Applied Linguistics, 8(1), 102418-102418.

Daniels, P. (2023). Automated grammar scoring with AI chatbots. TEFL Praxis Journal, 2(1), 59-68.

Dao, X. Q. (2023). Performance comparison of large language models on the English dataset: OpenAI ChatGPT, Microsoft Bing Chat, and Google Bard. Arxiv Preprint:2307.02288. https://doi.org/10.48550/arXiv.2307.02288

Es-sarghini, A., & Boumahdi, A. (2025). Interactive assessment of writing competency in French as a foreign language: Development and implementation of an AI-enhanced progress monitoring system. Australian Journal of Applied Linguistics, 8(1), 102495. https://doi.org/10.29140/ajal.v8n1.102495

Ghaemi, H., & Boroushaki, N. (2025). Culturally responsive teaching in diverse classrooms: A framework for teacher preparation program. Australian Journal of Applied Linguistics, 8(1), 102433. https://doi.org/10.29140/ajal.v8n1.102433

Jena, M. C., Mishra, S. K., & Moharana, H. S. (2025). The way forward to overcome challenges and drawbacks of AI. Computing and Artificial Intelligence, 1581-1581.

Kara, S. (2025) “Project-Based Learning to Boost EFL Learners’ Ability in Writing Persuasive Essays”, Koya University Journal of Humanities and Social Sciences, 8(1), pp. 468–477. doi: 10.14500/kujhss.v8n1y2025.pp468-477.

Kim, H., & Rah, Y. (2021). Applying constructionist approaches to teaching English argument structure constructions to EFL learners. TESOL Quarterly, 55(2), 568-592. https://doi.org/10.1002/tesq.3002

Kovačić, A., & Bubaš, G. (2023, November). Using conversational artificial intelligence for online learning activities in English for specific purposes: A pilot study of students’ experiences with Bing Chat. In Conference proceedings. Innovation in language learning 2023.

Kruk, M., & Zawodniak, J. (2019). On the possible interactions of varied EFL activities and learning styles with EFL students’ motivational changes. Innovation in Language Learning and Teaching, 13(2), 178-193. https://doi.org/10.1080/17501229.2017.1420654

Lin, G. H. C. (2024). Simulation Games based on Artificial Intelligence for English Language Learning. Online Submission. 9 (1), 56-67.

Liu, P. L., & Chen, C. J. (2023). Using an AI-based object detection translation application for English vocabulary learning. Educational Technology & Society, 26(3), 5-20. https://www.jstor.org/stable/48734318

Menggo, S., Amul, A., & Ndiung, S. (2024). Can picture dictionaries unlock vocabulary mastery? Unveiling insights through quasi-experimental research. Voices of English Language Education Society, 8(1), 128-138. https://doi.org/10.29408/veles.v8i1.25334

Mohamed, A. M. (2024). Exploring the potential of an AI-based Chatbot (ChatGPT) in enhancing English as a Foreign Language (EFL) teaching: perceptions of EFL faculty members. Education and Information Technologies, 29(3), 3195-3217. https://doi.org/10.1007/s10639-023-11917-z

Noprianto, E., & Purnawarman, P. (2019). EFL students’ vocabulary learning strategies and their affixes knowledge. Journal of Language and Linguistic Studies, 15(1), 262-275.

Pakniany, Y., Latue, P. C., & Rakusa, H. (2023). Utilization of Bing Image creator to design learning media with the theme of natural disasters in the form of artificial intelligence-based animation. Journal Education Innovation (JEI), 1(1), 87-97.

Ponte, D. C. (2024). The application of Artificial Intelligence in EFL learning and teaching: considerations, challenges and practical examples for educators. In English linguistics meets the 21th century (pp. 118-137). Dykinson.

Schlunegger, M. C., Zumstein-Shaha, M., & Palm, R. (2024). Methodologic and data-analysis triangulation in case studies: A scoping review. Western Journal of Nursing Research, 46(8), 611-622. https://doi.org/10.1177/01939459241263011

Suwastini, N. K. A., Marantika, P. D., Adnyani, N. L. P. S., Mandala, M. A. K., & Artini, N. N. (2021). Multimodal teaching in EFL context: A literature review. Edu-Ling: Journal of English Education and Linguistics, 4(2), 140-151. https://doi.org/10.32663/edu-ling.v4i2.1701

Takona, J. P. (2024). Research design: qualitative, quantitative, and mixed methods approaches. Quality & Quantity, 58(1), 1011-1013. https://doi.org/10.1007/s11135-023-01798-2

Tatlı, Z., Saylan, E., & Kokoç, M. (2022). Digital storytelling in an online EFL course: Influences on speaking, vocabulary, and cognitive load. Participatory Educational Research, 9(6), 89-112. https://doi.org/10.17275/per.22.130.9.6

Thippanna, G., Jyothi, P. V. S. N., Krishnaiah, P., Thippanna, G., Jyothi, P., & Krishnaiah, P. (2023). An extensive review of the benefits and drawbacks of AI tools. World Journal of Advanced Research and Reviews, 20(3), 1668-1673. https://doi.org/10.30574/wjarr.2023.20.3.2636

Wiesinger, M. (2024). ChatGPT and its Implications for EFL Learning: Issues with AI-driven language systems in undergraduate language degree programmes. New Pathways in Teaching English, 4 (1), 187-210. https://doi.org/10.17883/phschr-04-10

Wong, K. M., & Samudra, P. G. (2021). L2 vocabulary learning from educational media: Extending dual-coding theory to dual-language learners. Computer Assisted Language Learning, 34(8), 1182-1204. https://doi.org/10.1080/09588221.2019.1666150

Zainurrahman, Z., & Rodliyah, R. S. (2024). Examining Bing AI as a solution to EFL writing feedback challenges. PROJECT (Professional Journal of English Education), 7(2), 459-468.