Correction to “Using ChatGPT to promote research competency: English as a foreign language undergraduates' perceptions and practices across varied metacognitive awareness levels”

IF 5.1 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2024-07-11 DOI:10.1111/jcal.13039

引用次数: 0

Abstract

Abdelhalim, S. M. (2024). Using ChatGPT to promote research competency: English as a foreign language undergraduates' perceptions and practices across varied metacognitive awareness levels. Journal of Computer Assisted Learning, 40(3), 1261–1275. https://doi.org/10.1111/jcal.12948

It should have been “Mohammad” instead of “Mohammed” in the affiliation and correspondence information.

Safaa M. Abdelhalim

College of Languages and Translation, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia.

Correspondence

Safaa M. Abdelhalim, College of Languages and translation, Imam Mohammad Ibn Saud Islamic University (IMSIU), P.O. Box 5701 Othman Ibn Affan St, Riyadh 11,432, Saudi Arabia.

We apologize for this error.

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更正 "使用 ChatGPT 提高研究能力：英语作为外语的本科生在不同元认知意识水平下的认知和实践"

Abdelhalim, S. M. (2024).使用 ChatGPT 提高研究能力：英语作为外语的本科生在不同元认知意识水平下的认知和实践。计算机辅助学习期刊》，40（3），1261-1275。https://doi.org/10.1111/jcal.12948。Safaa M. AbdelhalimCollege of Languages and Translation, Imam Mohammad Ibn Saud Islamic University (IMSIU), Riyadh, Saudi Arabia.CorrespondenceSafaa M. Abdelhalim, College of Languages and translation, Imam Mohammad Ibn Saud Islamic University (IMSIU), P.O. Box 5701 Othman Ibn Affan St, Riyadh 11,432, Saudi Arabia.We apologize for this error.

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope