Aljaafreh, A. és Lantolf, J. P. (1994): Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal. 78. 4. sz., 465–483.
Bárdos, J. (1988): Nyelvtanítás: múlt és jelen. Magvető.
Bárdos, J. (2025): Élő nyelvtanítás-történet napjainkig. Akadémiai.
Benkerzaz, S., Elmir, Y. és Dennai, A. (2019): A Study on Automatic Speech Recognition. Journal of Information Technology Review. 10. 3. sz., 77–85.
Bijsterveld, K. és van Dijck, J. (2009): Introduction: Sound technologies and cultural practices. In: K. Bijsterveld és J. van Dijck (szerk.): Sound souvenirs: Audio technologies, memory and cultural practices. Amsterdam University Press. 9–23.
Brown, P. és Levinson, S. C. (1987): Politeness: Some universals in language usage. Cambridge University Press.
Carrier, M. (2017): Automated Speech Recognition in language learning: Potential models, benefits and impact. Training, Language and Culture. 1. 1. sz, 46–61.
Chapelle, C. A. és Sauro, S. (2020): Connecting the past to the future of computer-assisted language learning: Theory, practice, and research. Issues and Trends in Learning Technologies. 8. 2. sz., 4–21.
Cullen, R. (2002): Supportive teacher talk: The importance of the F-move. ELT Journal. 56. 2. sz., 117–127.
Davies, G. (2010): A history of CALL. In: G. Davies (szerk.): ICT for language learning. ICT4LT, London.
Defense Language Institute English Language Center (1984): American Language Course: Laboratory Manual (Levels 1–3). U.S. Department of Defense.
Gilmore, A. (2007): Authentic materials and authenticity in foreign language learning. Language Teaching. 40. 2. sz., 97–118.
Gilmore, A. (2019): Materials and authenticity in language teaching. In: X. Zou (szerk.): Teaching English as a second language. Springer. 87–113.
Goffman, E. (1967): Interaction ritual: Essays on face-to-face behavior. Anchor Books.
Hashem, R., Ali, N., El Zein, F., Fidalgo, P. és Khurma, O. A. (2024): AI to the rescue: Exploring the potential of ChatGPT as a teacher ally for workload relief and burnout prevention. Research & Practice in Technology Enhanced Learning, 19.
Huang, X., Baker, J. K. és Reddy, R. (2014): A historical perspective of speech recognition. Communications of the ACM. 57. 1. sz., 94–102.
Jeon, J., Lee, S. és Choe, H. (2023): Beyond ChatGPT: A conceptual framework and systematic review of speech-recognition chatbots for language learning. Computers & Education. 206. sz. (104898).
Juang, B. H. és Rabiner, L. R. (2005): Automatic speech recognition – A brief history of the technology development. Proceedings of the IEEE. 93. 1. sz., 6–31.
Krashen, S. D. (1985): The Input Hypothesis: Issues and Implications. Longman, London.
Long, M. H. (1996): The role of the linguistic environment in second language acquisition. In: Ritchie, W. C. és Bhatia, T. K. (szerk.): Handbook of second language acquisition. Academic Press. 413–468.
Lyster, R. és Ranta, L. (1997): Corrective feedback and learner uptake: Negotiation of form in communicative classrooms. Studies in Second Language Acquisition. 19. 1. sz., 37–66.
Mehan, H. (1979): Learning lessons: Social organization in the classroom. Harvard University Press.
Molenda, M. H. és Appelman, R. L. (2023): The audiovisual education era: A hidden history. In: Piña, A. A., Miller, C. T. és Molenda, M. H. (szerk.): AECT at 100: A legacy of leadership. Brill. 157–221.
Pica, T. (1994): Research on negotiation: What does it reveal about second-language learning conditions, processes, and outcomes?. Language Learning. 44. 3. sz., 493–527.
DOI:
https://doi.org/10.1111/j.1467-1770.1994.tb01115.x
Salmanova, S. (2025): Gamification and AI in language learning – A new era of digital education. Acta Globalis Humanitatis et Linguarum. 2. 1. sz., 262–269.
Sinclair, J. McH. és Coulthard, R. M. (1975): Towards an analysis of discourse: The English used by teachers and pupils. Oxford University Press.
Qiao, H. és Zhao, A. (2023): Artificial intelligence-based language learning: illuminating the impact on speaking skills and self-regulation in Chinese EFL context. Frontiers In Psychology. 14. (1255594).
Mooney, M. Jr. (1958): The history of magnetic recording. Tape Recording. 5. 3. sz., 21–37. Letöltés: https://www.worldradiohistory.com/Archive-All-Audio/Archive-Tape-Recording/50s/Tape-Recording-1958-02.pdf (2026. 06. 10.).
Vygotsky, L. S. (1978): Mind in society: The development of higher psychological processes. Harvard University Press.
Walsh, S. (2006): Investigating classroom discourse. Routledge.
Walsh, S. (2011): Exploring classroom discourse: Language in action. Routledge.
Warschauer, M. és Healey, D. (1998): Computers and language learning: An overview. Language Teaching. 31. 2. sz., 57–71.
Wei, L. (2023): Artificial intelligence in language instruction: Impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology. 14. (1261955).
Yin, R. K. (2014): Case study research: Design and methods (5th ed.). SAGE Publications.
