科技瞬息万变，ChatGPT的横空出世，让我们不得不重新审视新科技与华文教与学的关系。

ChatGPT的全名是Chat Generative Pre-trained Transformer，即"聊天生成式预训练变换器"，在2022年11月30日问世，由美国开放人工智能公司OpenAI发布。ChatGPT允许用户用对话或自然语言的方式提出问题，其主要目的是衍生人类的语言，以提供各种用途，并在多种场合进行使用，如聊天、自动语言产生和语文翻译等。ChatGPT能够了解用户的输入并做出反应，能模仿人类进行自然而有逻辑的对话，还能够衍生不同的文体，如新闻报道、文章、电邮、诗歌等，可谓多姿多彩，用途广泛。

Abstract: The 21st century is full of challenges and opportunities. In such an ever-changing world, using a language for interpersonal or human-environment communication successfully is an essential skill. Therefore, it is vital to examine how to use technology to help learners acquire a foreign language successfully. This article explains the core elements of technology-enhanced language learning research, and the key points of research design. The core elements include learner variables, second language acquisition/learning theories and strategies, target language skills, and learning environments. When planning a study, it is necessary to begin by confirming learners' baseline level of the target language and related personal variables. Secondly, it is necessary to delineate the learning objectives and match them with the characteristics of technology tools to assist in selecting the most appropriate tools and in designing learning activities. Next, it is essential to understand the learning process and collect relevant data to examine the appropriateness of the planned learning activities and procedures. Finally, reflection and refinement are also required.

Keywords: technology-enhanced language learning (TELL), learner variables, second language learning research

Abstract: As pioneers and promoters of Information and Communication Technology (ICT) in education among the teaching groups, K-12 tech-savvy teachers are responsible for leading and guiding other teachers to integrate information technology with instruction. It is urgent to construct their digital competency model. Based on the exploration of the current research for teachers' digital competency, this study collected the data from critical incident interviews of 25 tech-savvy teachers from China and analysed the data using grounded theory method. Finally, this study constructed the "eight-ability model" of tech-savvy teachers which included eight key categories, 24 categories, and 59 initial categories. We found that the competencies and roles of tech-savvy teachers are becoming complicated and diverse. In this model, information and learning abilities serve as the engine; designing, teaching, and analysing abilities form the foundation; mentoring and collaboration abilities play a crucial role; and leadership ability assumes a pivotal position. The construction of this competency model can provide theory reference for the selection, evaluation and cultivation of K-12 tech-savvy teachers.

Keywords: K-12 schools, tech-savvy teachers, digital competency, model construction

Abstract: Peer evaluation is an important process in collaboration learning. It has attracted much attention from researchers in the second language writing process. However, there is still a lack of systematic and holistic investigation on examining the relationship between collaborative knowledge building process and outcome in primary school students' collaborative writing context. Informed by second language acquisition and social-constructivism theories and guided by the Spiral Model of Collaborative Knowledge Improvement (SMCKI), this study investigated how a class of Primary Grade Five students engaged in computer-supported collaborative knowledge construction for Chinese language writing using Padlet in a face-to-face (F2F) Computer-Supported Collaborative Learning (CSCL) classroom. This exploratory mixed method study examined the nature and quality of students-generated artefacts in various phases of collaborative knowledge improvement, peer critique, and pre-and post-intervention essays. The findings showed that the peer-evaluation based collaborative writing strategy helped improve the students' performance in writing. All students in the class benefited from the peer comments from other members in the group as well as from other groups. As this study was conducted in an authentic language learning classroom, the findings had implications for the teaching practices in CSCL in second language leaning classrooms.

Keywords:  peer evaluation, Spiral Model of Collaborative Knowledge Improvement (SMCKI), knowledge building, collaborative learning

Abstract: Ethnic minority students in Hong Kong face difficulties in learning Chinese as a second language, which discourage their motivation to pursue higher education, find employment and integrate into the community. Research shows that the use of social media platforms, such as Facebook, WeChat, Twitter, YouTube, etc., can improve the language learning abilities of ethnic minorities in different countries and help them integrate into local communities more quickly. In this paper, a quasi-experimental study was conducted to investigate the impact of social media use on the learning of Chinese as a second language among ethnic minority students in Hong Kong secondary school by using questionnaires and semi-structured interviews. At the same time, one local school was selected as a case study to explore the effectiveness of Secondary 3 and 4 ethnic minority students using social media to enhance their ability and motivation in learning Chinese language. The results of the study showed that social media applications could help improve the ability of ethnic minority students in Hong Kong to learn Chinese language and enhance their confidence in integrating into the local community.

Keywords: Social media, ethnic minority students, Chinese as a second language, quasi-experimental study