Search Results (172)

This study examined the implementation and instructional effectiveness of a multimodal AI-supported instructional framework integrating a generative AI assistant (Microsoft Copilot) with a speech-recognition-based mobile learning application (Mondly) to support productive vocabulary development in EFL higher education. Unlike studies focusing on single AI tools, this study evaluates a coordinated dual-module instructional configuration combining LLM-based lexical support with ASR-based spoken retrieval practice within a structured classroom routine. The proposed framework can be viewed as a lightweight socio-technical instructional arrangement in which learners engage with complementary AI components through guided feedback and repeated practice. A quasi-experimental pretest–post-test control group design was conducted over an eleven-week semester with 64 first-year EFL students at an Iraqi university. Productive vocabulary knowledge was measured using the Productive Vocabulary Levels Test (PVLT), and data were analyzed using mixed-design ANOVA. Results revealed a statistically significant Time × Group interaction with a large effect size, indicating greater productive vocabulary gains in the AI-supported condition compared with traditional instruction. Qualitative findings further suggested perceived improvements in lexical retrieval, sentence construction, pronunciation accuracy, and learner engagement. From an instructional perspective, the findings suggest that learning gains were associated with the coordinated use of complementary AI tools within a structured classroom workflow. This study provides a practical instructional model that may be adaptable to comparable resource-constrained higher-education contexts. Full article

This qualitative study investigates the challenges teachers face when teaching English as a foreign language (EFL) to deaf (in this article, deaf (lower case) refers to the audiological condition of hearing loss, whereas Deaf (capitalized) is used to denote individuals who identify as members of the Deaf community and share a common sign language and distinct cultural values) and hard-of-hearing (DHH) students in German schools for the Deaf. The study is situated within a structural–theoretical professionalization framework, which focuses on the relationship between institutional conditions, teacher education structures, and professional action. Semi-structured interviews were conducted with 16 teachers of DHH students and the data were examined using qualitative content analysis. The findings reveal five central areas of challenge: (1) heterogeneity of the student body; (2) limited time (for preparing and adapting materials); (3) restricted subject-matter and sign-language competence, including missing links between EFL didactics and Deaf education in teacher training; (4) uncertainties surrounding the language design of EFL instruction, particularly the role of American Sign Language (ASL), German Sign Language (DGS), and written English; and (5) the lack of consistent, accessible exam formats and standards. Teachers report substantial insecurity due to the absence of coherent concepts, policy frameworks, and specialized training pathways, which fosters divergent classroom practices and tensions within teaching staff. The results highlight an urgent need for systematic integration of Deaf education, sign language training, and EFL pedagogy in teacher education, as well as for evidence-based guidelines on language classroom practice and assessment for DHH learners. Full article

Peer feedback is widely used in English as a foreign language (EFL) higher education, yet its benefits are often limited by uneven feedback quality and learners’ difficulty in interpreting and using comments. This theoretical paper synthesizes research on peer feedback, student feedback literacy, and recent developments in generative artificial intelligence (GenAI) to propose a theory-informed design framework that positions GenAI as Trainer and Synthesizer in L2 speaking peer feedback. Building on feedback literacy as a set of capacities (appreciating feedback, making judgments, managing affect, and taking action), the paper argues that speaking tasks create distinct constraints, including time pressure, fleeting performance, and heightened affect, which make real-time peer feedback promising but pedagogically challenging. To address these challenges, here we introduce two complementary roles for GenAI in peer feedback workflows: a Trainer that supports feedback quality through calibration with exemplars, rubric-guided practice, and feedback-on-feedback; and a Synthesizer that aggregates peer input into concise, actionable guidance linked to criteria and learning goals. The conceptual proposal specifies key design principles (e.g., transparency, learner agency, teacher-in-the-loop oversight, and privacy-conscious data practices) and outlines researchable propositions for evaluating learning, engagement, and equity outcomes. The paper concludes with implications for task design, training sequences, and responsible classroom implementation. Full article

English for Academic Purposes (EAP) courses primarily aim to cultivate academic communication, yet English-only norms and exam-oriented histories often discourage bilingual participation. This qualitative study traced Chinese graduate students’ language-belief development over one semester in a graduate EAP course and examined how the instructor mediated that process. Data included two rounds of open-ended surveys in two intact classes (N = 40), two interview rounds and end-of-semester reflections from ten purposively selected focus students (n = 10), and video-recorded classroom observations of 12 lessons. Findings show that the students increasingly legitimized bilingual participation and reframed English learning from test preparation toward academic communication. Beliefs nevertheless remained layered. Many still upheld an English-only ideal, treated English as the default language, and positioned the first language (L1) mainly as support when second language (L2) expression became difficult. Endorsement also exceeded uptake, with L1 use treated as a compensatory fallback rather than a co-equal academic resource. Instructor policy, conceptual framing, and interactional modeling reduced anxiety around bilingual moves and sometimes supported greater willingness to attempt more English, which identifies mechanisms for bilingual-aware EAP pedagogy in monolingual-leaning EFL contexts. Full article

Automated Writing Evaluation (AWE) systems have been increasingly integrated into second-language writing instruction; however, empirical evidence regarding the effectiveness of localized AWE tools in EFL contexts remains limited. This study investigated the impact of the iWrite Automated Writing Evaluation system on university EFL students’ writing performance and writing anxiety. Employing a quasi-experimental mixed-methods design, 60 Chinese university students were assigned to an experimental group using iWrite and a control group receiving traditional teacher feedback over a 12-week instructional period. Writing performance was assessed using the complexity, accuracy, and fluency (CAF) framework, while writing anxiety was measured through a validated questionnaire. Quantitative results revealed that the experimental group demonstrated significantly greater improvements in writing accuracy, fluency, and lexical complexity, as well as significantly lower levels of writing anxiety, compared with the control group. No significant difference was found in syntactic complexity. Qualitative findings further indicated that immediate, non-judgmental feedback and opportunities for repeated revision contributed to increased learner confidence and reduced anxiety. The findings suggest that localized AWE systems such as iWrite can effectively support both the cognitive and affective dimensions of EFL writing when integrated within a human–AI collaborative instructional framework. Full article

This study investigates the pedagogical value of integrating AI-supported feedback with Error Analysis in university-level English as a Foreign Language (EFL) writing instruction, where English is the target language (TL). Adopting a comparative, corpus-based design, the research examines whether AI-mediated feedback can complement traditional teacher-led Error Analysis in reducing recurrent errors, improving grammatical accuracy, and supporting revision practices among Spanish L1 learners of English at the B2 (CEFR) level. Seventy participants completed two writing tasks over a twelve-week period, generating a learner corpus that was randomly assigned to two groups: AI-assisted feedback and teacher-mediated feedback. Quantitative Error Analysis and learner-perception surveys were conducted to assess both linguistic outcomes and attitudinal responses. Results indicate that students receiving AI-assisted feedback demonstrated lower rates of error repetition (25%) compared to those receiving teacher-based correction (40%), particularly in subject–verb agreement, preposition use, tense selection, and L1-induced lexical transfer in L2 English writing. Survey findings further reveal higher perceived levels of clarity, usefulness, and immediacy for AI-generated feedback, although participants continued to value teacher input for higher-order writing concerns. Overall, the findings suggest that AI-supported Error Analysis can contribute to short-term error reduction and foster learner autonomy. This study highlights the potential of blended and mixed feedback models within a focused pedagogical context and underscores the need for longitudinal research examining long-term retention, pragmatic development, and cross-context generalizability. Full article

The rapid integration of artificial intelligence (AI) into higher education is reshaping how learners develop academic, linguistic, and research competencies. This mixed-methods study examines how second-year EFL computer science students employ prompt engineering techniques across four task domains—research summarization, academic video note-taking, style transformation, and concept mapping—within a smart learning environment. Sixty-nine students completed a structured survey requiring AI-assisted draft generation followed by student-led revision. Quantitative analyses included descriptive statistics, chi-square tests, Cramer’s V, t-tests, ANOVA, Kruskal–Wallis tests, and three text-similarity measures (cosine, Jaccard, and Levenshtein). Qualitative evidence was drawn from students’ revised outputs and reflective responses. Results indicate that students consistently preserved semantic meaning while significantly rephrasing AI-generated text, demonstrating moderate conceptual alignment but substantial lexical and structural transformation. Frequent AI users said they were better at searching and revising, but the type of prompt didn’t have much of an effect on how deep the revision was or how well they learned. Iterative prompting and revision emerged as central drivers of metacognitive growth, academic language development, and sustainable learning behaviors. Across tasks, students viewed AI prompts as effective scaffolds for organizing information and synthesizing multimodal input, though reliance varied by learner. The findings underscore that sustainable AI use in EFL technical education depends not on AI output alone, but on structured prompting, iterative human revision, and critical engagement—practices that cultivate autonomy, digital literacy, and long-term academic resilience. Full article

This study examines the effectiveness of a purposefully constructed Foreign Language Learning Environment (FLLE) in developing foreign language communicative competence within Kazakhstani higher education. Focusing on four interrelated components—pedagogical resources, physical learning space, motivational strategies, and ICT integration—the study addresses the limited opportunities for authentic English communication characteristic of EFL contexts. A quasi-experimental design involving 69 undergraduate students was employed, with participants divided into experimental and control groups. Statistical analysis using the Mann–Whitney U test revealed significantly higher post-test results in the experimental group, particularly in speaking performance. The findings demonstrate that communicative competence development can be significantly enhanced when (1) instructional materials prioritize authentic, task-based communication, (2) classroom spaces are organized to facilitate face-to-face interaction, (3) motivational support is provided through speaking activities and extracurricular activities, and (4) ICT tools, including conversational AI, are used to extend communicative interaction beyond classroom time. Full article

Recent research suggests that artificial intelligence (AI) tools allow EFL (English as a Foreign Language) learners to exert greater control over their language-learning process. Furthermore, these tools enhance their language skills by providing them with elements often absent in traditional classroom settings, such as autonomy and individual pace of learning. Specifically, AI-based tools, such AI chatbots, have the potential to facilitate learning and streamline tasks for both students and instructors in language-learning contexts. These digital companions (i.e., chatbots) can be methodically crafted and equipped with the required essential materials to support students in practising language skills independently, regardless of time or location. The current study presents an experiment conducted with undergraduate students at a university in Saudi Arabia to assess the effectiveness of a customised AI chatbot, WritePro (GPT-4), in improving their writing skills. Learners in the experimental group were instructed to use WritePro to navigate through their writing stages, focusing their queries on four key components: content and organisation, grammar mechanics, vocabulary usage, and sentence structure. The findings showed that WritePro serves as an effective tool for EFL learners to overcome several challenges in developing writing competencies. Therefore, the significance of these findings lies in the potential of AI tools to enable EFL instructors to effectively integrate chatbots into classroom instruction, supporting the development of students’ writing skills. Furthermore, these findings can be used as a basis for advocacy with university policymakers regarding the use of AI chatbots in language classrooms. Full article

Digital storytelling (DST) is an innovative pedagogical approach that integrates multimedia creation, personal narrative, and autonomy in L2 education. Yet, its influence on learner engagement remains underexplored in asynchronous delivery modes and non-conventional language learning settings, common in post-pandemic instructional practice. This study thus examines the engagement patterns of 34 student-teachers of English in an afterschool asynchronous DST task about teacher identity. The study further scrutinises their emotional engagement, given its impact on other engagement domains, and its relevance for online instructional design. Data were collected through a background information questionnaire, a validated student engagement questionnaire, and semi-structured interviews that focused on emotional engagement. Questionnaire data were analysed quantitatively using descriptive statistics and repeated measures ANOVA, and interview data were examined qualitatively using thematic analysis and specific emotional engagement-related frameworks. Results indicated participants’ higher cognitive and behavioural engagement, and lower emotional engagement. Their emotional engagement comprised positive emotions and anxiety, which emerged from specific subjective task values, autonomy, and task affordances in interaction with self-imposed personal standards and perceived digital skills. These findings challenge the common conceptualisation of emotional engagement merely as positive affect in L2 tasks and signal the importance of task- and learner-related factors in an engagement-driven online L2 pedagogy. Full article

This research explores the roles of perceived teacher support, L2 grit, and Foreign Language Enjoyment (FLE) in willingness to communicate (WTC) in English among Pakistani university students, thereby filling a contextual gap in Pakistani multilingual society. It utilized a quantitative cross-sectional design based on the WTC pyramid model by MacIntyre et al. and positive psychology. Adapted scales were used to gather data on 1050 multidisciplinary Pakistani English learners, who were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The main findings can be summarized as follows: (1) perceived teacher support had a small but significant direct effect on L2 WTC; (2) L2 grit had a strong and significant direct effect on L2 WTC; and (3) more importantly, FLE had a significant mediating effect. Indirectly, teacher support was the key factor in improving the L2 WTC, as evidenced by a significant increase in FLE. Though the impact of L2 grit was mostly direct, it was also indirect through FLE. This model explained 45.9 percent of the variation in L2 WTC. These findings highlight FLE, a favorable emotion, as the key channel through which environmental support (teacher support) and personal resilience (L2 grit) are translated into communicative willingness. The results confirm the inclusion of positive psychology into the multi-layered L2 WTC model, which emphasizes the importance of FLE in connecting cognition and emotion. This has important pedagogical implications for EFL/ESL contexts in Pakistan, where teachers should create engaging learning experiences, provide multidimensional support, and foster learners’ perseverance to enhance communicative interaction. Full article

The international community has devoted substantial resources to advancing Sustainable Development Goal 4—Quality Education—but achievement gaps persist. In English as a foreign language (EFL) setting, vocabulary acquisition is often regarded as a tedious task. Game-based learning in playful narratives and rule-based interactions has established the premise of enhancing undergraduates’ learning outcomes and motivation; thus, it may also enhance learning outcomes and motivation among students. This study examines the impact of game-based learning on students’ learning outcomes and motivation compared to that of a lecture-based learning context. It also aims to explore the impact of demographic factors, such as gender and prior English proficiency. There are 129 participants: 42 male and 87 female. To ensure that all students benefit from the GBL environment, we explored their demographic background, including their prior English proficiency and gender. The results showed that students had greater gains in the GBL environment, especially those with lower English proficiency. The study finds a gender preference for game types, as well as an association between students’ satisfaction and confidence. The results indicated that integrating board games into English instruction can enhance undergraduates’ motivation and learning outcomes. A game-based context can enhance students’ motivation and learning outcomes regardless of their gender or prior English proficiency. Full article

While many studies have acknowledged multifaceted roles of curriculum materials (textbooks) in EFL reading activities, textbooks alone are insufficient, as their effectiveness depends on how teachers use them. Teachers’ textbook usage is strongly related to cognitive and affective factors. There is limited understanding of how the interplay between teachers’ cognitive and affective factors influences their use of these materials and how they use technology to enhance the effectiveness of textbooks for reading activities in EFL classrooms. The current study fills this gap by investigating the interplay among teachers’ technological pedagogical content knowledge (TPACK), learner-centered pedagogical beliefs (LCPB), teacher-centered pedagogical beliefs (TCPB), and their curriculum material use approach—specifically the constructivist and transmissive approaches—focusing on moderation and mediation effects. This study also investigated how teachers use technology to enhance reading activities in the textbooks. Structural equation modeling analyzed mediation and moderation effects using survey data from 251 Indonesian EFL teachers. Findings indicated that TPACK directly influenced the use of constructivist-oriented curriculum material. At the same time, both LCPB and TCPB acted as mediators in the influence of TPACK on teachers’ orientations towards the use of curriculum materials. Crucially, the relationship between TPACK and LCPB adversely affected constructivist usage, suggesting that robust learner-centered beliefs diminished dependence on TPACK. Conversely, transmissive orientations were primarily guided by beliefs and remained uninfluenced by TPACK. These results highlight that teachers’ knowledge and beliefs influence the way they use curriculum materials—either constructivist or transmissive. The findings inform policymakers in initiating professional development programs that aim to shift teachers toward more constructivist uses of curriculum materials, fostering a more interactive and student-centered language-learning environment. Full article

Despite much interest in the flow experienced by English as a Foreign Language (EFL) teachers, there is less research on flow re-engagement and pre-service teachers at the crucial phase of career development. This study aims to examine flow dynamics among pre-service and in-service EFL teachers in China during teaching. Six Chinese EFL teachers (three pre-service and three in-service) engaged in two rounds of interviews over the course of one year, which were analyzed using a thematic narrative approach. The findings indicate that immediate feedback, clear goals, and a challenge-skill balance were key antecedents of flow. In-service teachers highlighted principal’s teaching-focused philosophy, technology support, teaching experience and curiosity. All participants reported a sense of control, deep absorption, and time distortion. Two experienced teachers further claimed a loss of self-consciousness. The flow of participants was impeded by student-related factors, strong self-consciousness, and technological breakdowns. In-service teachers noted more complicated causes. To re-enter a state of flow, pre-service teachers favored avoidance strategies, whereas in-service teachers employed more flexible approaches. Flow enhanced instructors’ teaching confidence, shifted pre-service teachers’ career motivation and fostered in-service educators’ professional well-being, post-class reflection, and self-improvement. Administrators and teacher educators should provide a teaching-oriented working environment for in-service teachers and offer flow-focused training to pre-service teachers, thus promoting their flow experiences and fostering sustainable professional development. Full article