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Acquisition of oral English verb morphology presents difficulties for bilinguals, learners of EFL and English-speaking monolingual children with specific language impairment. This study aimed to identify challenging English verb inflections among sixth grade speakers of Arabic (N = 85) and Hebrew (N = 86) using an elicited oral narrative task, and EFL L1, L2, L3 skills that support oral production of English morphosyntactic structures and verb inflections. To understand potential universal versus language specific patterns, we compared performance of our sample with that of monolingual children with specific language impairment. Oral narratives were transcribed and analysed for obligatory use of four target tenses to assess the use of verb inflectional morphology. Results indicated that 3rd person singular presented most difficulties for both groups. Present progressive was more difficult for Hebrew speakers, as Arabic utilises this aspectual form in oral modality, while copula was more problematic for Arabic speakers. This error pattern aligns with use of verb inflections by English monolingual SLIs. Notable differences were seen in EFL/ L1/L2/L3 skills supporting EFL verb inflections: Hebrew speakers relied mostly on English reading comprehension, while Arabic speakers drew support from EFL, L1, and Hebrew morphological awareness. We attribute these differences to the multilingual status of Arabic speakers. [ABSTRACT FROM AUTHOR]

Chatbot research has received growing attention due to the rapid diversification of chatbot technology, as demonstrated by the emergence of large language models (LLMs) and their integration with automatic speech recognition. However, among various chatbot types, speech-recognition chatbots have received limited attention in relevant research reviews, despite their increasing potential for language learning. To fill this gap, 32 empirical studies on speech-recognition chatbots for language learning were reviewed. The following information was reviewed for each study: basic publication information, research focus, location of chatbot use, methodology, group design format, participant information, intervention duration, target language, device type adopted, and chatbot role. An upward trend in research quantity starting in 2020 was identified, which accelerated exponentially in 2022. College students were more likely than other groups to be involved in research, and English as a second or foreign language was the most common target language. Most studies focused on participants' perceptions of chatbots and the degree to which using chatbots helped them develop their speaking or listening proficiency. Methodologically, single-chatbot design using mixed methods was the most common design format, and most studies were conducted for more than one month in laboratory or classroom settings. Conventional mobile devices, such as smartphones, tablet PCs, and smart speakers without a screen, were the most frequently adopted device types. The chatbots' most common role was as conversational partner. A detailed discussion of these results and their implications for future research on speech-recognition chatbots, particularly regarding the use of LLM-powered chatbots, is provided. [ABSTRACT FROM AUTHOR]

Speaking in a second/foreign language, especially in English, is one of the most anxiety-provoking tasks for language learners. Anxiety provoked while speaking in a second language distresses the learners and further affects their oral proficiency in English. This article focuses on investigating the presence of anxiety among (n = 86) first-year Arts and Science students of a reputed university in India through Foreign Language Speaking Anxiety (FLSA) scale. The researchers tested the presence of anxiety pre and post-usage of Intelligent Personal Assistant (IPA) in Second Language (SL) classroom through the FLSA scale to deduce the impact of IPA-assisted language learning on speaking anxiety. Besides quantitative analysis, an in-depth interview was conducted with (n = 10) students to shed further insights on the significance of the study through qualitative inputs. Students who were interviewed voiced that they felt less anxious while conversing with IPA, and it paves way for ample practice and makes them feel comfortable while speaking in SL. The results revealed that the students had moderate to serious levels of anxiety in second language classrooms and the usage of IPA has significantly reduced their FLSA. [ABSTRACT FROM AUTHOR]

The chatbot has been increasingly applied and investigated in education, along with many review studies from different aspects. However, few reviews have been conducted on chatbot-assisted learning from the pedagogical and implementational aspects, which may provide implications for future application and investigation of educational chatbots. To fill in the gaps, we reviewed relevant studies from the pedagogical and implementational aspects. Forty-six articles from Web of Science and Scopus databases were screened by predefined criteria and analysed step by step following the PRISMA framework. The finding showed diversified learning activities (i.e. exercise, instructions, role-playing activities, collaborative product design, independent writing, storytelling/book-reading, digital gameplay, and open-ended debates) that chatbots could support through presenting knowledge, facilitating practices, supervising and guiding learning activities, and providing emotional support. Chabot-assisted learning was applied in 14 disciplines, mostly in-class for one session, and had overall positive outcomes from academic and affective aspects. Based on the review results, we proposed a RAISE model of effective chatbot-assisted learning: Repetitiveness, Authenticity, Interactivity, Student-centredness, and Enjoyment. We identified eght theories that might be useful in analysing and supporting chatbot-assisted learning: constructivist theories, situated/contextualised learning theories, cognitive theories of multimedia learning, self-regulated learning theories, output hypotheses, flow theory, collaborative learning theories and motivation theories. Future studies on chatbot-assisted learning may be conducted on the use of theoretical frameworks, the application of various technological-pedagogical approaches and learning activities, and the long-term, out-of-class implementations in new areas. [ABSTRACT FROM AUTHOR]

The importance of content knowledge (CK) for effective teaching and student learning is widely recognized. However, there is still a lack of detailed understanding of the CK held by early childhood education (ECE) teachers, particularly those teaching English as a foreign language (EFL). To fill this gap, our study utilized a qualitative approach, specifically stimulated recall classroom observation, to examine the various categories and subcategories of CK among Chinese EFL teachers in kindergartens. Six EFL teachers participated, two with English backgrounds and four with ECE backgrounds. Our findings highlight the multifaceted nature of CK in ECE EFL teaching, identifying three categories: knowledge of first language (L1) acquisition, knowledge of second language (L2) acquisition, and knowledge of linguistics. Notably, there were significant differences between the teachers with English and ECE majors, particularly in the most frequently mentioned CK subcategory and in how L1 is learned. This study not only illuminates these differences but also provides valuable insights for future research and practical applications in ECE EFL teacher education. [ABSTRACT FROM AUTHOR]

Building on a World Englishes perspective, this article revisits foreign language confidence (FLC) and elaborates on the development and validation of a three‐factor Foreign Language Confidence Scale (FLCS) including Foreign Language Competence, Sense of Linguistic Security, and Sense of Linguistic Ownership. It first critically examines the existing understanding and measurement of FLC. Then it offers a theoretical and empirical justification for the three‐factor proposition in the FLCS. To examine the psychometric quality of the FLCS, two datasets (Sample 1: N = 673, Sample 2: N = 380) were collected from 1053 undergraduate English‐as‐a‐foreign‐language (EFL) learners at a top‐tier university in China. Results of exploratory factor analysis using Sample 1 demonstrated a stable three‐factor structure in the FLCS with sufficient factorial eigenvalues and strong item loadings. The confirmatory factor analysis based on Sample 2 cross‐validated the FLCS's underlying factor structure and substantiated the reliability and validity (e.g., convergent and discriminant validity) of the three‐factor 16‐item FLCS. This article also discusses the psychometric properties of the FLCS and points out its potential use for future teaching and research purposes against the backdrop of decolonizing English language education. [ABSTRACT FROM AUTHOR]

This study investigates the academic English writing challenges faced by EFL learners at Najran University, Saudi Arabia. It aims to identify the specific difficulties encountered, explore the underlying factors contributing to these challenges, and propose effective strategies to mitigate them. Using a descriptive research design, the study surveyed 48 fourth-year English major students through a comprehensive questionnaire. The findings reveal that EFL learners struggle most with vocabulary, organization, paraphrasing, grammar, and referencing. Key factors exacerbating these challenges include inadequate English language foundation, overreliance on Arabic, limited writing practice opportunities, and insufficient writing-focused courses. To address these issues, the study suggests incorporating technology-aided instruction, providing targeted feedback, and expanding writingintensive curricula. The results offer valuable insights for English language instructors and curriculum designers, equipping them to tailor their approaches and better support EFL students in developing robust academic writing proficiency. By identifying the specific hurdles and proposing practical solutions, this research contributes to enhancing the quality of English language education at Najran University and similar EFL contexts. [ABSTRACT FROM AUTHOR]

There has recently been a growing interest in social justice language education, with the goal of challenging entrenched social, cultural and economic hierarchies within educational institutions and the society at large. Contributing to this line of research, the present study focused on an online conversation club that aimed to develop EFL learners' communicative skills and critical literacy through the discussion of social justice issues which have traditionally been deemed 'taboo' and 'controversial'. Data were collected online via demographic information survey, the recordings of the conversation club sessions, facilitator's field notes and reflective journals, and student interviews. The results revealed several discursive moves adopted by EFL learners, which mostly revolved around that's our responsibility vs others in relation to environmental issues; and that's the government's-job when it comes to themes related to immigration. The findings illustrated the potential of social justice-oriented conversation clubs to foster diverse perspectives and authentic conversation in language classrooms, and to cultivate EFL learners' critical literacy. The study provides insights into how language educators can integrate social justice issues into the language curriculum in ways that help language learners question their already-existing beliefs and take action for a socially just world. [ABSTRACT FROM AUTHOR]

Using literature, more specifically poetry in English as F/L2 has grown over time. However, scholars disagree as to whether it makes any difference to language learning or what functions it serves. The purpose of this study is to examine what discourses poetry embodies, what identities it shapes, and whether it can confront dominant ideologies in English language textbooks in Pakistan. Based on Fairclough's dialectical-relational approach and Bakhtin's ideas on dialogism and heteroglossia, we analysed 12 Pakistani English language textbooks. Findings suggest poetry texts embody a variety of ideological themes, including linguistic sexism, nationalistic sentiments, and religious and spiritual ethos. These discourses tend to shape learners' identities. In addition, we also found references to poems that offer learners alternative perspectives and ways of being. In certain poems, for instance, curiosity, questioning, struggle, and recognising truth as a multifaceted entity are evident, allowing spaces for heteroglossia. Using these insights, teachers, curriculum developers and textbook writers will be able to better reflect on their pedagogical approaches and content embedded in textbooks to ensure justice, equality, and inclusion for students from a variety of socioeconomic, ethnic, and religious backgrounds. [ABSTRACT FROM AUTHOR]

The importance of English language education in China has grown exponentially, especially at the higher education level. In response to the call for more interactive and student-centered instructional methods, the Production-Oriented Approach (POA) has been introduced. Despite the growing body of research on the effects of the POA on language learning outcomes, its impact on students' motivation for learning English remains under-researched. Thus, this mixed-methods study aimed to fill this gap by investigating the impact of the POA on Chinese university students' motivation for English learning. The quantitative results demonstrated significant improvements in both intrinsic and extrinsic motivation among the students instructed by the POA. The qualitative data supported these findings, revealing that the structured stages of the POA, along with its core principles, created a supportive and engaging learning environment. However, the study also highlighted challenges, such as the potential for students to feel overwhelmed by the demands of the approach. The importance of this study lies in its demonstration that the POA is a practical and effective method for enhancing motivation in English language learning, with significant implications for broader educational reforms aimed at creating more supportive learning environments. [ABSTRACT FROM AUTHOR]

This study aims to analyze the impact of effective communication and cognitive development on early childhood language development. The research design used is quantitative with an experimental research design, namely a quasi-experiment. The research sample consisted of 60 children: 30 children in the experimental group and 30 children in the control group. Data collection techniques are performed using performance tests and analyzed using normality tests, homogeneity tests, and two-way ANOVA tests. The results showed that the results of the data analysis obtained a value of 0.001 <0.050, which indicates a significant influence between effective communication and cognitive development on early childhood language development. In conclusion, there is an the impact of effective communication and cognitive development in early childhood language development. [ABSTRACT FROM AUTHOR]

To demonstrate their contribution to society, guidance and counseling study programs in higher education must ensure that they meet the defined quality standards. One measure of this standard was the level of satisfaction among students with academic services. The objective of this study was to examine the level of student satisfaction with academic services provided by the study program. To achieve the objective, we utilized a survey method and administered the SERVQUAL-based Student Satisfaction Scale (SSS) to assess students' expectations and perceptions of academic services across five distinct dimensions. The respondents were undergraduate students enrolled in guidance and counseling program under the Education Science Department. We selected the students as respondents by using simple random sampling. Following data collection, we conducted descriptive and statistical analyses to assess variations in expectation and perception scores within and across academic years. The main findings were that students expressed satisfaction with teaching services but highlighted deficiencies in administration and facilities, underscoring the need for ongoing service improvements. Finally, the study highlighted the usefulness of utilizing SERVQUAL model as one of frameworks for assessing students' satisfaction with academic services in study program. [ABSTRACT FROM AUTHOR]

Foreign language instructors around the world require the support of pedagogical experts to find strategies to improve idiomatic practice of students having specific conditions. This work aims to provide educational communities with an analysis of the information on the most frequent specific conditions observed in the English as a foreign language class in the Manta Canton. Ecuador. It uses the socio-critical approach and Hermeneutics to review 65 scientific articles published in the period 2000 - 2024 in the Scopus, Web of Science, Scielo, and Latindex databases. The research focuses on the most frequent conditions of students observed in the local context (1) attention deficit hyperactivity disorder and (2) hearing disability. The systematic review delves into the following constructs (a) Origin and current situation of Inclusive Education in Ecuador, (b) Hearing disability, and (c) attention deficit hyperactivity disorder. Furthermore, the authors present strategies that achieved relevant results in teaching the English language internationally and replicable in Ecuador. It concluded that inclusive education requires educational research to generate information that guides teachers to improve their inclusive educational practice in Latin America. [ABSTRACT FROM AUTHOR]

Introduction: In the landscape of English language education, the integration of gamification has marked a transformative trend. This systematic review, utilizing a rapid evidence assessment methodology, critically examines thirty empirical studies from the Web of Science, spanning the years 2010 to 2022. It aims to synthesize the current body of research on the incorporation of gamification into EFL/ESL pedagogy. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) was followed when conducting this study to provide a comparative study on the methodology and results of systematic reviews on the use of various digital gaming platforms in China, Malaysia, the United Arab Emirates, Korea, the Netherlands, Saudi Arabia, Iran, Spain, Turkey, and Ecuador. The synthesis of studies under review identifies a spectrum of gamification components incorporated within the educational frameworks. Results: Our analysis reveals an ascending trajectory in the prevalence of gamification within this academic sphere and corroborates its efficacy as a catalyst for language acquisition. The synthesis of studies under review identifies a spectrum of gamification components incorporated within the educational frameworks. Discussion: The collected evidence underscores gamification's role in enhancing English proficiency, influencing learners' attitudes and emotional engagement positively, and fostering an immersive language learning milieu. Furthermore, this review delineates strategic insights and identifies key gamification components instrumental in orchestrating gamified educational experiences. The implications of the findings extend to pedagogical practices, providing a guide for educators in the design and implementation of gamified language learning environments. [ABSTRACT FROM AUTHOR]

This research explores how paper and online assessments (OA) can affect EFL learners' personal development variables such as self-esteem, mindfulness, demotivation, and language learning development. Sixty intermediate English as a foreign language (EFL) students participated in the current research and were randomly grouped into the experimental group (EG) and the control group (CG). Before the intervention, the data collection tools assessing language learners' self-esteem, mindfulness, demotivation, and language learning development were administered as pre-tests to all the participants. Subsequently, the EG was taught all lessons of the coursebook, Top Notch 2, by utilizing OA while the CG was taught the identical lessons using a conventional (pen and paper) assessment. In the post-treatment phase, the two groups completed the post-tests on self-esteem mindfulness, demotivation, and language learning progress. The study demonstrated that the EG group outperformed the CG group on the four post-tests. The findings indicate that the intervention of OA significantly enhanced language learning outcomes and psychological well-being regarding the measured personal development variables. The enhanced efficacy in the EG group can be ascribed to the utilization of OA during the treatment phase, which has a beneficial effect on academic and personal development. This study also posits that integrating OA augments psychological engagement and language development among EFL learners. It highlights the implications of the results associating teaching EFL via OA with the observed personal development aspects and attributes them to effects of positive psychology. [ABSTRACT FROM AUTHOR]

The goal of the present study is to examine the effects of immediate and delayed corrective feedback (CF) on L2 learning as well as to explore whether individual differences in working memory (WM) have differential associations with the two CF conditions. To this end, 84 EFL learners were randomly assigned into two experimental conditions and one control group. During three treatment sessions, the participants of the immediate feedback group received CF (operationalized as prompts) immediately after making errors while doing a communicative activity. The participants in the delayed feedback group performed similar tasks but received CF at the end of the communicative task. Learners' development was measured on three occasions before and after the treatment sessions through two testing instruments, an oral production task (OPT) and an error correction test (ECT). The learners also completed a WM measurement task known as operation span. The results indicated that both immediate and delayed CF equally contributed to the development of L2 knowledge. Furthermore, hierarchical regression analysis showed a significant association between CF timing and individual differences in WM. More specifically, it was found that learners' WM was a significant predictor of the efficacy of immediate but not delayed CF. ملخص البحث: الهدف من الدراسة الحالية هو اختبار تأثير التغذية الراجعة الفورية والمؤجلة على تعلم اللغة الثانية، بالإضافة إلى استكشاف ما إذا كانت هناك ارتباطات متفاوتة بين الفروق الفردية في الذاكرة العاملة وبين الحالتين المختلفتين للتغذية الراجعة. ولتحقيق هذا الهدف، تم توجيه ٨٤ من متعلمي اللغة الإنجليزية كلغة أجنبية عشوائياً إلى مجموعتين تجريبيتين ومجموعة واحدة يتم التحكم بها، خلال ثلاث جلسات علاجية، تلقى المشاركون في مجموعة التغذية الراجعة الفورية تصحيحا (تم تحقيقه عبر إعطاء تلميحات) مباشرة بعد ارتكاب الأخطاء أثناء أداء نشاط يتعلق بمهارة التواصل، أما المشاركون في مجموعة التغذية الراجعة المؤجلة، فقد قاموا بأداء أنشطة مشابهة ولكنهم تلقوا التغذية الراجعة في نهاية النشاط، تم قياس تطور المتعلمين في ثلاث مراحل قبل وبعد المعالجات من خلال استخدام أداتي إختبار، وهما مهمة الإنتاج الشفهي واختبار تصحيح الخطأ، كما أكمل المتعلمون مهمة من أجل قياس الذاكرة العاملة المعروفة باسم نطاق الاسترجاع (operation span). أظهرت النتائج أن كل من التغذية الراجعة الفورية والمؤجلة ساهمت على حد سواء في تطوير المعرفة في اللغة الثانية. علاوة على ذلك، أظهر تحليل الانحدار الهرمي وجود ارتباط كبير بين توقيت التغذية الراجعة والفروق الفردية في الذاكرة العاملة. وبصفة أكثر تحديداً، تبين أن الذاكرة العاملة لدى المتعلمين كانت عاملًا مهمًا في تنبؤ فعالية التغذية الراجعة الفورية ولكن ليس التغذية الراجعة المؤجلة. PLAIN LANGUAGE SUMMARY: One question that is worth considering by language teachers in classrooms is whether to correct language learners' errors immediately following the errors, that is, through immediate feedback, or at the end of a communicative activity using delayed feedback. Furthermore, it is worth investigating whether learners' working memory (WM) capacity can impact the benefits of immediate and delayed feedback. To this end, this study investigated the effects of correcting English language learners' errors immediately following their errors during interaction or at the end of a communicative activity. In addition, the study explored the role of learners' WM in the effectiveness of immediate and delayed feedback. 84 English language learners participated in the study and were assigned to (a) immediate feedback, (b) delayed feedback, and (c) control groups. The participants in the three conditions performed communicative activities with an interlocutor during three sessions. The participants in the immediate feedback condition were corrected immediately after making a language error with regard to English wh-questions while the participants in the delayed feedback condition received similar feedback for their wh-question error after they finished the communicative activity. Learners' knowledge of wh-questions was assessed before and after the corrective feedback sessions. In addition, the learners' WM capacity was measured through a task known as operation span. Data analysis indicated that immediate and delayed feedback is equally effective to promote language learning. In addition, the results suggested that benefiting from immediate feedback was affected by learners' WM capacity. In other words, immediate feedback was more effective for learners with higher WM capacity. No association was found between WM and delayed feedback effectiveness. [ABSTRACT FROM AUTHOR]

As a newly developed principle of language teaching, critical language awareness (CLA) has great potential to promote social justice through language learning. However, the implementation of CLA pedagogy in Chinese educational settings has not been fully explored yet. Informed by the theory of planned behavior (TPB), this case study investigated the implementation of CLA pedagogy in a Chinese EFL writing class by exploring the teacher's attitudes and perceived barriers, and how these factors influenced her intention to adopt the pedagogy. The analyses of multiple qualitative data sources (semi-structured interviews, classroom observations, teaching lesson plans, and course curriculum) revealed that the teacher's intention of adopting CLA pedagogy was positively affected by her high appraisal of CLA. Several challenges were also found to limit the teacher's choice of pedagogy, including the pressure from standardization examinations, the mismatch between the aims of CLA pedagogy and students' actual needs and expectations, as well as insufficient teaching materials and resources. Based on these findings, several implications were suggested for the research of CLA pedagogy in Chinese EFL contexts. PLAIN LANGUAGE SUMMARY: Although many current L2 teaching approaches are well-established and beneficial for learners' language development, there is no breakthrough for the promotion of language and social justice. Scholars have proposed an approach (CLA pedagogy) to overcome this limit in language teaching. Specifically, when L2 teachers implement CLA pedagogy, they encourage learners to challenge linguistic hierarchy and supremacy, such as standardized English. The current study explores how a Chinese EFL university writing teacher, Rebecca, perceives the implementation of CLA pedagogy in her writing class, including her attitudes towards CLA and perceived challenges. The study indicates that although Rebecca held positive attitudes towards CLA, the implementation of CLA pedagogy was still limited by some contextual factors, signifying that the implementation of CLA pedagogy in Chinese EFL contexts requires further efforts from many sources, such as language teachers, educational institutions, and educational researchers. [ABSTRACT FROM AUTHOR]

Intelligent personal assistants (IPAs) are a valuable tool in language learning because they provide opportunities for authentic interaction. However, their effectiveness, compared with that of human interlocutors, in facilitating second and foreign language interaction has not been explored. Therefore, this study investigated the effect of IPAs (i.e. Google Assistant on smartphones) on English as a foreign language (EFL) learners' oral proficiency outside the classroom and the differences between IPA-human interaction and human-only interaction. A total of 89 college freshmen participated in an out-of-class program consisting of 10-minute sessions twice a week for one semester. The participants were randomly divided into three groups: (1) those who interacted with Google Assistant on smartphones; (2) those who interacted with L1 English speakers; and (3) those who interacted with L2 English speakers. Both quantitative (English oral proficiency tests) and qualitative data (focus group interviews) were collected and analyzed. The results revealed that the out-of-class use of Google Assistant significantly improved the EFL learners' oral proficiency, with a positive effect similar to that of interaction with L1 English speakers. A detailed analysis of the interviews revealed that the mobility and ubiquity of Google Assistant exposed learners to a large amount of high-quality oral input, provided opportunities to practice speaking with immediate, multimodal feedback, engaged learners through various modes of interaction, eliminated learners' fear of making mistakes, reduced learners' anxiety in speaking English, and encouraged self-directed learning outside the classroom, which are all conducive to improving EFL learners' oral proficiency. [ABSTRACT FROM AUTHOR]

This study mainly explored the effects of teacher feedback, peer feedback and automated feedback on the use of metacognitive strategies in EFL writing. Ninety-seven participants were recruited and divided into three groups, who received two months of feedback from teachers, peers and an automatic writing evaluation system, respectively, and then completed English writing tasks. Metacognitive strategies in this study entail planning strategies (including language knowledge accumulation strategies and pre-planning strategies), monitoring strategies (including selective attention strategies and self-monitoring strategies), and self-evaluation strategies. By conducting repeated-measures ANOVA on three groups of participants' use of metacognitive strategies before and after receiving different feedbacks, it was found that there were statistically significant differences in the effects of teacher feedback, peer feedback, and automated feedback on the use of selective attention strategies, whereas there were no statistically significant differences in the impact of those aforementioned types of feedback on other metacognitive strategies. It was also found that automated feedback had a hindrance effect on the use of monitoring strategies, whereas teacher feedback and peer feedback had a promotive effect on the use of all metacognitive strategies. [ABSTRACT FROM AUTHOR]

Speaking skills generally receive little attention in traditional English as a Foreign Language (EFL) classrooms, and this is especially the case in secondary education in Indonesia. A vocabulary deficit and poor pronunciation skills hinder learners in their efforts to improve speaking proficiency. In the present study, we investigated the effects of using two language learning websites, I Love Indonesia (ILI) and NovoLearning (NOVO). These websites are equipped with Automatic Speech Recognition (ASR) technology, with each website providing different types of immediate feedback. We measured written receptive and productive vocabulary knowledge of 40 target words before and after the intervention in which 146 students practiced with these two ASR-based websites, and compared it to that of a control group (n = 86). The ASR-based websites successfully helped students enhance their receptive vocabulary. Twenty-four students participated in a spoken pre-and post-test pronouncing the same 40 target words. We successfully developed an approach to measure pronunciation skills which showed that the treatment groups outperformed the control group. Our results indicate that our technology is successful in improving vocabulary and pronunciation skills. [ABSTRACT FROM AUTHOR]

The present paper reports on the effectiveness and inclusiveness of human-delivered synchronous written corrective feedback (SWCF) in paired writing tasks. Replicating Yamashita, Study 2 and Study 3 each conducted a classroom-based quasi-experimental study in an English-as-a-Second-Language (ESL) writing program at an American university. In Study 2, 50 learners were assigned to either of the two experimental groups (direct, indirect) or the control group based on their language analytical ability (LAA). All the three groups worked on two in-class computer-mediated animation description tasks in pairs for 50 minutes. The two experimental groups received either direct or indirect SWCF on their uses of the referential articles during the tasks, while the control group did not. Learners' article use was assessed with an animation description test and a sentence rewriting test on a pretest (one week prior to the treatment), posttest (a few days after), and delayed posttest (two weeks after). Inclusiveness of SWCF was explored by examining changes in performance of high LAA and low LAA learners separately. Study 3 recruited another cohort of 51 learners from the same writing program and replicated Study 2 with a modified test in place of the sentence rewriting test. Findings suggested that only the direct group improved to a greater extent than the control group, and this finding was found only in Study 2, potentially questioning the effectiveness of SWCF in this context. However, SWCF improved low LAA learners' article use to a comparable extent to high LAA learners, contributing to inclusive classroom teaching. [ABSTRACT FROM AUTHOR]

The overarching goal of this design-based research was to explore WhatsApp's potential for facilitating and supporting speaking and pronunciation instruction in an EFL large-class speaking course. More specifically, this paper explored the perceived learning outcomes of WhatsApp-supported pedagogy in large English-speaking classes. Ninety-nine English students practiced their English by recording themselves, listening to the recordings, and comparing their recordings to native speakers' pronunciation. When satisfied with the quality, they sent their own recordings to a five-member WhatsApp group made up of their classmates. The recordings involved speed reading, singing a song or reading the lyrics aloud, tongue twisters, and making a video summary. Students listened to the recordings of the other four group members and provided feedback on pronunciation. The data were collected via an open-ended survey and individual and focus-group interviews. Qualitative content analysis of the data indicated that the vast majority of the participants reacted positively and mentioned the following major contributions to large speaking classes: (1) educational affordances for pronunciation, speaking, motivation, vocabulary, and reading; and (2) technological affordances, i.e. ease of use and accessibility. The adopted approach supported speaking and pronunciation instruction, specifically through instructor and peer feedback, speed reading, and ease of access. The paper concludes that it is rewarding to unravel WhatsApp's potential as a mobile instant messaging (MIM) tool in large-classes. [ABSTRACT FROM AUTHOR]

Second language (L2) learning research suggests that virtual reality (VR) has the potential to enhance the development of language skills due to its immersive nature and its situated learning opportunities. This quantitative, between-subjects study compared the effectiveness of three learning conditions. University students (N = 63) studied vocabulary annotated on: (1) 360° pictures viewed using a VR headset, (2) 360° pictures viewed on a desktop monitor, and (3) standard two-dimensional (2D) pictures viewed on a desktop monitor (control condition). After the experiment, the students completed productive and receptive posttests measuring vocabulary recall. Through multiple analyses of variance (MANOVA), the study revealed that learning new vocabulary with annotated 360° pictures viewed on a desktop monitor is associated with significantly higher posttests scores, compared with learning using a VR headset or standard 2D pictures. Kruskal-Wallis H tests showed vocabulary learning with 360° to be engaging, but effective only when studied on the 2D monitor. This study has practical implications for VR-assisted language learning and for the design of teaching materials to enhance L2 vocabulary learning. [ABSTRACT FROM AUTHOR]

While e‐learning has gained prominence globally over the past several years, little is known about the successes English language teachers (ELTs) experience in e‐learning environments in non‐WEIRD (western, educated, industrialized, rich, democratic) contexts where teacher support is limited or unavailable. This two‐stage, primarily qualitative multi‐method study specifically aimed to examine the extent to which ELTs found success through e‐learning in Afghanistan and Egypt. Survey (N = 82) and interview (N = 15) data showed that the teachers reported daunting challenges, including institutional malfunctioning, ineffective policies, absence of facilities and technical knowledge, large heterogeneous classes, students' low emotional investment, negative perceptions, and absence of rigorous and systematic assessment. The teachers also narrated their effective coping strategies to resolve the existing tensions, described how they incorporated the success elements, and how they improved student engagement and learning outcomes. The study provides surprising insights about how the move to emergency online teaching in under‐resourced non‐WEIRD contexts has changed and can inform teaching delivery. We conclude with implications for teachers to develop more effective e‐learning environments in such contexts. [ABSTRACT FROM AUTHOR]

The present study examined the predicted effects of emotion word type and valence on emotional word recognition and explored their influence on emotion effects through an emotion categorization task. The results showed the influence of emotion word type and valence on emotional words recognition. Emotion‐label words exhibited faster response and higher accuracy rates (ACC) than emotion‐laden words, and positive words evoked faster response and lower ACC than negative words. Positive emotion‐label words and negative emotion‐laden words evoked higher ACC than negative emotion‐label words and positive emotion‐laden words. Besides, the findings revealed the modulation of emotion word type and valence on the emotion effects. Emotion‐label words and positive words displayed larger emotion effects than emotion‐laden words and negative words in reaction time, and only emotion‐laden words and positive emotion‐label words showed emotion effects in ACC. These findings endorsed the mediated emotion concept account, density hypothesis, and automatic vigilance hypothesis. Based on the findings, we proposed a valence cognition account to explain the interactive results. [ABSTRACT FROM AUTHOR]

English has, for historical reasons, risen to global prominence as the unchallenged lingua franca internationally. World Englishes (WE) has, as a result, established itself as a visible line of research, exploring localised/indigenised varieties of English from around the world (e.g. India, Sri Lanka, Pakistan, Hong Kong, Singapore, Nigeria). However, most of the discussions so far concern English written in the Latin script as people would normally expect. Against a backdrop of globalisation and the juggernaut of English, this article points to an increasingly salient phenomenon that English especially in superdiverse and/or (post)colonial societies (e.g. India and Pakistan) may disguise in seemingly inscrutable and 'mysterious' local scripts (e.g. Perso‐Arabic script and Devanagari script) and even 'pass off' as local languages in these countries' linguistic landscapes through phonetic transliteration. This emerging trend begs the question whether these should be understood as new varieties of local languages or new kinds of world Englishes disguised in non‐Roman scripts. This phenomenon is theorised in this paper conceptually. To illustrate our point, examples of authentic signs taken from the linguistic landscapes relating to South Asia and South Asian communities are discussed. As English is increasingly glocalised and becomes part of other less dominant languages, this article calls on researchers in World Englishes (WE) and (socio)linguistics in general to look beyond English written in the Latin script in a conventional/traditional sense and to expand the scope and remit of WE research to explore how English, as a dominant code, becomes indigenised using local scripts and morphs into and even 'passes off' as 'local' surreptitiously. This fundamentally calls for the crucial need for researchers from diverse and multilingual backgrounds to work together to better understand English and other non‐dominant languages' role in the 21st century. [ABSTRACT FROM AUTHOR]

Oral corrective feedback, a key aspect of second language teaching, has received extensive research attention. However, little is known about whether and how professional development (PD) activities influence teachers' beliefs and classroom practices regarding oral corrective feedback. This case study investigates the effects of a targeted PD program on one experienced teacher's feedback beliefs and practices. The program comprised a workshop facilitating the teacher to discuss recent research findings regarding corrective feedback in language classrooms and experiential learning and reflective activities for 8 weeks. The data included semistructured interviews, three sources of written reflections, and classroom observations conducted over 17 weeks. The findings showed that although the teacher had already been positive about the importance of corrective feedback in teaching and learning, she underwent several considerable changes in her beliefs regarding the types and timing of feedback. The findings also showed some considerable changes in her actual feedback practices. Implications for teacher PD programs are discussed. [ABSTRACT FROM AUTHOR]

The continuation task, which involves reading an unfinished story and completing its ending, offers good potential for language learning. To enhance students' story‐ending writing abilities, this study proposes two types of concept mapping strategies: group filling‐in‐the‐blanks of a teacher‐constructed guided map and group concept mapping, both of which are meant to help students clarify storylines by visualizing a story onto a concept map. A quasi‐experiment was conducted in three classes. Students in Class 1 collaboratively filled in the blanks on a concept map and then wrote completions to three stories. In Class 2, students collaboratively constructed their own concept map and then wrote completions to the same stories. Class 3 students collaboratively wrote completions to the same stories without any concept mapping. Students' story completions, diaries, responses to questionnaires, the researcher's observation notes, and teacher interviews were collected and analyzed using ANOVAs (Analysis of variance), paired‐sample t‐tests and thematic and domain analysis. The results showed that concept mapping strategies assisted students' story‐ending writing quality with students achieving higher scores when using the group concept mapping strategy compared to those not using any mapping strategies. Nine interactive patterns were identified, with the collaborative pattern dominating, and these patterns evolved dynamically as the co‐continuation tasks proceeded. Overall, both students and teachers perceived the proposed strategies positively. [ABSTRACT FROM AUTHOR]

The present study reports on how peer modelling with collaborative ground rules may contribute to the pair dynamics of one intermediate‐level English L2 learner when interacting with peers of the same as well as higher proficiency levels. The study was one‐semester long (i.e., nine sessions) and our pair talk data were collected from an intact class where pair members were involved in performing narrative tasks. In this study, we focused on how one intermediate (i.e., core) learner as listener interacted in core‐intermediate and core‐advanced pairs in the opening talk of narrative tasks across sessions. Each session, adult Teaching English as a Foreign Language (TEFL) students narrated their short stories to three different interlocutors and also listened to three short stories of their classmates while recording their voices. On the fifth session, students viewed a staged peer modelling demonstration with built‐in collaborative ground rules. The peer modelling was intended to demonstrate to the learners how best to perform the task to their mutual benefit. We transcribed pair talk data from the focused pairs and analysed them for instances of changes in pair dynamics and quantity of collaborative features based on Storch's framework. The results indicated that both core‐intermediate and core‐advanced pairs demonstrated more collaborative pair dynamics after the peer modelling session; the core‐advanced pairs made greater improvement in terms of instances and number of collaborative features. Trends in our data support peer modelling as one effective pedagogical technique to raise learners' awareness and to assist them in creating quality learning opportunities in their pair interaction. Our findings are discussed in terms of its implications for the integration of peer modelling in pair work tasks in language learning settings. [ABSTRACT FROM AUTHOR]

This study investigated the effect of pronominal reference on the integration of syntactic and semantic information in second language (L2) processing. We conducted a self‐paced reading task involving 60 adult Korean‐speaking learners of English and 44 native English speakers. The experiment manipulated the semantic congruity between a subject and its adjectival predicate, as well as the reference type (pronoun vs. full noun) within the intervening relative clause. The results showed that the native speaker group consistently displayed sensitivity to the incongruity between the subject and the predicate, regardless of the reference type. Similarly, the nonnative speakers exhibited sensitivity to the mismatch in the critical region. However, this effect did not persist in subsequent regions including the spill‐over and wrap‐up regions. Instead, in the wrap‐up region, the L2 learners' processing patterns were affected by the reference type, with sensitivity exclusively observed in the pronoun condition. The L2 learners' processing pattern remained consistent across varying levels of English proficiency. These findings provide insights into the role of pronominal reference in L2 sentence processing. [ABSTRACT FROM AUTHOR]

Under the premise that revitalization can be attained through multi‐, inter‐, or transdisciplinary fields, this article posits that teaching English as a foreign language (EFL) can aid in revitalizing the Aymara, an indigenous community in Northern Chile, to avoid their cultural and linguistic extinction. This qualitative study explored how EFL teachers' practices can contribute to revitalizing the Aymara culture and language in schools located in Northern Chile. Ten teachers participated in individual semi‐structured online synchronous interviews and a group interview. The findings revealed two types of practices: (a) non‐intercultural teaching practices that were mediated by personal, educational, and institutional factors, and (b) approximations of intercultural teaching practices where the teachers valued and included Aymara culture, yet they did not generate spaces for intercultural dialog in the classrooms. The study concludes that the approximations of intercultural teaching practices contribute to an initial stage in revitalizing indigenous languages and culture, an implication that should be considered valuable in teacher education programs and the EFL classroom. [ABSTRACT FROM AUTHOR]

Studies on the effectiveness of the word‐writing strategy in vocabulary learning have yielded mixed results. However, this strategy has been widespread among learners of English as a foreign language (EFL). This study examines whether the word‐writing strategy is effective and whether learners overestimate its effectiveness. Sixty‐eight Japanese EFL learners acquired new English words through either a writing or a nonwriting condition. Immediately following the learning phase in each condition, the Behavioral Engagement Scale, the State Engagement Scale, and the global judgments of learning (global JOLs) were administered. A multiple‐choice test for form and a productive test for meaning were administered at the end. The results showed no significant differences between the conditions in terms of learning outcomes. However, the writing condition outperformed the nonwriting condition on two engagement measures and the global JOL for form retention. These results suggest that the word‐writing strategy has no effect on learning outcomes, but increases the sense of engagement during learning and misleads students into overestimating learning outcomes. EFL teachers should educate their students about the limits of this technique and recommend more effective learning strategies. [ABSTRACT FROM AUTHOR]

English for young learners (EYL) teachers have practiced some creative activities to maintain their pupils' learning with natural exposure to the target language amidst the pandemic. One activity practiced by Indonesian and Korean teachers was an international collaboration to perform a virtual drama of each country's folktale. This phenomenological research aimed at tapping the teachers' perceptions regarding interculturality and world Englishes (WE) in the virtual dramatic play collaboratively conducted and delving into their commitments in honing interculturality and WE. Two Indonesian and Korean teachers were involved in three sessions of in-depth interviews using pre-prepared interview questions. The trustworthiness of the data was achieved by the group discussions allowing the participants to comment on and revise the transcribed data, as well as triangulation by two international collaborators. Thematic analysis was performed to identify emerging themes and to provide novel insights into EYL teachers' encounters with interculturality and WE. The Indonesian and Korean teachers admitted the compatibility between language and culture, the urgency of introducing varieties of English, and the merits of conducting international collaboration to promote interculturality and WE. The teachers are committed to integrate interculturality and WE in their instructions despite some differences in the stipulated curricula. [ABSTRACT FROM AUTHOR]

Online learning is a growing trend in education during the corona virus disease (COVID-19) pandemic. The purpose of this study is to ascertain the difficulties that online majors in non-English languages have when attempting to acquire English. The subject of this study involved using the questionnaire method for as many as 412 students and interviewing 15 students with a total of 17 questions. The results of this study indicate that there are several challenges faced by students during online learning; i) less familiarity with online learning as shown by 31% of students agreeing that online learning is a new learning method, ii) psychologically 30% of students choose strongly agree that they have limited opportunities to interact directly and freely with lecturers as well as with students, iii) limited facilities and infrastructure as much as 28% agree that the budget is limited to get quota or internet credit, and iv) limited internet access as many as 35% of students do not have good internet coverage to take online lectures. The findings of this study should be a reference for English lecturers to continue learning to innovate in providing online English learning by considering the existing challenges. [ABSTRACT FROM AUTHOR]

English language teaching (ELT) in Islamic boarding schools in Indonesia, commonly known as pesantren, presents a unique context that requires a tailored pedagogical approach. This study aimed to explore the application of context-responsive pedagogy in ELT within the unique context of Islamic boarding schools in Indonesia. This qualitative study employed semistructured interviews and classroom observation as data generation methods to gain insights into the experiences and perspectives of English language teachers regarding the implementation of context-responsive pedagogy in English language instruction. The findings revealed the importance of understanding learner needs, incorporating authentic materials, promoting cultural sensitivity, and effective use of technology in ELT practices in Islamic boarding school contexts. This study delves into how English language teachers navigated and negotiated their practices with the sociocultural and religious values entrenched in this institution. It also highlighted the challenges English language teachers in this school context faced in the implementation of context-responsive pedagogy. Eventually, this research provides valuable insights for ELT practitioners, policymakers, and researchers interested in incorporating context-specific pedagogy to optimize ELT in Islamic boarding schools and similar educational contexts. [ABSTRACT FROM AUTHOR]

This paper presents the integration of generative artificial intelligence (GAI) and other AI tools in English as a Foreign Language (EFL) education, addressing the limitations of traditional pedagogical approaches. Conventional EFL methods, often reliant on rote learning for standardized tests, struggle to impart practical language skills relevant to real-world scenarios. By leveraging AI technologies, this study proposes innovative solutions to these challenges, creating authentic, context-rich learning environments and facilitating creative integration of technology for language acquisition. The synergy between GAI and other technology tools enables the creation of immersive language scenarios, offering tailored exercises and narratives that cater to individual proficiency levels and learning objectives. This collaborative approach empowers both teachers and learners to generate their own content, thereby enhancing comprehension and confidence across diverse linguistic contexts. By transcending traditional teaching methods, the integration of GAI with other tools emerges as a transformative catalyst in language education, providing learners with authentic language practice opportunities and empowering them to engage with English in innovative and personalized ways. The paper concludes by urging EFL educators to embrace AI not merely as supplementary resources but as integral components in redefining pedagogical strategies, ensuring the development of more engaging, tailored, and effective language learning environments. [ABSTRACT FROM AUTHOR]

Since 2020, I have been teaching writing to college English major students. I have adopted an imitative learning approach, engaging my students in a transformative imitation of model texts both offline in the classroom and online using various internet tools. Imitative learning means students learn to write by modelling texts written by expert writers or more capable peers and by consciously understanding the communicative goal and strategies employed in the model text. This imitative learning approach, which enables scaffolding, is effective in providing students with model texts to learn from, and can be followed by guided and independent construction of their own texts. [ABSTRACT FROM AUTHOR]

Automatic speech recognition (ASR) technology affords language learners the ability to evaluate their pronunciation accuracy by comparing their intended spoken output with the transcribed text produced by ASR-based dictation applications. However, earlier dictation tools were criticized for producing low level recognition rates for non-native speech. Further investigation on the transcription accuracy of new ASR dictation tools for non-native speech is therefore necessary. This study aimed to evaluate the accuracy of three modern ASR dictation software programs with young Taiwanese learners of English. Capabilities of these ASR applications were also explored by assessing whether the transcription accuracy of high and low proficiency learners' can be differentiated. Thirty junior high school students dictated the same 60 sentences used in Derwing et al.'s (2000) original dictation study, and their outputs were further analyzed. The results indicated that the transcription accuracy rates of high proficiency learners were comparable to the accuracy rates of native English speakers in previous studies, suggesting that current dictation programs have become more accurate in transcribing non-native speech. Results also show that low proficiency learners' accuracy rates were significantly lower compared to high proficiency learners, indicating that the programs were able to differentiate proficient and less proficient learners. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Student agency refers to the quality of students' self-reflective and intentional actions and interactions concerning their activities and engagements both inside and outside the classroom. The engagements and activities help to increase the level of personal agency. This study mainly aims to determine the nexus between constructing student agency and engagements and activities in higher education English as a Foreign Language (EFL) classrooms. This study adopted a sequential explanatory mixed method design. To collect quantitative data, a survey was conducted with a set of five-point Likert scale questionnaires among 107 students studying at bachelor's level in Dhading district, Nepal. The students represent different years of the bachelor's level. Semi-structured interviews were conducted among three teachers teaching at the same level to collect qualitative data. The findings of the study hold important insights for higher education teachers, emphasizing the significance of incorporating agency into classroom activities and fostering engagement. Additionally, this study contributes to the development of agency when students have opportunities to be selective in actions, engagements and interactions in classrooms. To effectively address this issue, the researcher strongly advocates highlighting the importance of classroom engagement and activities as essential components in enhancing student agency in EFL classrooms and beyond. [ABSTRACT FROM AUTHOR]

Language learners' identities are no longer constant and stable but complicated, conflicting, and multidimensional (Darvin & Norton, 2023; Norton, 1997). Its users' identities format language and those identities are dynamic because students engage in many discourses and negotiate their positions within diverse communities of practice. The main aim of this mixed-methods study is to explore how learning the English language impacts Saudi students' identities and what factors contribute to it. To achieve these purposes, the study randomly recruited a sample of 60 male and female college-level students studying for a Bachelor of Education. in English language at Majmaah University's College of Education - Saudi Arabia-were randomly recruited to complete online questionnaires, and semi-structured interviews were conducted individually with five male and five female high-achieving EFL English as a foreign language learner. The results showed that knowing English is highly valued in Saudi Arabia and essential to securing a good job and achieving personal financial success. The research participants expressed positive perceptions of the English language, native English speakers, and the culture of English-speaking nations, showing that they possessed both intrinsic solid and extrinsic motivational orientations. The outcomes of the interviews and questionnaires indicated that most respondents still needed to create a new foreign-language identity. [ABSTRACT FROM AUTHOR]

The current study looks at how gender and age affect learning a second language. By assisting students in recognizing and discussing coherent devices, group discussions improve peer learning and comprehension. Interactive workshops use these technologies to practice understanding through practical application. Tests of reading comprehension evaluate students' transferable abilities by having them identify and analyze coherent devices in a variety of settings. To complete the study, the researchers utilized a qualitative methodology. Students enrolled in GDC Batkhela, Malakand's BS (Hons) English program were the study's target group. Twenty students from each group of male and female students, ranging in age, were chosen by the researchers to complete the study. The researchers employed structured interviews and questionnaires as data gathering instruments. Following data analysis, it was determined that males and females learn languages in different ways. When learning a second language, age and gender variations are evident; these variations are observed in both the first language acquisition and second language (or foreign) learning processes. Younger pupils and female students are more motivated than older students to learn foreign languages. The findings show that older learners may easily pick up complex language patterns, but younger learners find it difficult. [ABSTRACT FROM AUTHOR]

The article explores the potential of learning mid- and low-frequency words through listening to general-audience podcasts, highlighting the increasing evidence supporting incidental vocabulary acquisition through various media. Topics discussed include the popularity of podcasts, conditions affecting incidental learning, and the pedagogical implications for language teaching.

The article explores the complex dynamics of using Google Translate in English as a Foreign Language (EFL) writing, exemplified by a student's reliance despite recognizing its limitations. Topics discussed include the student's strategic use, contradictions in educational goals, and pedagogical approaches to balance technology use and writing development.

Theme-based instruction (TBI) is deemed one of the innovative language teaching approaches. However, research on TBI, particularly teachers’ viewpoints on TBI in English as a foreign language education at high schools in Vietnam, is still scarce. The current study aims to explore EFL teachers’ perceptions of the implementation of TBI at high schools in Dalat City, Vietnam. The explanatory sequential mixed-methods approach was employed with sixty-five Vietnamese teachers of English. The quantitative data obtained from the questionnaire were statistically processed (i.e., mean and standard deviation), and the qualitative data gathered from the semi-structured interviews were analyzed through content analysis. The findings generally indicated that the participants positively perceived the TBI implementation at high schools in the capital city of Lam Dong Province, Vietnam. Specifically, TBI provided EFL learners with merits, e.g., increasing opportunities for improving English vocabulary and competency, strengthening cooperation, enhancing problem-solving and presentation skills, developing cognition, and connecting content to the real world based on their own needs and interests. Additionally, students were expected to take responsibility for their learning, while teachers assumed the roles of resources, facilitators, and motivators. Strikingly, the research revealed discrepancies in perceptions of Task-Based Instruction (TBI) implementation between high school EFL teachers who received formal training from the Department of Education and Training of Lam Dong Province and those who had not undergone such training. [ABSTRACT FROM AUTHOR]

Copyright of Educational Academic Research is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Mindset theories have been applied to study motivation in various domains, with researchers talking about different mindsets in diverse academic domains. The domain specificity of mindsets has led second language researchers to suggest distinct mindsets concerning language ability and learning outcomes. While there is no lack of research on the application of mindset theories, a systematic synthesis of the literature on mindset theories focusing on the language education domain has remained relatively unexplored. The literature in this study was identified by conducting keyword searches in Scopus and EBSCOhost research databases using a combination of the following terms: "mindset theories", "English as a foreign language", "English as a second language", and "teacher training". The search results were limited to research articles published in English-medium refereed journals from 2013 to 2023. We scrutinized the titles and abstracts of 128 articles in the initial round of screening and did a second round of close reading for relevance to the synthesis focus. This chapter synthesizes 40 research papers on the application of mindset theories in the domain of language teaching and learning, including 1) studies on language skills such as writing, 2) studies related to language teachers' role and teacher training, and 3) theoretical and practical applications of mindset theories. The conclusions drawn will be used to recommend future directions in research and practice. The chapter will contribute to the field of mindset theories in language education in terms of research and practice for educators and researchers. [ABSTRACT FROM AUTHOR]

Preparatory schools occupy a special place in language education since they illuminate learners’ past experiences and project prospective ones. Given the ten-year English language education (ELE) before and one year during the preparatory school, language learners’ perceptions of ELE in preparatory schools could be a research topic worth examination. To this end, this qualitative case study explored the perceptions of Turkish English as a Foreign Language (EFL) learners toward ELE in upper secondary and preparatory education levels. 64 EFL learners enrolled in the preparatory school of a prominent Turkish state university were given a written survey including open-ended questions about their language experiences in high school and preparatory school. The questions about upper secondary education concerned with the most challenging skill, problems with the course, and solutions/recommendations for improvement, while those in the tertiary education were related to the motivations for learning English and expectations, skills they want to improve, preferred methods of learning, and perceptions of preparatory schools. The raw data were analyzed through NVivo 14. Findings for English education at the upper secondary level demonstrated that (i) speaking was the leading problematic skill resulting from teacher- and institution-related factors, (ii) course grades were generally inflated, and (iii) problems were categorized as teacher-, institution/curriculum, and learnerrelated. In addition, the results of the English education at preparatory school indicated that learning motivations were career, fluent speech, socialization, and the current status of English as a global language, (ii) learners wished to improve speaking skills more in technology-supported classrooms, and (iii) participants had positive attitudes toward preparatory schools. [ABSTRACT FROM AUTHOR]

The purpose of this article is to examine the use of web applications and artificial intelligence (AI) in learning English as a Second Language (ESL). In this article, we analyze the impact of web applications such as Genially, Quizlet, ESL Games, and Miro on the language learning process, which offer innovative approaches for teachers and students, providing interactive and effective learning experiences. The article also explores the prospects of Artificial Intelligence in the ESL field, presented through tools like ChatGPT and AI-Twee, which open up new possibilities for personalized learning and automated assessment. With this work, we aim to encourage more educators to use these technologies to create adaptive lesson plans, interactive tasks, and effective knowledge assessments. In turn, students will have the opportunity to improve their language skills through personalized recommendations, interactive games, and automated grading systems. It is quite important to note that the combination of web applications and AI holds significant potential for enhancing the efficiency and quality of English language learning, making it more adaptive, interactive, and accessible for students worldwide. [ABSTRACT FROM AUTHOR]

Rwanda started teaching English to support sustainable development and deliver the five key pillars that would help Rwandans transition from their existing way of life to the society they all desire and are happy to be a part of. As a follow-up to the Sustainable Development Goals and the Berlin Declaration on Education for Sustainable Development, the government ensured the standardisation and teaching of English. In order to assist the implementation of English teaching nationally, the theoretical paper explains how the 4Rs Framework--relationship-building, recognition, responsibilities, and reciprocity--combine to generate synergy among many stakeholders and cross-sectoral collaboration. The study presents literature on Rwanda's Vision 2050, education for sustainable development, and teaching using English as a medium of communication. It is founded on a critical literature review. The article discusses options for national transformation while emphasising the importance of locally rooted collaboration. The 4Rs technique is intended to foster discussion among important players about the issues and problems facing the area of education in emergencies rather than serving as a rigid theoretical framework. The study shows the connections between and tensions among the various "Rs," as well as the efficiency of the 4R dimensions in encouraging the teaching of English. The study considered ways to get beyond the approach's drawbacks and difficulties to support sustainable schooling in Rwanda. This framework encourages the creation of a synergistic educational ecosystem that equips students with the information, skills, and attitudes required to actively participate in Rwanda's path to sustainable development. [ABSTRACT FROM AUTHOR]