This study aims to explore the role and the impact of instructional materials and textbooks in the implementation of differentiated instruction (DI) in the context of Medical English. Apart from the literature review and the insights in differentiated instruction, the study explores students’ perceptions and views on the utilized materials in the Medical English course, offered to the students of Nursing and Physiotherapy as an elective course in the curriculum of the Faculty of Health Sciences, South East European University, Republic of North Macedonia. The research focuses on the perceptions and views on the study materials provided by the target population of course participants who exhibit diverse linguistic and communication competencies. Therefore, differentiated materials are essential to ensure effective language learning and progress. The aim of this study is to examine diverse types of materials, including visual materials, reading texts and digital tools—that facilitate differentiation by addressing learners’ needs, various career interests and varied linguistic proficiency. A number of studies emphasise the positive impact of differentiated materials on student engagement, motivation and learning. However, the challenges encountered by every ESP branch exist including the limited access to resources and the complex process of balancing the need for linguistic accuracy and professional authenticity.
The current study contributes to recent scholarly debates that question the suitability of EAP as academic writing support in EMI contexts. Two authentic cases of EAP in EMI were explored to gain an insight into the strengths and challenges perceived by stakeholders. Using a theoretical framework for genre knowledge as a guiding principle we interviewed graduates and EAP teachers from two universities -one in Finland and one in the UAE - to enrich our understanding of academic writing practices in these two distinct contexts. Thematic and theoretical analysis identified infrastructure as a key area of concern since it led to several pedagogical implications. These two authentic examples of EMI contexts indicate a need for EAP teachers to draw from current genre knowledge scholarship to provide pedagogical practices and activities that raise graduates’ awareness of the features of genre knowledge, and so provide solid academic writing practices for our graduate students.
This systematic review compiles approaches to establishing and sustaining teacher presence in virtual classrooms, an integral aspect in the development of student engagement and learning outcomes. The research takes into consideration primary research questions: teacher presence strategies in online teaching and students' performance, context, modality, issues/enablers of implementation, and the underpinning theoretical frameworks. Employing a systematic review methodology, evidence was obtained from various academic databases by predetermined inclusion and exclusion requirements. Narrative synthesis was preceded by meta-analytical processes where feasible, to merge the empirical data. The key findings are that synchronous delivery modes, like virtual reality class sessions and live videoconferencing, generate immediate social presence. On the other hand, asynchronous modes, as exemplified by pre-recorded lectures, facilitate reflective learning and information access. Moreover, multimedia integration and private communication augment instructor presence through the provision of equivalent cognitive and affective involvement. The general result is that an n-dimensional model, synchronous and asynchronous combined, significantly enhances learner involvement, thereby alleviating challenges associated with digital pedagogy. The findings' implications are of special concern to the quality of teaching enhancement as well as future research and policy development.
This study investigates the use ofEnglish in classical ballet contexts by analysing classical ballet dancers' biographies in a specialised corpus, the Ballet English Corpus (BEC, Ver. 1.2). While specialised corpora have been developed for various professional domains (e.g. air traffic control, business, medicine), few exist in the field of fine arts, particularly in classical ballet. Despite the increasing international mobility of Japanese classical ballet dancers-many of whom study or perform overseas-limited linguistic resources are available to support their English language needs, particularly in writing biographies for applications to classical ballet schools or companies abroad. This study presents a lexical and phraseological analysis of classical ballet dancers' biographies in the BEC (Ver. 1.2), including n-grams, to identify common and typical linguistic patterns. The findings aim to support classical ballet dancers in composing clear and appropriate English biographies, contributing to both English for specific purposes research and practical English language education in classical ballet contexts.
English Language Teaching (ELT) effectiveness is profoundly shaped by the interplay of contextual factors within which it operates. In diverse EFL settings, especially in resource-constrained environments like Ethiopia, understanding these constraints and affordances is vital for meaningful improvement. Although the importance of context in EFL is well established, much existing research focuses primarily on teachers' self-reports or researchers' observations, often overlooking students' perspectives. Yet, students are the central recipients and active participants in the instructional process. Moreover, simply identifying influencing factors is insufficient; matching teachers' and students' perspectives provides deeper insight into how these factors affect teaching and learning. This study aimed to (a) compare the contextual factors perceived by EFL teachers and students as most influential; (b) determine whether statistically significant differences exist between their perspectives; and (c) explore whether views on top contextual factors are significantly associated with other variables. A sequential explanatory mixed-methods design was employed, involving 238 EFL teachers and 360 students. Data were collected using questionnaires, interviews, and focus group discussions. Selection frequencies, mean rankings, Chi-square tests, and Mann-Whitney U tests were used to analyze the data. Factors selected by 50% or more of either group were treated as top contextual factors. Results revealed that teachers predominantly emphasized systemic and institutional barriers, while students highlighted pedagogical practices and limited exposure opportunities. These findings underline the operational disconnect between teachers' and students' perspectives and point to the need for more inclusive and participatory approaches to address contextual challenges in EFL contexts like Ethiopia.
Rapid emergence of generative artificial intelligence (AI), is transforming the landscape of writing instruction. While current applications often emphasize surface-level uses like grammar correction or paraphrasing, this study proposes a deeper pedagogical integration: conceptualizing AI as metacognitive and dialogic scaffold capable of supporting higher-order thinking. Drawing on Cognitive Load Theory, Sociocultural Theory, Frameworks of Dialogic Learning, and Critical Pedagogy-the research situates AI as a non-human dialogic agent that can interactively engage students within their Zone of Proximal Development. Using a Design-Based Research methodology, the study implemented an AI-integrated instructional model in the course of English as a Second Language (ESL). The intervention combined Socratic instruction in strategic prompting with guided use of AI across writing stages. Collected data and findings indicate that AI, when framed as Socratic dialogue partner, can reduce extraneous cognitive load and increase engagement with germane cognitive processes, particularly in ideation and revision. Students reported greater clarity in argument structure and enhanced rhetorical awareness. Importantly, personalized AI feedback was perceived as a motivating guide contingent on students' ability to co-direct the interaction through intentional prompting strategies. The study contributes a theoretical and pedagogical framework for AIresponsive writing instruction and raises critical questions about ethical literacy and the evolving role of educators in AI-augmented learning environments.
This study investigates the viewpoints of both teachers and students regarding the factors that affect the teaching of English translation at Hanoi Law University (HLU). In order to meet the increasing demand for English translation proficiency, addressing the elements that shape teaching and learning practices is crucial for enhancing pedagogical effectiveness. Accordingly, a mixed-methods approach was applied to 11 lecturers and 244 students to provide multidimensional judgments. The research aims to examine key aspects, including teacher-related factors, student-related factors, institution-related factors, as well as teaching materials. The findings reveal that teachers' difficulties are mainly connected to professional qualifications and the organization, implementation, and management of students' out-of-class learning activities, whereas students tend to lack motivation, grammatical knowledge, and practical translation skills. In particular, teaching materials are found to display several limitations that require improvement. Additionally, the study affirms the significant role of digital tools and collaborative learning in enhancing translation competence. Furthermore, the results suggest that dynamic and adaptive teaching practices, which incorporate interactive methodologies and real-world translation scenarios, can significantly improve students' translation skills and their readiness for professional contexts. Finally, the research emphasizes the importance of institutional support, continuous curriculum refinement, and professional development for educators in fostering a more effective learning environment. Based on these findings, the study proposes several recommendations targeted toward bridging pedagogical gaps, optimizing teaching strategies, and enhancing student engagement in translation studies at HLU.
This article discusses how teachers can implement a frame-based approach in a postgraduate foreign language course. Moreover, it aims to identify the challenges and opportunities that may arise during the creation of items. There has been a recent surge in the use of framing for structuring in many scientific disciplines, as the technique helps students obtain and build various object-oriented knowledge structures with increased flexibility. As a result, there are now many opportunities to utilise various frame-based tools to improve the process of teaching a foreign language in an academic context. Frame structures can help students more effectively acquire professional lexical material. This article demonstrates how instructors can compile frames and produce graphs of more extensive conceptual structures based on the definitional analysis of dictionaries from both the native and the foreign languages. Structuring learning this way can enrich students' knowledge of their research object and the terminological apparatus of the science they study in a foreign language. The aim of this study is to assess the innovative potential of the frame approach in teaching postgraduate students to present their research results in a foreign language. The article summarises authors' experience of using the frame approach in foreign language classes for postgraduate students in various scientific fields atMGIMO University. It highlights the effectiveness of the step-by-step skills development associated with presenting scientific results in foreign language classes. Basic and advanced stages can be defined based on the cognitive complexity of the discourse. At the basic stage, the instructor develops a verbal-semantic thesaurus in the subject area under study; at the advanced stage, he or she improves communicative and linguistic support for the postgraduate student's individual development trajectory, as determined by the plan for the student's research activities. In addition, the article provides options for some tasks that can help instructors implement a frame-based approach when teaching students to present their scientific results in a foreign language, along with examples of how they can be implemented.
The integration of generative artificial intelligence tools such as ChatGPT into English language teaching is rapidly transforming instructional practices, yet empirical research on teachers' attitudes and usage patterns remains limited, particularly in underrepresented contexts such as Serbia. This mixed-methods study investigates Serbian EFL teachers' perceptions and practices regarding the use of ChatGPT for instructional material creation. Drawing on survey data from 53 in-service teachers and follow-up interviews with 10 participants, the research explores usage frequency, perceived usefulness, ease of use, benefits, challenges, and openness to future integration. Findings indicate that while ChatGPT is primarily employed for generating grammar and vocabulary exercises, lesson ideas, and early-stage planning, its use in supporting the four language skills and higher-order thinking remains limited. Perceived usefulness was positively correlated with usage frequency, and greater familiarity with ChatGPT predicted higher levels of integration. Paradoxically, more frequent users reported greater difficulty in prompt formulation, likely due to attempts at more advanced applications. Teachers with higher digital literacy and those in secondary education perceived ChatGPT as particularly beneficial. Most participants emphasized the need for formal training, underscoring the importance of targeted professional development. Overall, ChatGPT was viewed as a supplementary tool capable of enhancing efficiency, personalization, and innovation provided that its use is guided by pedagogical oversight and institutional support.
The present study aims to investigate students' perceptions of the effectiveness of group oral presentations (GOPs) as a blended formative-summative assessment model in legal English classrooms. It employs a quantitative research design for data collection. Quantitative data are gathered through a researcher-made survey questionnaire using 5point Likert scale. The study involves the participation of a cohort of 136 second-year law students majoring in International Business and Trade Law at Hanoi Law University, Vietnam. The results reveal students' positive perceptions of the benefits of the blended assessment approach across various dimensions: assessment, learning, skills development and emotional experience. The capacity of GOPs to evaluate students' comprehensive learning outcomes and teacher feedback are the most highly valued merits of all, helping them to see their strengths and weaknesses for further improvement. Nonetheless, some notable challenges are identified, primarily related to students' legal language and content inadequacies. Some other noteworthy concerns pivot around assessment mechanisms, group dynamics, and speaking anxiety which may hinder the effectiveness of this method. Students express their expectations, prioritizing clear rubrics for assessment and timely, continuous teacher feedback. Pedagogical implications are yielded accordingly to recommend effective implementation of GOPs in legal English instruction.
Despite global trends toward English as a Medium of Instruction (EMI), its implementation in Algeria is incomplete, strongly instructor-centric but insufficiently attuned to students' language and academic readiness. This critical inquiry examines this deficit in a mixed-methods context through quantitative survey data with 120 students and 25 teachers and qualitative data from focus groups and interviews. Results from two Algerian universities indicate wide gaps: 84% of students state that it is hard to understand lectures, 76% have trouble reading university books, and 70% find it hard to write assignments in English. On the other hand, 68% of teachers state that they feel stretched by the constant need to simplify and translate, resulting in disengagement of learners and uneven learning outcomes. Additionally, classroom practice does not seem coherent. Teaching is extensively taught in English, partly described in French, and tested in English causing confusion and cognitive burden. Such multilingual strategies, coupled with the lack of meticulous support systems like English for Academic Purposes (EAP) modules, tutoring facilities, and bridging courses, widens inequity and jeopardizes the aspirations of EMI. Hence, such a study calls for the creation of an integrated EMI model that would balance teacher development with strong student support and a strict, context-informed language policy. Direct recommendations include institutionalizing EAP modules, embedding language support within disciplinary teaching, and making possible alignment between instructional practice and assessment policy.
The growing role of English for Academic Purposes (EAP) instruction in higher education has created a demand for systematic approaches to program quality evaluation that extend beyond course-level assessment. While EAP programs are widely implemented to support academic literacy and discipline-specific communication, their quality assurance is often fragmented and limited to localized evaluation practices. Institutional monitoring systems, traditionally used for general educational quality management, remain underexplored as tools for evaluating Academic English. This study examines an internal institutional monitoring framework and its applicability to evaluating the quality of EAP instruction at a university in Kazakhstan. The monitoring model is based on standardized indicators, multi-source data collection, stakeholder feedback, and corrective management procedures. The study analyzes program demand indicators, faculty qualifications, graduate employment outcomes, student satisfaction, resource provision, and certification opportunities across several language-oriented programs, including Translation Studies, Foreign Philology, and Foreign Language Teacher Education. The findings demonstrate that indicator-based institutional monitoring can function as a scalable framework for EAP program evaluation when language-oriented outcome indicators and academic communication goals are incorporated into monitoring design. The proposed framework contributes to EAP quality assurance by linking institutional monitoring practices with academic literacy development and language-oriented program effectiveness.
Critical reading strategies (CRSs) are crucial for developing students' understanding and analytical skills; yet, the durability and transferability of these strategies to multiple disciplines have not been widely researched. This study investigates how explicit instruction in CRSs develops the critical reading ability of undergraduate students, the determinants responsible for the durability of such skills, and the transferability of these strategies across different academic fields. Through a quasi-experimental longitudinal design, the research evaluated an experimental group that received CRS instruction along with a control group using pre-intervention, post-intervention, and a six-month follow-up test period. Standardized reading comprehension measures, analytical writing tasks, reflective essays, and semi-structured interviews were used to gather data. Quantitative data were analyzed using paired t-tests and ANOVA, and qualitative data were subjected to thematic analysis. Findings indicated that CRSs significantly improved comprehension (31% increase), yet long-term recall was less (12% at six months). Humanities students demonstrated greater CRSs transferability than STEM students, likely a result of the fact that their coursework involves frequent exposure to complex texts and argumentation. This provides more frequent opportunities to apply and consolidate these strategies across contexts, and adjustments have to be designed for each domain. It was concluded that a review of CRSs must be ongoing and part of the curriculum for successful longterm recall. These insights contribute to educational strategies that foster lifelong critical literacy across academic and professional contexts.
The role of English in Spanish labor market is essential, yet university students often undervalue English courses within their degree programs, leading absenteeism and lack of motivation. As a result, pedagogical interventions that counteract these effects are greatly needed. Following the work of Carlson et al. (2017) and Dicheva et al. (2023) on virtual-coin use in university settings, this paper presents the design, implementation, and impact of ESPECOIN, a coin-based gamification system developed for 46 first-year university students of an English for Specific Purposes (ESP) course in Economics at a public university in Madrid (Spain). The system was used to increase student motivation, participation, and engagement using virtual coins that could be earned, spent, or lost based on classroom performance, attendance, and teamwork. Findings reveal that students engaged actively with the system, particularly valuing its exam-related benefits. Questionnaire responses indicated that learners viewed ESPECOIN as both motivating and innovative. These results highlight the potential of discipline-specific gamification systems to enhance ESP instruction.
This study investigates students' evaluation of a collaborative, problem-based task Team Research Project that is a part of the course English for Academic Purposes and Research course delivered to students of Childhood Pedagogy at Vilnius University. Grounded in the Action-oriented Approach (AoA) and aligned with the updated CEFR Companion Volume (2018, 2020), the course aimed to foster not only linguistic communicative but also critical thinking (CT) and general academic competencies. The research methodology was qualitative and via structured written interviews the feedback from 32 first-year students was gathered. Content analysis revealed four major themes: perceived benefits, task shortcomings, knowledge gained, and suggested improvements. Students evaluated the task Team Research Project positively, highlighting development in teamwork, communication, research, and CT skills. Many reported improved motivation, personal growth, and a better understanding of CT's role in education. However, challenges included unclear task instructions, time management issues, and uneven team participation. Suggestions included clearer guidelines and more time for preparation. Overall, the findings affirm the effectiveness of the AoA-based, collaborative tasks in enhancing both language and critical thinking competencies. The study supports broader implementation of such methodologies in tertiary-level foreign language education to meet 21st-century educational goals and the necessity to nurture students CT skills.
Paraphrase is a widely employed teaching strategy to enhance students’ English skills and foster their English thinking habits. However, this approach is hard to achieve its expected effects in the teaching of college English for art major students primarily due to their limited English foundation and it may even bring undesirable effects to English teaching and learning. Consequently, it is essential to modify paraphrasing techniques to better suit art major students. Grammatical metaphor plays a significant role in influencing text complexity and comprehension, making it a useful tool for paraphrasing challenging sentences. Based on the analysis of examples from textbooks, this paper illustrates the limitations of the typical paraphrasing methods in teaching English to art students, and examines the practicality of paraphrasing from the perspective of grammatical metaphor. The findings suggest that paraphrase through grammatical metaphor could address the shortcomings of common paraphrasing methods and is more suitable for art major students. Therefore, paraphrase by grammatical metaphor can be applied to college English teaching for art major students to improve their English proficiency and promote the development of college English teaching for art majors.
This study performs bibliometric analysis through RStudio datasets from Web of Science and Scopus. After downloading, the unified dataset was merged, and two data sets were analyzed. Seventy-eight sources including journals, books covering a timespan from 1989 to 2024, and 93 documents were analyzed. This extensive collection outlines the important thematic areas, core journals, influential authors, citation dynamics, and temporal patterns that this interdisciplinary field is tracking. The substantial rise in research production over the last decade underlines the growth in the importance of digital communication technology in ESP education. While journals such as "English for Specific Purposes" and "Journal of Teaching English for Specific and Academic Purposes" have been outstanding in publishing high-impact research, citation analysis identifies key works that have influenced the discipline. Thematic and keyword analysis also shows significant study issues: digital storage, student involvement, instructional approaches, and recent topics such as big data, e-learning, and digital literacy. The geographical distribution and network of co-authorships demonstrate how international and collaborative the research area is. It, therefore, provides valuable information to scholars, educators, and legislators by highlighting areas for furthering the integration of digital communication in ESP while outlining how future research must be channeled.
This study examines the perceptions of language skills in English for Specific Purposes (ESP) textbooks among students from medical and technical fields, based on a needs analysis. Focusing on data from evaluation scales and student feedback, the study highlights the perceived importance of reading, writing, listening, and speaking skills for academic and professional success. The findings reveal significant differences between the two fields, with medical students prioritizing speaking and writing for patient communication and documentation, while technical students emphasize reading and vocabulary knowledge for understanding manuals and research papers. Both groups identified listening as the most underrepresented skill in ESP textbooks, emphasizing a critical gap in addressing real-world demands. The paper provides recommendations for tailoring ESP materials to better meet the linguistic needs of these specialized disciplines, emphasizing the integration of field-specific tasks and multimodal resources. These insights contribute to the ongoing development of more effective ESP textbooks which better meet learners’ needs.
As Bali emerges into a medical-tourism destination, the demand of English-speaking health practitioners, including the nurse anesthetists, continues to grow. These nurse anesthetists require targeted English skills to communicate effectively with patients to deliver safe, patient-centered care – a gap inadequately met by existing available materials.This study aimed to design and develop an ESP curriculum and syllabus for Nurse Anesthesiology students in Indonesia. Directed by Dudley-Evans St John’s needs-analysis model, the survey involved 116 students, 4 practicing nurse anesthetists, and 5 lecturers. A four-part questionnaire (Cronbach’s α = .966/.953) was administered, followed by the development of tailored language learning modules. The findings revealed that participants were good in vocabulary, listening, and reading but weak in grammar, speaking, and writing. They also emphasized the need for balanced four-skill proficiency for clinical tasks, such as taking medical history, pain assessment, and perioperative instructions, also specialized anesthesia terminology and intercultural communication. A learner-centered approach was adopted to present the planning stages of the ESP curriculum, resulting in core ESP modules designed around students’ real-world needs. The term ‘Parachute Learning’ was coined to describe the learning process, in which the parachute concept is derived to embody the critical needs and saliency of a curriculum that works to fully prepare the students of nursing anesthesiology before entering professional practice. The “Parachute Learning” model organizes the course into two stages - Harnessing and Diving, guiding students from fundamental language knowledge to real-life application within a situational syllabus that employ role-plays, discourse analysis, and strategic communication exercise. The resulting curriculum directly addresses the linguistic and intercultural needs of nurse anesthetists. Despite anticipated implementation challenges such as class size and logistical barriers, strategic solutions and ongoing evaluations are proposed to ensure effectiveness and inclusivity.
Emergence of generative artificial intelligence (GenAI) is revolutionizing teaching and evaluation in higher education. Early adopters have already demonstrated how large language model (LLM) conversational agents can serve as on-demand tutors, yet empirical evidence regarding their effectiveness in facilitating conceptual learning in non-computational domains is scant. Based on constructivist learning theory, this paper presents a two-year quasi-experimental design carried out at the joint undergraduate business program of SKOLKOVO and MIPT (Moscow). The class of 2023 (n = 42) engaged in a traditional lecture-based Immersion in Human Behavioral Biology. By contrast, students in the 2024 group (N = 42) joined problem-centered sessions facilitated by a human teacher and GPT-4-based chatbot co-facilitator ("Robert"). The post-course FG transcripts were incorporated into and contrasted with expert corpora. Students from the AI-assisted group significantly decreased the semantic distance to disciplinary texts by 60 per cent, suggesting better acquisition of domain-specific language in the absence of a subject-matter lecturer. Satisfaction was generally higher for the 2024 class than the 2023 group. However, qualitative feedback revealed new concerns, such as anxiety regarding the loss of epistemic authority, heightened cognitive load and ambiguity in navigating AI-generated content. Despite deeper conceptual engagement, students reported challenges in interpreting chatbot responses and a need for clearer guidance. These findings suggest that an AI-mediated constructivist model can enhance learning outcomes but must be carefully designed to address motivational, cognitive, and epistemic challenges introduced by the integration of GenAI into the class.
