In the field of English language education, there have been salient changes as a result of cognitive-computational approaches and transdisciplinary systems. This study focuses on a comprehensive analysis of 6,815 articles published in the Web of Science database in top-tier 14 journals with highest SJR scores through bibliometric analysis. The findings suggest an increasing emphasis on social dimensions of language education, with research attention gradually expanding from teaching methods toward identity-related topics as well as concepts such as intercultural interaction, and social justice. After the pandemic, research attention increasingly turned to AI and well-being. The corpus also indicates increasing methodological diversity, particularly through the growing use of Mixed Methods Research. Asian research centers have gained momentum in the latest studies. (c) Association of Applied Linguistics. All rights reserved.
Translanguaging provides a multilingual and inclusive language learning environment that emphasizes the equal value of various languages by strategically and consciously using two or more languages. This state-of-the-art review study aims to examine Translanguaging pedagogy from the perspective of English language learners, prospective English language teachers, and English language teachers. As part of the literature review for this study, 30 empirical studies relevant to the field were included and analyzed using the PRISMA method. As a result of the analysis, the studies examined were divided into three categories. The findings were synthesized thematically. Based on the results of the study, it was deduced that this pedagogy could boost students' language learning efficiency by reducing language learning anxiety, and prospective English language teachers and English language teachers have a positive awareness of Translanguaging pedagogy, which offers a more flexible and personalized learning environment than the traditional monolingual language learning approach. Furthermore, this research comprehensively addresses the needs of three stakeholders and provides valuable recommendations for educational stakeholders, promising findings, and identifies important research areas for future studies.
Professional development (PD) has long been examined through a technical and instrumental lens, with emphasis placed primarily on enhancing teachers' pedagogical competencies. However, the role of PD in constructing, negotiating, and repositioning teacher identity across different career stages and institutional contexts remains insufficiently explored. Drawing on ecological systems theory and sociocultural conceptions of identity as its theoretical framework, this study investigates how and in what ways participation in professional development activities affords opportunities for identity construction among novice and experienced EFL instructors working at the university level. Data were collected through semi-structured interviews and analysed using inductive thematic analysis. The findings suggest that the construction and negotiation of teacher identity is shaped not solely by participation in PD, but also by engagement with ecological systems operating at macro, meso, and micro levels. Whereas novice instructors tend to perceive PD as a structure that shapes, regulates, and legitimizes their professional identities, experienced instructors approach it as a more strategic, selective, and at times distanced experience. Institutional expectations and policy-driven discourses emerge as powerful mechanisms that determine how PD is perceived and internalized at the individual level. Taken together, the findings indicate that PD should be understood not merely as a pedagogical learning activity, but as an act of identity work embedded within and mediated by ecological contexts.
In the Algerian higher education context, English for Specific Purposes (ESP) courses for business students often emphasize grammatical accuracy and domain-specific vocabulary at the expense of practical communicative competence. This study investigates the effectiveness of Task-Based Language Teaching (TBLT) in fostering communicative competence among Algerian university students enrolled in Business English ESP programmes through a quasi-experimental design involving 54 second-year preparatory business students at the Higher School of Management and Digital Economy. Data triangulation was employed through pre-and post-intervention speaking assessments, a structured student perception questionnaire, and systematic instructor field notes. Participants in the experimental group received instruction via TBLT, while the control group followed traditional lecture-based methods. Results indicate that TBLT significantly enhanced learners' communicative competence, particularly in fluency (d = 1.26), interactional strategies (d = 1.41), and pragmatic appropriateness (d = 1.22). Moreover, students in the experimental group reported increased motivation (92.5% agreement), confidence (96.3% agreement), and perceived relevance of English instruction to their future professional lives. The study suggests that TBLT constitutes a contextually appropriate and pedagogically effective approach for addressing the communicative needs of Algerian ESP Business English learners, and recommends its integration into curriculum planning and teacher training initiatives. (c) Association of Applied Linguistics. All rights reserved.
This study examines the alignment of undergraduate Language Testing and Assessment (LTA) course in Turkish English Language Teaching (ELT) programs with international Language Assessment Literacy (LAL) standards. Using qualitative document analysis, publicly available course syllabi from 64 state universities were analyzed based on the CEFR, ALTE, ILTA frameworks, and LAL models. A deductive–inductive coding scheme was employed to identify the presence and distribution of core assessment competencies. The findings indicate a strong emphasis on foundational and technical aspects of language testing, such as item writing, reliability, and exam preparation and underrepresentation of ethical practice, fairness, feedback literacy, score interpretation, and digital assessment. These results suggest a partial and uneven alignment between current LTA curricula and international LAL standards. The study highlights the need for systematic curricular revision to ensure that future language teachers are equipped with a broader, practice-oriented assessment literacy responsive to contemporary educational and technological demands.
Data-driven learning (DDL) has become an important approach in language education, offering innovative ways to enhance teaching and learning. However, little research has examined DDL from the perspective of teachers, particularly their beliefs about its implementation. This study addresses this gap by using Q methodology to investigate the beliefs of 30 Chinese university English teachers about DDL. The analysis uncovered four distinct beliefs: optimistic embrace, which values DDL's ability to foster student autonomy and engagement; goal-oriented caution, which emphasizes the importance of clear boundaries and well-aligned objectives; tech-dependence skepticism, which highlights the indispensable role of teacher guidance while cautioning against over-reliance on technology; and prudent balance, which advocates for a measured and evidence-based adoption of DDL. These findings illuminate the diversity of teacher attitudes and underscore the complexities of integrating DDL into language education. (c) Association of Applied Linguistics. All rights reserved.
This study was planned to enhance students' reading motivation by using local culture-oriented texts. It adopted a design-based research approach involving two practitioners and 67 students from two primary schools (34 from School A and 33 from School B). The first phase involved gathering baseline data, followed by the development and validation of culturally relevant texts. Results of a baseline study from observation, interviews, and surveys indicated that students showed low motivation toward reading lessons, indicating a need for intervention. Interventions were first implemented at School A, refined, and then applied at School B. Data analysis comprised parametric descriptive and inferential statistics to assess changes in motivation after checking the normality. After the intervention at School A and B results from descriptive statistics for pre- and post-test scores showed a significant increase in motivation, with mean scores rising from 2.823 to 3.892 and 2.757 to 4.169, respectively. The paired sample t-test further showed a significant enhancement in reading motivation, with p-values of 0 at both schools after the interventions. Moreover, the qualitative findings from classroom observations interview, and feedback collected from practitioners showed significant improvements in students' motivation and engagement in reading skills after the intervention. From these findings, we can conclude that the iterative nature of design-based research contributed to understanding the effect of culturally relevant materials on students’ reading motivation.
Recent advances in technology have led to a need to explore the up-to-date research on gamification. This study presents a systematic review of empirical research published between 2020 and 2025 on gamification in teaching/learning English as a second/foreign language in four peer-reviewed journals. Content analysis revealed that the most frequently used research design was the mixed methods quasi-experimental design. Regarding the areas of focus, three themes emerged: language skills, game elements, and psychological factors. The most frequently investigated skill was vocabulary, followed by reading, listening, grammar, pronunciation, pragmatics, and collocations. Motivation was the most commonly explored affective construct, followed by engagement, anxiety, and flow state. Points and scores were the most frequently investigated game elements, followed by immediate feedback, leaderboards, badges, rewards, narratives, and avatars. Overall, the findings suggest that gamification is an effective method for enhancing linguistic and affective gains. Therefore, this review has important implications for teachers and learners in EFL contexts.
Generative AI, especially ChatGPT, is increasingly used for writing feedback in higher education EFL classrooms. Although previous studies have noted its immediacy and comprehensiveness, concerns about accuracy and alignment have also been raised. Existing studies often emphasize technological capability over how AI feedback is managed in instruction. This study examined how ChatGPT can be positioned as a feedback agent in EFL writing and how co-agency is negotiated within the network of teachers, students, and ChatGPT. Thematic analysis was conducted on written interviews of 11 EFL teachers. The findings revealed that ChatGPT was not positioned as an author in its own right. Instead, it was described as a conditional co-agent. ChatGPT is most useful when integrated into teacher-led practice and aligned with task criteria. Because co-agency develops through classroom routines, whether ChatGPT supports writing or creates friction depends on how instructors position and regulate its use.
For many Taiwanese EFL learners, preparing for the TOEIC Listening and Reading Test is challenging, particularly due to limited vocabulary knowledge. However, relatively little research has examined the effectiveness of memory-enhancement techniques in vocabulary instruction within TOEIC-oriented contexts. This study investigated an 18-week vocabulary course incorporating memory-enhancement techniques for fourth-year Taiwanese junior college students. A one-group pretest-posttest quasi-experimental design was employed. Based on pretest vocabulary scores, participants were classified into high-, intermediate-, and low-proficiency groups for comparative analysis rather than differential instruction, as all students received the same treatment. Data were collected through a pretest, 12 quizzes, a posttest, and a questionnaire. Results showed steady progress, higher posttest scores, and positive perceptions. The findings suggest that memory-enhanced vocabulary instruction effectively supports TOEIC preparation. This study contributes to the literature by providing empirical evidence of the effectiveness of long-term, memory-enhanced vocabulary instruction for TOEIC preparation in Taiwanese EFL contexts.
This systematic review synthesizes findings from 36 empirical studies published between 2018 and 2025, examining the use of code-switching (CS) in Arab EFL classrooms. Guided by two research questions, the review explores how instructional and contextual factors influence CS practices, and how sociocultural and psychological dimensions shape learner and teacher attitudes. Using a PRISMA-based selection process and thematic analysis, the review identifies four dominant themes: communicative and instructional functions of CS, classroom-based practices, reasons for CS use, and attitudinal responses. Findings reveal that CS is widely used as a scaffold to support comprehension, classroom management, and learner confidence, particularly for low-and intermediate-proficiency students. While many teachers and students view CS positively, concerns persist regarding its overuse and potential interference with language immersion. These mixed attitudes highlight the need for pedagogical balance, institutional flexibility, and teacher training on strategic CS use. The review concludes that CS, when applied purposefully, is a valuable resource in multilingual classrooms. It calls for future research into the longitudinal impacts of CS on language development, teacher decision-making, and digital learning environments. Pedagogical implications include the integration of CS-aware practices into teacher education, curriculum design, and language policy across Arab EFL contexts. (c) Association of Applied Linguistics. All rights reserved.
This study investigates how EFL students perceive AI-powered feedback (AIF) and teacher feedback (TF) in the context of EFL writing instruction. Data were collected from the written reflection papers of sixty-five preparatory-level students through thematic analysis. The results indicate that students prefer TF due to its contextualised sensitivity and interactive features. They trust its reliability in providing relevant and accurate feedback, while also valuing AIF for its immediacy, clarity, and effectiveness in addressing surface-level linguistic features such as grammar, lexis, and mechanics. Pedagogical implications include implementing a hybrid feedback approach, increasing feedback literacy, and adopting cyclical writing practices. These findings highlight the complementary nature of TF and AIF and suggest the importance of balanced, pedagogically driven feedback strategies for EFL writing instruction.
While previous studies emphasize the benefits of ChatGPT in the education of language, few studies have included the perceptions of Turkish English as a Foreign Language (EFL) teachers and students towards using ChatGPT in a language learning context. This study aimed to fill this gap by involving the opinions of 35 EFL teachers and 36 learners towards using ChatGPT as a language learning assistant. The study included two separate questionnaires, both for EFL teachers and students. In addition, reflections of 5 EFL teachers and 4learners were obtained. The results showed that while both EFL teachers and students acknowledged the benefits of ChatGPT in enhancing language learning engagement, autonomous learning, and access to authentic resources, they also expressed concerns regarding its accuracy, reliability, and suitability for different learning styles. The study demonstrates ChatGPT's increasing importance in EFL instruction, highlighting the necessity for appropriate supervision and training.
As generative artificial intelligence (GenAI) becomes increasingly integrated into second language (L2) education, its affective implications remain underexamined. This mixed-methods study investigates how 47 Iranian university-level English as a Foreign Language (EFL) learners perceive AI-based speaking tools in relation to anxiety, communicative confidence, and emotional openness. Drawing on Krashen's Affective Filter Hypothesis (AFH), the Willingness to Communicate (WTC) model, and the Computers Are Social Actors (CASA) framework, the study examines learner perceptions based on their ongoing, naturally occurring use of AI-mediated speaking tools. Descriptive quantitative findings indicate that participants perceive AI interaction as involving reduced evaluative pressure and increased willingness to experiment linguistically. Qualitative responses further indicate that learners view AI as a non-judgmental interlocutor that supports emotional openness and low-stakes self-disclosure. Rather than positioning AI as a replacement for human interaction, the findings suggest that learners view AI tools as preparatory rehearsal spaces that may support confidence development. This study extends existing research on affect, anxiety, and mediated communication in SLA by examining these constructs in AI-mediated speaking contexts. (c) Association of Applied Linguistics. All rights reserved.
Intercultural communicative competence (ICC) has become central in preservice language teacher education, as future teachers are expected to work with diverse learners using cultural sensitivity, critical awareness, and mediating skills. This review draws on a Web of Science search (2010–2024) using ICC-related keywords, which yielded 56 studies; 16 met the inclusion criteria. Conducted across varied educational contexts and published in multiple journals, these studies underscore the pivotal role of digital technologies in supporting intercultural learning and communication. Qualitative designs predominate, with online discussion forums, digital exchange platforms, and reflective documents serving as primary data sources. The studies mainly aim to introduce new pedagogical tools, support intercultural communication, and foster preservice language teachers’ intercultural competence and awareness. Overall, the findings indicate that virtual exchange, virtual simulations, telecollaboration, and multimodal approaches promote ICC. The review also highlights the need for more methodologically diverse, theoretically precise, and longitudinal research on technology-mediated intercultural learning in preservice teacher education.
This study aimed to investigate the self-efficacy levels of Turkish EFL learners across four language skills, listening, reading, writing, and speaking, and to explore the factors influencing their beliefs. Adopting a sequential explanatory mixed method design, the research was conducted at a School of Foreign Languages (SFL) of a state university in Türkiye with 130 elementary-level students. Quantitative data were collected using the English Self-Efficacy Belief Scale (Yanar & Bümen, 2012), while qualitative data were gathered through semi-structured interviews with purposefully selected participants using extreme case sampling. Findings revealed a moderate overall self-efficacy level (M=3.19), with learners reporting higher efficacy in receptive skills (listening and reading, M=3.32) compared to productive skills (speaking and writing, M=3.05 and M=3.09, respectively). Factors influencing high self-efficacy included out-of-class practice, personal characteristics, motivation, and school-related support, while low self-efficacy was mainly shaped by affective barriers, perceived incompetence, and demotivational experiences.
With the emergence of Positive Psychology, research in EFL and ESL contexts has increasingly changed its focus from solely negative emotions, such as anxiety and stress, to positive ones including enjoyment, resilience, and well-being. Consequently, emotion regulation (ER) has emerged as a key psychological process supporting effective EFL and ESL learning. This study presents a systematic review of empirical research on ER in English language education contexts published over the last 15 years. The review examines ER studies in terms of their research focus, learning contexts, methodological designs, and ER strategies. The findings demonstrate that ER research in EFL and ESL contexts has mainly focused on higher education contexts and has largely employed quantitative and correlational research designs. Among studies, cognitive reappraisal and expressive suppression was the most frequently examined ER strategies, displaying the strong influence of Gross's process model of emotion regulation. The reviewed studies consistently reported correlations between effective ER and positive emotional experiences, learner engagement, psychological well-being, and academic performance. Despite their scarcity, intervention-based and longitudinal studies provided promising evidence that ER can be developed through instructional practices, resulting in improvements in both emotional and language learning outcomes. The findings point out ER as a central component of effective and sustainable English language learning rather than an incidental affective factor. The review underlines the need for more longitudinal, intervention-based, and context-sensitive research to better understand how ER strategies can be explicitly taught and maintained across different EFL and ESL learning settings. (c) Association of Applied Linguistics. All rights reserved
This study examines the alignment of undergraduate Language Testing and Assessment (LTA) course in Turkish English Language Teaching (ELT) programs with international Language Assessment Literacy (LAL) standards. Using qualitative document analysis, publicly available course syllabi from 64 state universities were analyzed based on the CEFR, ALTE, ILTA frameworks, and LAL models. A deductive-inductive coding scheme was employed to identify the presence and distribution of core assessment competencies. The findings indicate a strong emphasis on foundational and technical aspects of language testing, such as item writing, reliability, and exam preparation and underrepresentation of ethical practice, fairness, feedback literacy, score interpretation, and digital assessment. These results suggest a partial and uneven alignment between current LTA curricula and international LAL standards. The study highlights the need for systematic curricular revision to ensure that future language teachers are equipped with a broader, practice-oriented assessment literacy responsive to contemporary educational and technological demands.
Generative AI, especially ChatGPT, is increasingly used for writing feedback in higher education EFL classrooms. Although previous studies have noted its immediacy and comprehensiveness, concerns about accuracy and alignment have also been raised. Existing studies often emphasize technological capability over how AI feedback is managed in instruction. This study examined how ChatGPT can be positioned as a feedback agent in EFL writing and how co-agency is negotiated within the network of teachers, students, and ChatGPT. Thematic analysis was conducted on written interviews of 11 EFL teachers. The findings revealed that ChatGPT was not positioned as an author in its own right. Instead, it was described as a conditional co-agent. ChatGPT is most useful when integrated into teacher-led practice and aligned with task criteria. Because co-agency develops through classroom routines, whether ChatGPT supports writing or creates friction depends on how instructors position and regulate its use. (c) Association of Applied Linguistics. All rights reserved
This study investigates how EFL students perceive AI-powered feedback (AIF) and teacher feedback (TF) in the context of EFL writing instruction. Data were collected from the written reflection papers of sixty-five preparatory-level students through thematic analysis. The results indicate that students prefer TF due to its contextualised sensitivity and interactive features. They trust its reliability in providing relevant and accurate feedback, while also valuing AIF for its immediacy, clarity, and effectiveness in addressing surface-level linguistic features such as grammar, lexis, and mechanics. Pedagogical implications include implementing a hybrid feedback approach, increasing feedback literacy, and adopting cyclical writing practices. These findings highlight the complementary nature of TF and AIF and suggest the importance of balanced, pedagogically driven feedback strategies for EFL writing instruction. (c) Association of Applied Linguistics. All rights reserved
