This study examines how engagement with the linguistic landscape (the visible presence of written language in public spaces) can help develop sociopragmatic competence among learners of English as a Foreign Language. Guided by the Integrated Model of Pragmatic Competence, this paper investigates whether the analysis and reformulation of public signage can strengthen learners’ ability to interpret and produce contextually appropriate language. Fifty B2-level students enrolled in a Translation Studies programme at a public university in Madrid participated in an instructional intervention focused on politeness strategies, audience orientation, mitigation, and pragmatic intent (key areas of language instruction for Translator Education). A mixed-methods design combined pre- and post-intervention pragmatic tasks with learner reflections and instructor observations. The findings showed substantial improvement in learners’ recognition and production of context-sensitive language, particularly in their use of politeness and mitigation strategies. Qualitative evidence also indicated increased empathy, audience perspective-taking, and awareness of language as social action. These findings suggest that LL-based pedagogy can integrate linguistic, sociopragmatic, and sociocognitive areas of pragmatic competence and provide an authentic, accessible resource for EFL and Translation Studies instruction.
The paper examines the effects of task structure and task immediacy in attentional allocation in the process of engaging with (L2) speech production among international learners of English as an additional language (EAL) in Canada. In a series of four experimental conditions (structural support (structured vs. unstructured)) and immediacy (Here/Now), sixty B2 learners were asked to complete a narrative task. There/Then). Participants provided retrospective verbal reports to establish the sources of dysfluency in their speech. There are four processing stages: conceptualization, lexical encoding, syntactic encoding, and phonological encoding, which were based on the model of speech production proposed by Levelt to code the dysfluency markers. The findings indicated that unstructured tasks produced more pauses associated with conceptualization, suggesting greater requirements for message planning. Conversely, There/Then condition tasks, especially with structural support, had many more dysfluencies that were lexical, syntactic, and phonological encoding in nature, indicating increased focus on the linguistic form. The large effect size across conditions indicates that task design strongly influenced the allocation of attentional resources. Most notably, structured narratives in the past tense, without contextual support, significantly heightened attention to form, as evidenced by increased pauses during lexical, syntactic, and phonological encoding.
Artificial intelligence is reshaping educational practice and increasing the competency demands placed on language trainers in vocational education. However, limited research offers a development pathway that aligns AI-related pedagogical competence with formal qualification descriptors and ethical principles for trainer preparation. Addressing this gap, this study develops a Qualifications Framework (QF)-aligned framework for AI-oriented language trainer development by integrating design thinking and the Principles for Responsible Management Education (PRME). The study adopts a conceptual, practice-informed framework design based on an integrative synthesis of literature on AI in education, vocational training, design thinking, qualification frameworks, and responsibility-oriented pedagogy, together with a mapping of Hong Kong QF Level 5 descriptors and PRME principles. The findings indicate that trainer development can be organized through three dimensions: competency structure defined by QF descriptors, developmental progression guided by the five stages of design thinking, and ethical orientation informed by PRME principles. The resulting framework operationalizes AI-oriented pedagogical competence, critical AI literacy, and ethical responsibility within a pathway for vocational language trainer development. The study extends design thinking to trainer competency development and systematically demonstrates the application of qualification framework descriptors to AI-oriented development in vocational education.
AI literacy is crucial for EFL university students successfully integrating AI into language learning in AI era, however, little is known about the current state of AI literacy among Chinese EFL students. This study addresses this gap by examining their AI literacy levels. Survey data from 384 Chinese EFL students were analyzed with descriptive and inferential statistical analysis. Results showed that all four dimensions had mean scores above the midpoint of the seven-point Likert scale (ranging from 5.25 to 5.42), with AI ethics scoring highest and AI evaluation lowest. Accordingly, post-hoc analyses revealed a significant difference between these two dimensions. No significant differences in AI literacy scores were observed by gender or English proficiency, whereas differences by academic year and field of study were marginal statistical significance. Furthermore, there was moderate strong relationship among the four dimensions of AI literacy, particularly strong between AI usage and evaluation (r = 0.697). These findings provide insights for integrating AI into EFL education and suggest that AI literacy develops as an integrated competency.
Teacher talk plays a vital role in classroom interactions, particularly in English Language Teaching (ELT), where it significantly affects student learning and engagement. However, there is limited research on how autistic pre-service teachers manage communication in inclusive classroom settings. This study addresses this gap by examining teacher-student interactions led by an autistic pre-service English teacher in a seventh-grade inclusive classroom in Surabaya, Indonesia. A descriptive qualitative design was used, with data collected from six audio-recorded classroom sessions, transcribed, and analyzed using Flanders’ Interaction Analysis Categories System (FIACS). The findings revealed that the teacher’s talk was largely directive and lecture-based, with the most frequent behaviors being "giving directions" (14.85%), "lecturing" (12.73%), and "asking questions" (12.73%). Both indirect talk (28.11%) and direct talk (27.85%) were used in nearly equal proportions, while socio-affective behaviors such as praise (1.86%) and acknowledgment of feelings (3.98%) were less frequent. These findings highlight the challenges and adaptive strategies of autistic pre-service teachers, demonstrating how structured language and facilitative questioning coexist in inclusive ELT practice. This study contributes to inclusive teacher education and applied linguistics, offering insights into the communicative strategies of neurodiverse teacher trainees.
Although the rise of online learning is becoming predominant in English as a Foreign Language (EFL) settings, little is known about the distinct functions of grit and motivation to forecast the willingness of students to study online. This paper aims to uncover how grit and motivation predict online learning readiness in undergraduate EFL students independently and jointly. In a cross-sectional survey, a convenience sample of 103 undergraduates was exposed to three validated measures, EFL grit scale, EFL motivation scale, and online learning readiness scale. Multiple linear regression showed that motivation was a significant positive predictor of readiness to online learning (β =.480, p =.001), but grit was not (β =.133, p =.219). The model explained 32% of the readiness variance (R² = .320, F(2, 86) = 20.271, p < .001). These findings highlight the need for emphasizing the crucial role of motivation to make EFL students ready to succeed in online learning settings. Teachers and policy-makers are advised to focus on motivational techniques, including establishing goals, supporting autonomy, and relevance frames to promote better preparedness and involvement levels among learners in online EFL courses. Future longitudinal studies ought to be conducted on grit and motivation variables to enhance the results of the online learning process.
A wide range of strategies in English language teaching has been undertaken, such as the integration of local wisdom. This study aims at exploring the interrelationships between environmental literacy, critical thinking and problem solving, and technology integration within local-wisdom-based English language learning. Six constructs were generated, including Environmental System Interaction, Critical Thinking and Problem-Solving, Value and Pro-Environmental Behavior, Sasirangan Value Integration, Technology Integration, and Learning Competence. This study employed a quantitative cross-sectional design. The researchers distributed a 5-point Likert scale questionnaire using Google Forms to 748 senior high school students in South Borneo. The data was analyzed by using partial least squares structural equation modeling version 4. The statistical results supported seven proposed hypotheses, but two hypotheses are not significantly different. The findings indicate that Sasirangan value integration is beneficial towards language competence, and other variables such as critical thinking and problem-solving and pro-environmental behavior provide a substantial influence on technology integration and Sasirangan value integration. The significance of the cultural contextualization of language learning shows that local wisdom is a noteworthy approach to enabling the students to be increasingly engaged, increasingly cultural, and even more likely to enhance their learning experience.
This study examines the interplay of Teacher Energy (TE) on EFL students’ Active/Passive motivation and their willingness to attend classes (WTAC). The study included 300 Iranian EFL learners from various age groups and proficiency levels, who were assessed using already developed and validated scales for TE, Active/Passive Motivation (APM), and WTAC. Structural Equation Modeling (SEM) was employed to analyze the relationships between TE, APM, and WTAC. Results indicated significant positive correlations, with TE having a more substantial influence on WTAC than on motivation. Also, TE was shown to directly and indirectly affect WTAC through APM, establishing motivation as a partial mediator. The findings show that teacher energy not only affects students’ class attendance but also enhances their motivation to learn. There were differences in age and gender: younger students (below 20 years) showed greater responsiveness to TE and motivation, while female students showed stronger cognitive/active motivation and greater willingness to attend than male students.
Drawing upon the data collected, this qualitative case study investigates how EFL teachers utilize AI aided tools to develop 4Cs-based online listening materials under flex blended learning. Using semi-structured interviews and one focus group discussion with ten Indonesian tertiary EFL teachers, the study elucidates pedagogical practices as well as challenges in introducing creativity, critical thinking, communication and collaboration within AI-supported listening lesson. Thematic analysis shows AI acts as a generative design trigger, rather than an independent instructional agent. Teachers actively curate, calibrate, scaffold and surf AI outputs towards curricular alignment, cognitive depth, communicative continuity and meaningful convergence. AI offers possibilities for multimodal forms of production, analytic prompts, interactive simulation and digital co-production but its educational value relies on the mediation of teachers and appropriate context enactment. The study proposes the AI-Mediated 4Cs Listening Orchestration Model, conceptualizing AI integration as governance-based orchestration. Results highlight teacher agency as the main medium that connects AI affordances, 4Cs competencies acquisition, and flex blended listening pedagogy.
This study examines translingual practices among multilingual youth in Kazakhstan, focusing on the use of Kazakh, Russian, and English in academic, professional, and digital contexts. Through the interpretation of personal accounts and written records, this research demonstrates that code switching and code mixing are utilized as planned tactics, rather than developmental language delays. Participants use numerous languages to express their identity, alter the mood, and satisfy industry standards. They do this while maintaining their truthfulness and persuasiveness, in both institutional settings and academic fields, as well as in internet-based communication systems. These practices present the need to control language repertoire practices in various communication environments effectively. Assumptions of linguistic purity in educational and institutional policies, emphasizing the value of multilingual language use, are countered by the findings. They support a pedagogy that values flexibility, emotional expression, and community-based literacy. Examining how languages are used in Kazakhstan is a lively and complex process where identity, social status, and professional communication interact in sophisticated and creative ways.
This mixed-methods study examined the role of chatbot-supported guided reading in EFL reading comprehension among undergraduate nursing students. Using a quasi-experimental design, 84 participants in experimental and control groups completed pre- and post-tests assessing overall comprehension and sub-skills. The experimental group used chatbot-guided reading, while the control group received traditional instruction. Semi-structured interviews with 27 participants explored learners’ perceptions. Quantitative results showed significant improvement in overall comprehension and lower-level skills (e.g., skimming), but not critical reading. Qualitative findings indicated that chatbot-guided reading enhanced motivation and reduced anxiety through instant feedback, simplified explanations, and a non-judgmental environment. However, concerns emerged regarding response reliability and limited cognitive engagement. Overall, chatbot-guided reading supports basic skill development and affective engagement but is insufficient for fostering higher-order critical reading skills. The research suggests that a mixed teaching method that combines reading tasks based on AI support with training on critical thinking conducted by an instructor is recommended.
This study investigated the effects of ChatGPT usage on foreign language learning enjoyment (FLE), the mediating role of foreign language learning effort (FLLE), and the moderating function of AI anxiety. Grounded in the Technology Acceptance Model, Self-Determination Theory, and the Stimulus-Organism-Response framework, a cross-sectional survey was conducted with 880 undergraduate learners in English preparatory programs at three Turkish universities. PLS-SEM with 5,000-resample bootstrapping was used for hypothesis testing. Results showed that ChatGPT usage significantly predicted both FLE and FLLE, with a stronger path to behavioral engagement than to emotional experience. FLLE partially mediated the ChatGPT–FLE relationship and explained approximately 42% of the total effect. Contrary to expectations, AI anxiety positively predicted FLE at the second-order level; however, factor-level analysis revealed that societal-concern factors drove this positive association while interaction-level factors negatively predicted it. AI anxiety moderated the ChatGPT–FLE relationship: the direct emotional benefit disappeared at high anxiety while the indirect pathway through effort remained significant. These findings pinpoint the centrality of purposeful task design and targeted anxiety reduction in AI-assisted FL learning.
As the global aviation industry increasingly relies on English for safety and operational efficiency, the demand for qualified Aviation English instructors continues to grow. However, preparing teachers to deliver this highly specialized form of English for Specific Purposes (ESP) poses unique pedagogical and psychological challenges. This study explores the preparedness of TEFL students for teaching Aviation English by examining six interrelated constructs: extrinsic motivation, mastery experience, vicarious experience, anxiety, emotional state, and institutional preparedness. Grounded in Self-Efficacy Theory and Self-Determination Theory, data were collected from 368 TEFL students at two private universities in Almaty, Kazakhstan and analyzed using Structural Equation Modeling. The results revealed that extrinsic motivation significantly enhances mastery experience and reduces anxiety, while institutional preparedness positively predicts both mastery and vicarious experiences. Moreover, mastery experience strongly influences emotional state, which in turn reinforces extrinsic motivation. Anxiety negatively impacts emotional state but is mitigated by institutional support. These findings suggest that both psychological and institutional factors jointly shape teachers’ confidence and readiness for Aviation English instruction. The study highlights the importance of targeted professional development in ESP contexts, especially in non-Anglophone countries.
This study examines the effectiveness of various feedback models in enhancing grammatical accuracy in English article usage among 140 Iranian EFL medical students. Using a randomized experimental design, participants were assigned to five groups: AI feedback alone (n=28), AI with immediate oral teacher feedback (n=30), AI with delayed written teacher feedback (n=35), a hybrid model combining AI with both teacher feedback types (n=24), and a control group receiving traditional feedback (n=23). To evaluate performance, we administered pre-tests, post-tests, and delayed post-tests, while a post-study survey gauged learner attitudes. The data revealed that the hybrid model yielded the most substantial improvements in accuracy and long-term retention (post-test M=21.83; delayed post-test M=21.29). The next most effective condition was AI coupled with immediate oral feedback. Notably, AI feedback used in isolation surpassed AI with delayed written feedback, underscoring the crucial role of immediacy in learning. Furthermore, the survey showed a strong positive correlation between learner attitudes and performance (r=.32, p<.001), with the hybrid group expressing the most positive perceptions. These findings highlight the pedagogical value of integrating AI tools with timely, multi-modal teacher feedback to foster linguistic development and learner engagement in EFL contexts.
This paper explores the functional-semantic methodology of foreign language teaching for non-philologists. It surveys schools in Kazakhstan, the USA and some European countries and the grammatical and semantic features of English used for professional communication. In surveying programmes, methodologies, and resources, fundamental concepts for professional grammar and vocabulary were established. Evidence suggests that using speech patterns in professionally orientated communication enhances learning in foreign languages. Transformative practices facilitate the improvement of communicative competence by incorporating flexible grammar patterns and transforming language units into “real life” scenarios. A semantic study shows that professionally orientated thematic vocabulary fields help professionals remember and use language units. The functional-semantic methodology structures pedagogical information coherently and maximises the relationship between form, meaning, and scenarios. The Kazakhstani experience shows that tourism professionals should be trained in intercultural communication, professional vocabulary and terminology, and grammatical transformations. The functional-semantic methodology is a foreign language teaching methodology for professionally orientated learning and offers insightful curriculum and resource recommendations, the paper concludes.
Understanding others’ feelings and thoughts and responding to them properly is called empathy and it is one of the fundamental features of language teachers. Despite the recognized significance of empathy in language teaching, there is currently a lack of a standardized scale to measure empathy skills specifically in the context of language education. Based on a sequential mixed methods design, at the first phase of the study a pool of 70 items was developed based on the literature. Expert views and face and content validity procedure reduced them to 23. A number of 255 English language teachers participated in the second phase of the study. Exploratory factor analysis was employed. Three sub constructs labeled as Emotional Attunement Skills, Active Listening Skill, and Perspective-taking Skill were found for the remaining 15 items. The findings revealed that the valid and reliable scale can be safely used to assess empathy skills.
Over the past fifteen years (2010–2026), research on written corrective feedback (WCF) and dynamic written corrective feedback (DWCF) in ESL/EFL contexts has expanded rapidly. Following Petticrew and Roberts’ s (2008) seven-stage framework, this review synthesizes 54 primary studies through content analysis, identifying 41 word-level concepts grouped into six themes: types of feedback, research design, writing process, participants and educational contexts, types of errors, writing performance. Results show that direct WCF remains most frequently examined, while indirect and metalinguistic forms are less common and often combined. More recent studies highlight growing attention to computer-mediated feedback and DWCF. Research designs were dominated by pre-post and post-test quasi-experiments, with fewer mixed-methods and qualitative studies. In addition, both WCF and DWCF consistently improved accuracy and psychological outcomes, while effects on complexity and fluency were mixed. Based on the systematic literature review, this study is expected to contribute more meaningful references and give some implications for future research.
This study examines the effectiveness of Group Dynamic Assessment (G-DA) in enhancing English as a Foreign Language (EFL) learners' listening comprehension, drawing on Sociocultural Theory. G-DA combines instruction and assessment by offering mediated support during listening tasks, fostering development within learners’ Zone of Proximal Development (ZPD). A one-group pretest–posttest design was used with 20 undergraduate students at Sultan Agung Islamic University, Indonesia. The students participated in three G-DA enrichment sessions, where the instructor provided graduated prompts and feedback during group-based listening activities. Learners benefitted both directly as primary interactants and indirectly by observing peer mediation. The results showed a significant improvement in listening comprehension, with mean scores increasing from 27.80 (SD = 7.25) to 32.45 (SD = 6.65), t(19) = –8.94, p < .001. The high effect size (η² = 0.81) indicates a strong impact, with weaker students making notable progress. The study supports the integration of assessment and instruction in EFL listening, validating the concept of a collective ZPD in classrooms and highlighting the inclusive benefits of collaborative mediation. Pedagogically, it offers practical guidance for teachers seeking to embed assessment in interactive learning. Future research should explore the long-term effects of G-DA and its applicability to other language skills and contexts.
The tools that teachers use to teach and assess their students have a significant impact on how they teach and how well their students learn. However, we need to know more about how primary school teachers utilize technology to assess in the classroom. To fill this gap, we conducted a study to investigate how teachers in seven countries—Brazil, China, Colombia, Ecuador, Japan, Taiwan, and Vietnam—utilize technology to assess students' proficiency in speaking and writing. A total of 142 teachers participated in an online survey to provide information about how they utilize technology to assess students' speaking and writing skills in the classroom, as well as the challenges they encounter. We selected 16 teachers to participate in one-on-one online interviews, allowing us to gain a deeper understanding of how technology is utilized in classroom assessments. The findings highlight the technology tools educators use to assess the speaking and writing skills of young language learners, how they use them, the features they like, and perceptions concerning the benefits and challenges of integrating technology into classroom assessments. We also provide suggestions on how to use technology assessment tools more effectively, tailored to young language learners, to enhance their classroom assessment practices.
This contribution examines the risks and affordances of new technologies, such as generative artificial intelligence, for language learning, teaching and assessment, paying special attention to higher education. Based on a synthesis of recent literature, we argue in support of e.g., Gao (2024), González-Lloret (2024), Kern (2024), or Thorne (2024) that language learning and language use is at its core a deeply human endeavour, which cannot be outsourced to technology. Based on our central thesis that humans in language education cannot be replaced by technologies, we then summarize affordances and limitations posed by technology in language education, before we look at a strategic level from an institutional perspective. Based on these insights we synthesize the new roles, needs and demands that emerge for languages teachers and learners in the era of GenAI. We illustrate these theoretical deliberations with concrete examples from one large language centre in the North of Germany, covering the strategies developed at the institutional level, the supporting measures offered for and developed with teachers as well as the approaches taken to include students in the discussions about the role of technologies in language education.
