Research reveals that technology-mediated teacher feedback can enhance feedback quality, motivate digital natives, and minimize dissatisfaction (Mao & Crosthwaite, 2019). Making use of digital intervention, this study intends to enhance feedback quality provided in composition writing to motivate students and to engage them more effectively with feedback. The aim of the study is to present students’ perception regarding feedback given, using two different digital tools (i.e., Google Docs & Screencastify) on the composition tasks of 94 undergraduate students from a private university in Bangladesh. A mixed-methods case study approach was adopted to analyze data received from two survey questions and interviews after receiving feedback from teachers on students’ composition writing using the digital tools. The study results show a positive perception of students towards technology-mediated teacher feedback. It also presents the reasons for students’ positive perception. Hopefully, the study will contribute to the empirical research literature on feedback literacy in writing.
This study examines teacher competence and teacher efficacy in English-Medium Instruction (EMI) and explores the relationship between these constructs in a Thai school context. Data were collected from 83 Thai EFL teachers in the EMI context using a structured questionnaire and analyzed using descriptive statistics and Pearson’s correlation. The results indicate that teachers reported a high level of competence (M = 3.64, SD = 0.79), encompassing pedagogical, language-related, assessment, and inclusive practices, but only a moderate level of efficacy (M = 3.26, SD = 0.93), revealing a gap between perceived ability and confidence in practice. A strong and statistically significant positive relationship was found between competence and efficacy (r = .818, p < .01), suggesting that competence serves as an important foundation for teachers’ efficacy in EMI. However, the moderate level of efficacy highlights the influence of linguistic and contextual factors, particularly teachers’ self-perceived English proficiency. The findings also indicate that teacher competence and teacher efficacy in EMI extend beyond general pedagogy and involve linguistic, interactional, and translanguaging-related aspects of classroom practice. Furthermore, the results suggest that teacher competence and teacher efficacy in EMI are closely intertwined, highlighting the need for more context-sensitive conceptualizations of EMI teaching.
English movies have emerged as invaluable resources and language learning tool for language educators seeking to enhance the language proficiency of learners. (Brown, 2001; Ho & Le, 2025; Pervan, 2024; Rao, 2019;) However, there is a research gap to explore on how to integrate movies into language instruction to offer an insight into effective strategies, and how to address potential benefits and limitations of incorporating tasks on movies into classroom. This research study aims to probe language learning experiences a group of 21 first year university students gained through completing language tasks such as vocabulary, and content comprehension through watching a Netflix musical fantasy animation, Over the Moon. The study also engaged a group of three volunteer participants to reflect their own learning experiences in a mini focus group interview. The findings showed that the learners could acquire the right meanings of words. Before watching the film, the average score = 8.43 out of 20 words, and after watching, the average scores increased to 17.71. Most students performed strongly on the while- and post-watching tasks, with mean scores of 9/9 (100%) for character identification, 14/15 (93.3%) for quote recognition, and 8.9/10 (89%) for event sequencing. Additionally, the results from the questionnaire presented the overall picture that this group of participants had moderate to very high positive perceptions toward learning English through movies, with mean scores ranging from 3.24 to 4.29. The qualitative data analysis from the mini focus group interview was in line with the quantitative data analysis, and also gave an insight on what the participants actually learned through the movie and learning tasks, and shed light on how to integrate the movie to promote their learning experiences.
Since China is placing increasing emphasis on international engagement in education and English is functioning more widely as a lingua franca (ELF), this study examines the extent to which senior high school English textbooks reflect a Global Englishes (GE) orientation. Using qualitative content analysis, the textual, visual, and auditory elements of three textbooks officially approved by China’s Ministry of Education (MoE) were analyzed through the lens of the 2018 GE framework. The analysis focused on six dimensions: target interlocutors, ownership, norms, cultures, needs, and assessment criteria. The results show that all three textbooks exhibit aspects that are in line with a GE orientation, including representation of diverse English users, acknowledgment of global ownership of English, inclusion of lexical variation, pluralistic cultural representations, communicative assessment forms, and attention to global communication needs. However, native-speakerism remains influential. Although cultural content appears diverse and fluid, it often lacks sufficient depth to foster critical intercultural awareness. Overall, the results reveal both progress and continuing limitations in integrating GE principles into Chinese English language teaching (ELT). These findings highlight the need for more inclusive and pedagogically coherent resources to better prepare students for effective communication in global contexts.
The growing use of AI in education highlights the need for AI literacy among teachers; however, research on Thai EFL university teachers remains limited. To address this gap, the present study aims to investigate the AI literacy of Thai EFL university teachers, as well as the integration and challenges of using AI tools in English classrooms. This study employed a mixed methods design involving 102 Thai EFL university teachers. The quantitative phase was guided by Ma et al.’s (2024) six-construct framework, which includes benefits, limitations, prompts, evaluation, assessment, and ethics, to assess AI literacy. The scope was expanded to include AI tools beyond ChatGPT. Semi-structured group interviews were conducted to gain deeper qualitative insights, and the data was analyzed using both statistical and thematic approaches. The findings of the present study demonstrate that Thai EFL university teachers are clearly aware of the benefits of AI tools in language teaching, with awareness often linked to the length of their experience using such tools. Teachers with advanced familiarity were able to provide detailed examples of how specific AI tools can be applied in their teaching. AI tools were most commonly used for preparing instructional materials, while assessment emerged as a key area of weakness, highlighting the need for further support in this aspect of classroom practice. These findings offer valuable insights for designing teacher training programs that support AI-informed teaching practices in higher education.
