Second language (L2) investment is shaped by multifaceted interaction of identity, capital, and ideology. Despite the growing use of artificial intelligence (AI) in language learning, little quantitative research has examined whether AI-related language learning practices are associated with perceived second language (L2) investment among international students. This study bridges this gap by investigating the perceived usefulness of AI-related tools for language learning, learners’ perceived L2 investment, the relationship between these two constructs, and whether English-major and non-English-major Yemeni postgraduate students (YPSs) differ in their perceptions towards L2 investment. A closed-ended questionnaire was administrated to a convenience sample of 78 YPSs studying in India. The results revealed a high level of AI usefulness for English language learning (M = 4.02), and a high level of perceived L2 investment (M = 4.14) among YPSs in India. Across the three dimensions of L2 investment, L2 Capital received the highest mean score (M = 4.27), followed by L2 Ideology (M = 4.14), and L2 identity (M = 4.02). The results further revealed the existence of a strong, positive, and statistically significant correlation between the self-reported AI-related language learning practices and perceived L2 investment (r = .669, p < .001). Notably, the Mann-Whitney U test indicated no statistically significant difference in perceived L2 investment between the perceptions of English-major and non-English-major YPSs (U = 634.00, p = .880). The findings provide quantitative evidence that AI-related language learning practices are positively associated with postgraduate L2 investment, showing greater emphasis placed on the instrumental and socio-economic value of English than on identity-related aspects.
This study examines the challenges faced by English lecturers at Hanoi Metropolitan University (HNMU) when applying Communicative Language Teaching (CLT) to grammar instruction for non-English major students. It also brings out the practical responses that lecturers themselves take to be feasible in this setting. The study rested on a mixed-methods design. Questionnaire data came from 28 English lecturers, and these were followed up with interview data from 10 of them, all gathered over the first semester of the 2024–2025 academic year. The questionnaire carried both closed and open-ended items, putting questions to lecturers about how they understood CLT, how they went about teaching grammar, what constraints they perceived, and what solutions they would suggest. As for the findings, they indicate that CLT-based grammar instruction comes up against several constraints: training that is too thin on the practical side, classes that are large and mixed in level, assessment that leans toward grammar, students whose English proficiency remains limited, and a frequent falling back on Vietnamese during pair or group work. The interview findings further suggest that lecturers do not reject CLT in principle. Rather, they tend to adapt it cautiously because institutional conditions and student readiness make full implementation difficult. The study contributes a context-specific account of CLT implementation in grammar teaching for non-English major students in Vietnamese higher education. It argues for gradual, locally responsive integration of communicative activities, supported by teacher development, assessment adjustment, and student orientation.
This study explores the use of literature circles in developing critical reading skills among Thai and Chinese students in an English literature classroom in a Thai university context. The objectives were (1) to compare the critical reading skills of Thai and Chinese students before and after implementing literature circle activities and (2) to analyze the students’ strengths and weaknesses in using literature circles to enhance critical reading skills. The population consisted of 46 third-year Thai and Chinese students in the English for International Communication (International Program) from a literary appreciation course. The study employed a mixed-method research design with simple random sampling techniques. Data were collected through critical reading tests, online questionnaires, and observations over one semester, during which students participated in Literature Circle activities following a six-week lesson plan. Quantitative data were analyzed using a t-test, means, percentages, standard deviation, while qualitative data were examined through descriptive tabular analysis. The results indicate that Chinese students demonstrated statistically significant improvements in post-test score, whereas Thai students did not show statistically significant gains. The questionnaire revealed that Thai students excelled in identifying facts from opinions, while Chinese students were better at analyzing the logic of content. However, Thai students struggled with evaluating information, while Chinese students faced challenges in researching and analyzing information sources. The findings suggest that while literature circles are valuable for developing critical reading skills, their implementation requires thoughtful adaptation to address cultural, linguistic, and logistical challenges, especially in multicultural classrooms.
This mixed-method study aimed to investigate Thai undergraduate students’ motivation to study translation and examine the relationship between different motivational factors and their learning efforts. The participants were 114 English major students in a translation course at a Thai university. The study employed a motivation questionnaire to collect quantitative data on students’ learning efforts and motivational factors. The questionnaire was based on a combination of motivational frameworks, including the L2 Motivational Self System (L2MSS) with its focus on the ideal self, the ought-to self, and the learning experience, as well as intrinsic motivation (interest and enjoyment), instrumental motivation, and English language mastery. Additionally, qualitative data were collected through a qualitative survey from 26 students who volunteered to give deeper insights into their motivations for studying translation. The findings revealed that English language mastery was the most prevalent motivator among the students. However, regression analysis indicated that only enjoyment, interest, and instrumental motivation significantly predicted students’ learning efforts in studying, accounting for 67.6% of the variance. The findings of this study provide valuable insights for designing translation courses that align more closely with students’ motivations, particularly by emphasizing enjoyment, interest, and instrumental motivation to create an engaging learning experience.
The Problem-Centred Interview (PCI), developed by Andreas Witzel in the early 1980s, is a discursive-dialogic method that integrates narrative and semi-structured interviewing with elements of biographical approaches. Despite its growing use in German-language social research, PCI remains largely absent from TESOL scholarship and has not previously been applied to the study of transnational teacher identity. The purpose of this article is to present PCI as a suitable research method for exploring TESOL teacher identity and to reflect on its practical application in doctoral research on transnational identity formation among expatriate non-native English language teachers. Drawing on PCI principles, the study provides a step-by-step account of the method’s practical implementation, detailing adaptations made to suit the specific research context. The article outlines the main principles of PCI and comments on its differences and commonalities with related approaches, including narrative interviewing, semi-structured interviewing, and biographical approaches. The article also addresses the limitations encountered during the execution of PCI and concludes with recommendations for researchers in TESOL and related fields who are considering this approach. The article demonstrates the value of PCI in investigating the complexities of transnational teacher development and argues for its wider adoption in qualitative research on language teacher identity.
