This study explores Indonesian EFL teachers’ knowledge, attitudes, and practices (KAP) regarding the integration of Artificial Intelligence (AI) in English Language Teaching (ELT) within the framework of deep learning. Employing a convergent mixed-methods design, data were collected from 675 Indonesian EFL teachers across various educational levels and provinces via an online questionnaire. In addition, 40 participants were purposively selected from the survey sample for focus group discussions to ensure data triangulation. Findings indicate that teachers generally have limited technical knowledge and familiarity with AI but hold positive beliefs about its potential to enhance the development of materials, reduce workload, and support personalized learning. Classroom practices, however, remain fragmented and efficiency-oriented, with AI often used for lesson preparation rather than transformative pedagogy. A strong demand for professional development emerged, highlighting the need for systematic AI training. This study contributes to the growing body of literature on AI in EFL contexts by proposing a Holistic Implication Model, grounded in the Knowledge, Attitude, and Practice (KAP) framework, which synthesizes how limited technical literacy and positive teacher beliefs converge to shape classroom integration, offering actionable insights for teacher training, curriculum reform, and policy development.
Gender-responsive education is crucial in addressing gender disparities. It allows students to be treated equally during teaching and learning. Therefore, gender-responsive teachers are needed. Scholars working in the field of gender in education have been debating and discussing the extent to which teachers have been responsive enough to gender issues both within the classroom and in the broader context. In Indonesia, however, not much discussion has been directed at the extent to which preparing pre-service teachers (PSTs) is important to produce gender-responsive teachers of the future. Therefore, this descriptive qualitative research aimed to examine PSTs’ existing views on gender roles and the nuances of gender perspectives. For the sake of depth, four Indonesian ELT PSTs were interviewed through semi-structured interviews. The thematic analysis of the interview data found that PSTs viewed gender roles from traditional and egalitarian perspectives. These perspectives were gained from their: (1) varied understandings of gender concepts, (2) responses to acceptance or rejection of common gender stereotypes, such as beliefs about subject preferences or leadership roles based on gender; (3) interpretations of gender roles influenced by sources such as media, family, and educational environments, and (4) awareness of gender bias. The findings imply that formal training in gender-responsive education is essential to creating generations that are aware of and responsive to gender issues and uphold gender equality.
Precise use of near-synonymous vocabulary is essential for effective communication in the service industry, where subtle lexical distinctions can influence clarity, professionalism, and pragmatic appropriateness across different contexts. This study examined the corpus data pertaining to the synonymous terms booking and reservation to determine whether they are interchangeable in all contexts. The study explores variations in formality, genre distribution, collocations, grammatical patterns, semantic preferences, and semantic prosody. Data were sourced from the Corpus of Contemporary American English (COCA). The findings indicate that reservation is more formal, as it has higher Words Per Million values in formal genre. When examining collocates with an MI Score ≥3 and a frequency of occurrence of five or more, it was found that these two words shared only 12 out of 110 collocates. However, the two near-synonyms share all semantic preferences but have differing proportions of collocations covering each semantic field, particularly in some fields, namely SERVICE, IT AND COMPUTING, QUANTITY, and CERTAINTY. In terms of semantic prosody and colligation, the two near-synonyms show no significant differences, but it is interesting to note that the grammatical pattern “make + reservation” is used to a greater extent than “make + booking. It is recommended that L2 learners of English be familiarized with these similarities and differences of both synonyms to use English naturally and effectively in both general and industry-specific contexts within the service industry.
This study explores senior EFL student-teachers’ perceptions of their teaching practice experiences through metaphors. Conducted with 50 final-year student-teachers in Türkiye, the research employed a qualitative case study design. Following their three-week observation stage, participants generated metaphors to describe their practicum experiences after their first teaching practice experiences, which were thematically categorized into positive and negative domains. Positive metaphors—comprising 76% of responses—centred on emotional resonance, professional growth, identity transformation, and relational dynamics, often framing teaching as a journey or role that fosters development and fulfilment. In contrast, 24% of the metaphors expressed negative experiences, reflecting feelings of futility, role conflict, disorientation, and lack of agency. The findings portray metaphors as powerful cognitive and emotional tools that illuminate how student-teachers negotiate their emerging professional identities. Drawing on Gee’s (2000) identity framework, the study underscores the importance of integrating metaphor elicitation into reflective practice and teacher education curricula to support emotional resilience and identity formation. Revealing the dynamic interaction between metaphor and identity negotiation in the high-stakes context of the EFL teaching practicum, this research helps fill gaps in metaphor-based studies. By capturing nuanced, practice-based perceptions, it goes beyond broad impressions to show how student-teachers make use of metaphors to explain classroom realities, providing distinctive insights into the cognitive and emotional challenges that characterize the transition from student-teachers to in-service teachers, along with offering actionable visions for educators, mentors, and curriculum designers. Furthermore, the research offers a unique view into the often-hidden internal processes of professional growth by delving into subtle perceptions in teacher identity during practicum, and gaining insights into student-teachers’ perceptions via metaphors.
The teaching-research nexus (TRN) not only empowers teachers to bridge theory and practice but also challenges the traditional hierarchy between teachers and researchers, making TRN important for more research-informed teaching. This study explores the concept of TRN from the perspective of English language education (ELE) graduate students in the Philippines, an under-researched area in the TRN literature. Adopting an ecological perspective, the study employs an open-ended survey (n = 17) and follow-up individual interviews (n = 5) to explore how Filipino ELE graduate students perceive TRN within their studies and how it shapes their roles as researchers and educators. The findings reveal that TRN, embedded in the curriculum as both a requirement and instructional material, is viewed positively for its significant contribution to professional growth, research knowledge, and teaching skills. The findings not only highlight the participants’ role in TRN as active agents in their graduate courses but also empower them to integrate research into teaching, refining teaching methods through research insights and fostering an understanding of theoretical concepts, thus shaping their roles as educators and researchers. The study underscores the complexity and dynamism of TRN at macro, meso, and micro levels within the context of Philippine ELE graduate studies, indicating its vital role in personal and professional development, and pedagogical advancement.
