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This study aimed to enquire about the English foreign language (EFL) doctoral students' perspective, especially in the non-English department, concerning the Indonesian government policy, which obliges an article published in a reputable international journal as a requirement to receive a doctoral degree. Their challenges in publishing their papers in Scopus or Web of Science (WOS)-indexed journals and their resolutions were also analyzed. A mixed-methods technique was used to obtain quantitative and qualitative information. The study consisted of 57 respondents, comprising 25 males and 32 females, who were EFL doctoral students of education departments from five universities. The purposive sampling method with several criteria was used to determine the study participants. Data were then collected through questionnaires and semi-structured interviews. Subsequently, the findings showed that the policy of publishing a paper in Scopus or WOS-indexed journals to obtain an EFL doctoral degree was burdensome to the majority of the students. Other findings showed that the students faced several challenges in publishing their papers in these journals, including language problems, cost of publication, journal selection, lack of experience, duration to publish, writing difficulties, revising, and stress. The actions to resolve these challenges were also provided in this study. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS). Design/methodology/approach: Descriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency. Findings: The study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook–question paper mismatch hampers Bloom's taxonomy-based cognitive skills. Practical implications: This research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes. Originality/value: The research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS. [ABSTRACT FROM AUTHOR]

This research explores how paper and online assessments (OA) can affect EFL learners' personal development variables such as self-esteem, mindfulness, demotivation, and language learning development. Sixty intermediate English as a foreign language (EFL) students participated in the current research and were randomly grouped into the experimental group (EG) and the control group (CG). Before the intervention, the data collection tools assessing language learners' self-esteem, mindfulness, demotivation, and language learning development were administered as pre-tests to all the participants. Subsequently, the EG was taught all lessons of the coursebook, Top Notch 2, by utilizing OA while the CG was taught the identical lessons using a conventional (pen and paper) assessment. In the post-treatment phase, the two groups completed the post-tests on self-esteem mindfulness, demotivation, and language learning progress. The study demonstrated that the EG group outperformed the CG group on the four post-tests. The findings indicate that the intervention of OA significantly enhanced language learning outcomes and psychological well-being regarding the measured personal development variables. The enhanced efficacy in the EG group can be ascribed to the utilization of OA during the treatment phase, which has a beneficial effect on academic and personal development. This study also posits that integrating OA augments psychological engagement and language development among EFL learners. It highlights the implications of the results associating teaching EFL via OA with the observed personal development aspects and attributes them to effects of positive psychology. [ABSTRACT FROM AUTHOR]

The paper in hand aims at exploring Moroccan EFL learners' attitudes towards digital reading and word processing as well as the benefits and challenges associated with these two recently spread practices. A convenience sampling technique was utilized by the researchers of the present study to select a sample consisting of 64 EFL learners belonging to the School of Languages, Literature, and Arts, Kenitra. This sample involved 34 males and 30 females whose ages ranged between 21 and 52 years old. The participants were asked to fill out a 5-point Likert scale questionnaire divided into two sections, namely digital reading and word processing. The collected data were then analyzed using the 26th version of Statistical Package for Social Sciences software (SPSS). The findings of the survey indicate that the participants hold positive attitudes towards digital reading and word processing. They also reveal that the informants face challenges in digital reading similar to those they encounter in word processing. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This research aimed to compare two strategies for vocabulary learning (digital-game-based learning and paper-based learning). The research was conducted during the first semester of the academic year 2022/2023. A total of 40 EFL undergraduate students within the Applied English Program of a private university located in the middle part of Taiwan were selected and divided into two groups: digital-based (n = 20) and paper-based (n = 20). The instrument developed by the researcher was pre- and post-vocabulary tests for both groups. The pre-vocabulary test was implemented to identify the level of students' prior knowledge of vocabulary mastery. For the intervention, Kahoot! quiz exercises were conducted weekly for the digital-game-based group, while the paper-based group received the same quiz on paper every week. The post-vocabulary tests showed no significant difference between the students using digital-game-based quizzes and paper-based quizzes during the six-week intervention. [ABSTRACT FROM AUTHOR]

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The issues of whether mobile-assisted English as a foreign language (EFL) reading is effective have become increasingly important for EFL teachers and policy-makers. However, empirical studies investigating EFL students' reading comprehension performance on mobile phones and students' perceptions of these reading formats are lacking. The present research employed questionnaire surveys and semistructured interviews to investigate whether differences exist between mobile-assisted and paper-based EFL reading in terms of participants' reading comprehension accuracy, reading speed, and reading strategy used (i.e. general, problem-solving or support strategies) and explore EFL learners' perceptions of mobile-assisted EFL reading. A sample of 81 first-year college students participated in a quasiexperiment, 6 participants participated in a semistructured interview, and a sample of an additional 10 students participated in a pilot study. The analyses, including qualitative descriptions, mixed-design analysis of variance (ANOVA), paired-sample t-tests, and independent-sample t-tests, indicated that participants achieved superior reading comprehension accuracy when reading from printed paper compared to reading from mobile phones. Superior reading speed from paper was observed only when participants were instructed to read and complete the comprehension test the first time, while no difference in speed between the two reading media was observed the second time. Additionally, participants' use of reading strategies during mobile-assisted EFL reading was not as effective as that during paper reading. Regarding participants' preferences, most participants (79%) preferred reading from paper over mobile phones because hard copies provided a better reading experience and promoted active reading engagement. However, participants held positive attitudes toward mobile-assisted EFL learning and wanted to continue to read from mobile phones to assist their foreign language learning due to their convenient built-in functions and portability. The implications for the use of mobile devices to assist language pedagogical practice are discussed. [ABSTRACT FROM AUTHOR]

This study is aimed at exploring the perceptions of ESL teachers about ChatGPT as a detriment to analytical writing skills of graduate students. Since the inception of ChatGPT, an AI-powered tool, the argumentative and critical thinking skills of ESL learners are adversely affected. Analytical writing skill is an essential and valuable academic skill that a learner needs to master. The study is descriptive quantitative in nature with a closedended questionnaire as a research tool. Data comprises of a purposive sample of 30 ESL teachers from various public sector universities of Pakistan. Data is analysed via SPSS version 25 where tables are drawn to represent the statistical findings. Results of the study conclude that incorporation of ChatGPT has become a challenge in ESL classrooms because learners have become prone to malpractices of generating content from ChatGPT and plagiarising the subject matter. Consequently, analytical writing skills of ESL students are deteriorating. Theoretical underpinnings of the study are based upon TPACK framework by Mishra and Koehler (2006). The study a recommends institutes to ensure strict plagiarism policies to avoid malpractices of copy-pasting. Moreover, the study recommends ESL teachers to incorporate classroom tasks in order to promote creative ideation among learners. [ABSTRACT FROM AUTHOR]

Discourse analysis has been getting increasing attention amongst English as a Foreign Language (EFL) school teachers in many academic fields of study in recent years as a greater number of EFL students are likely to study abroad, especially in English-speaking countries. An abstract genre analysis that focuses mainly on pattern underlying specific text types can be helpful for such language teachers to find out new ideas of teaching reading and writing. This study compares six different abstracts of the research papers in Applied Linguistics by identifying five move structures (Introduction, Purpose, Method, Product, and Conclusion) and fourteen sub-move options of the abstract genre. The study also looks closely at some of the main lexical cohesions (e,g., repetition, synonym, antonym, and hyponymy), grammatical cohesions (e,g., additive, adversative, causal, temporal, anaphoric, cataphoric, comparative, ellipsis, and tense usage). It would be worth investigating how well each abstract of the research papers is organized and what makes its abstract so important in terms of the contents. The paper makes a few suggestions for the future possibility of applying the genre-based ESP (English for Specific Purposes) teaching in secondary - and tertiary - level educational settings in Japan. [ABSTRACT FROM AUTHOR]

Through this study of the lexicon in learning English as a foreign language, we see that learning the lexicon is a sine qua non for learners since it is thanks to it that they will access effective communication. Also, the integration of digital technology in the teaching-learning of languages is not new, but the web and the great diversity of tools that are increasingly easy to use seem to have had an accelerating effect. So, this research took place in The Ankara University Private Foundation & Anatolian High School (ANKU) in Ankara for the use of digital technology in the context of consolidating lexical memorization in languages. Based on this research, we will ask the question of the effectiveness of memory replays via digital technology in the context of a consolidation of lexical memorization in the medium term versus the use of paper supports. The experiment was carried out in an establishment whose students mainly have a relatively high socio-economic profile. This is a Secondary class, with heterogeneous levels. We will highlight here the fact that in English lessons, students have used the Socrative online exerciser on several occasions since the start of the year on a computer in the computer room for formative assessments (as training and self-evaluation) preceding summative evaluations on paper and that they were therefore accustomed to this digital medium during the experience. [ABSTRACT FROM AUTHOR]

Despite Palestinian university students' problems with the Test of English as a Foreign Language Internet-based Test, no researchers approached this research area in the Palestinian English as a Foreign Language context. The present study attempted to answer a question focusing on Palestinian university students' problems with the reading sections of the Test of English as a Foreign Language Internet-based Test and the revised Test of English as a Foreign Language paper-delivered test. The participants were 65 fourth-year students studying English at Al-Aqsa University. The researcher employed four instruments: a test, a group semi-structured interview, and two individual semi-structured interviews. Results showed the students' problems with the reading sections of the two types of tests, such as the irrelevance of the topics of the tests to the students' content background knowledge, students' lack of exposure to lengthy passages, students' slow reading speed, and the students' lack of linguistic proficiency. Additionally, the study offered many recommendations for Educational Testing Service experts and Al-Aqsa university students and instructors. [ABSTRACT FROM AUTHOR]

This study compared the effects of computer-mediated (CM) versus pen-andpaper (P&P) writing on written accuracy and feedback processing in tasks written and rewritten collaboratively following a pedagogical treatment in two intact authentic classrooms. The study involved 32 secondary education low-proficiency English-as-a-foreign-language (EFL) learners writing two descriptive texts collaboratively and receiving in-class training in the identification and correction of grammatical, lexical, and mechanical errors. Participants were provided with unfocused direct error correction (EC). Error logs were used to facilitate noticing of teacher corrections (i.e., feedback processing). Dyads were required to rewrite their texts for evidence of feedback uptake. Results indicate that writing collaboratively on the computer with the availability of the Internet contributes to increased grammatical and lexical accuracy. No differences were found between writing environments regarding feedback processing or accuracy of rewritten texts. [ABSTRACT FROM AUTHOR]

With the exponential rise in scientific research as a result of the spread of information technology, there is an emerging need to process and systemize the information contained in such publications in both national and international settings. The academic journals, in paper as well as electronic forms, are the most used channels of academic communication among researchers, due to the confidence that this information resource enjoys and the standards it applies. In addition, new ideas and developments appear in academic journals long before the books refer to them. Articles, topics, and issues of concern are published in them that do not appear in book form. In this background, this study investigates the research trends in 179 ESL/EFL published studies in ELT Journal and TESOL Quarterly, journals that are acclaimed universally as the setters of research benchmarks. Results show that the focus subjects in these classify into subcategories (trends) which include Global English and Lingua Franca, learner’s issues, teacher’s issues, cultural perspectives, assessment issues, and ESL research methodology and Multimedia & ICT in Language Education. Noticeably, researchers preferred to qualitatively study the Teaching Practices and Methods (f=43) and Global English and Lingua Franca (f=39). However, gaps are perceptible in the ongoing trends to fill which the study makes certain recommendations in its conclusion. [ABSTRACT FROM AUTHOR]

Learning a second language is challenging, but mastering pronunciation is even more difficult. Researchers continuously seek new ways to improve students' English abilities, such as listening and speaking, while ignoring the importance of pronunciation. After conducting a literature review, this article investigates the impact of corpora and two instructional methods on improving students' pronunciation. The paper addresses how to teach pronunciation effectively in the context of English as a second language. According to the review, corpus resources, critical listening, and shadowing can all be used independently to enhance students' proficiency in second language learning. Hence, an innovative Corpus-based Critical Listening and Shadowing model has been devised as an aid in the teaching of pronunciation by providing more specific suggestions for teachers and students, with the expectation that students will perform better once they have been taught pronunciation using the methodology. The current study's findings have pedagogical and methodological implications for pronunciation teaching, learning and research. The implications and future directions of the innovative Corpus-based Critical Listening and Shadowing model are also discussed. [ABSTRACT FROM AUTHOR]

Throughout the past years, written corrective feedback has been a constant part of second language teaching more specifically, teaching writing in ESL learners and it gained its status when it proved its efficacy in this field. Many claimed that written corrective feedback has a positive influence on the writing skills of the ESL learners and that's why according to Ferris & Hedgcock, 2005 feedback has been an investment of time and energy, eclipsing even the amount of time spent preparing and conducting lessons. Cognizant to this, the researcher is in pursuit of the lived experiences of the senior high school students regarding the written corrective feedback they received from their teacher. It also includes the reactions of the participants and personal experiences. This study employed methods on phenomenology under qualitative research design for it plays a vital role in underscoring the lived experiences of the participants. Based on the result of this study, the participants had positive reactions regarding the written corrective feedback they received. Moreover, through the given feedback, the participants revised their works and take better decisions on revising. The following conclusions were drawn: First, written corrective feedback helps learners identify their mistakes. Second, when learners received it, they tend to immediately revise their papers. Next, corrective feedback mechanism is proposed as the output of the study since it helps the learners identify their mistakes and learn from it. Lastly, written corrective feedback should be given by the teachers to the learners and be done immediately and religiously. [ABSTRACT FROM AUTHOR]

Recent studies on technology-mediated task-based learning have shown the impact of task design and modality on English as a foreign language (EFL) learning. However, it is unclear what effect technology-mediated tasks have on learners' English language skills. This paper presents a classroom-based study that showed how using technology-mediated tasks impacted students' learning experiences and fostered the development of specific speaking and writing subskills in an EFL secondary education context. Forty-two EFL intermediate learners completed two speaking and two writing tasks from the Cambridge B2 First exam using mobile devices. The participants were divided into a pen-and-paper group (N = 21) and an iPad group (N = 21). Learning outcomes were measured using a pre-test/post-test design with a statistical comparison of ratings across tasks. A qualitative content analysis of lesson observations and student and teacher interviews served as an additional dataset to shed light on learners' experiences. Descriptive statistics revealed that the iPad group achieved higher scores in pronunciation and accuracy (speaking) and essay organisation features (writing). Tasks involving the active use of the tool for content creation, rehearsing speaking performances, and accessing authentic materials were the most successful among students. [ABSTRACT FROM AUTHOR]

Aim/Purpose: The aim of this paper is to present a systematic review of studies conducted on mobile-assisted task-based learning between 2013 and 2022. The primary objectives of the review are to elicit educational and learning contexts, research areas and foci, research trends, methodologies, data collection techniques, mobile technology used, learning outcomes, and issues in mobile-assisted task-based learning. Background: Conventional task-based learning has evolved over the last decade with numerous researchers incorporating various mobile technologies and devices to enhance the task-based approach. This paper presents a systematic review of taskbased learning, specifically with the adoption of the mobile-assisted method in delivering tasks. Methodology: To provide viable discussions and maintain the accuracy of the review, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (Liberati et al., 2009) protocol items were adhered to. The papers for review were sourced from ISI Web of Science within the last decade from 2013 to 2022. The outcome of screening based on the inclusive and exclusive criteria as well as from the backward search resulted in 16 papers out of 276 papers that were eventually reviewed and analyzed. Contribution: This study is of significant value, especially during the post-pandemic period, as mobile task-based learning provides for flexibility and portability, and to date, no systematic reviews have been conducted specifically on mobile-assisted taskbased learning in the last decade. This review looked at the study characteristics, educational and learning contexts, research areas and research foci, research trends, methodologies, data collection techniques, mobile technology used, learning outcomes, and issues in the papers on mobile-assisted task-based learning. In addition to attributing to the existing body of knowledge, this paper provides insights for researchers, educators, as well as mobile technology developers for consideration. Findings: Major Findings are that all papers are on language learning, with English as a foreign language being the most frequently researched area, and most of the studies are conducted in higher education contexts. Informal learning has become a critical learning setting, and language proficiency and participant perceptions are the two major foci. In addition, no studies have been found to combine mobile learning and social media platforms together to promote language acquisition. Recommendations for Practitioners: This systematic review provides practitioners with an overview of mobile technologies that have been found to be effective in the task-based approach for different educational levels and language skills. These effective mobile technologies could be considered for adoption in their respective contexts. Recommendations for Researchers: For researchers, the time frame for a systematic review could be expanded to increase the number of papers for review. In addition, to ensure the comprehensiveness of findings, big data analysis software could be employed to analyze the research foci, research trends, and research shifts. Additional databases could be added for more extensive review. Impact on Society: The research Findings of this paper can provide benefits for researchers, educators, and mobile technology developers for them to collaboratively promote the development of mobile-assisted task-based learning. Future Research: Future researchers could conduct in-depth empirical studies on mobile seamless learning, research with tasks that are designed based on learners' needs analysis and explore cognitive load as well as learning anxiety which are not extensively researched. [ABSTRACT FROM AUTHOR]

The widespread use of English as a lingua franca (henceforth ELF), namely a contact language between speakers from different lingua-cultural backgrounds (Firth, 1996), has affected all aspects of human activity, including those of English language teaching and assessment. Regarding the latter, its reorientation towards an ELF-aware paradigm that meets the numerous non-native speakers' needs for effective intercultural communication is definitely called for as the number of multicultural EFL classes and the instances of ELF interaction outside the English class are steadily increasing. This reorientation could involve a shift from conventional testing based on Standard English norms towards alternative modes of assessment that reflect the features of intercultural communication and focus on the strategies employed by efficient ELF speakers as these are demonstrated in relevant literature and studies. When it comes to the assessment of oracy skills within a multicultural EFL context, which is the focus of this paper, learners' performance could be assessed through systematic observation and the use of ELF-aware speaking tasks and criteria, whose effectiveness was investigated in a relevant small-scale study, conducted within a multicultural Greek EFL context. This study indicated that despite its excessive demands on time, effort and concentration, observation-based assessment has significant potential in stimulating and promoting the development of communicative oracy skills and strategies. The elements of observation that contribute to its effectiveness are analysed in this paper. [ABSTRACT FROM AUTHOR]

The use of translation as a method for teaching English for Specific Purposes has recently gained attention. Historically speaking, the use of translation has been regarded as a constraint to learning a second language, especially considering the negative reputation of the Grammar-Translation school. However, current research has shown that translation could be used as an effective teaching method in ESP classes at the university level. This research aims to scrutinise published research about translation employment in ESP classrooms. The paper scrutinises 25 Articles using inductive thematic analysis. The articles under scrutiny resulted from a systematic literature search of Google Scholar, Web of Science, and Ebsco. The inductive thematic analysis led to the discovery of themes linked to the learner and translation activities and teaching practices, including defining learners’ level, course specifications and designing, academic and administrative instruction, translation as a communication tool, enhancing speaking accuracy, consolidating the learners' lexical repertoire and strengthening comprehension skills. Implementing translation activities in ESP classrooms is prominent in consolidating the four skills. The results of this paper suggest that the application of Translation in ESP classrooms as an aiding tool is a pivotal issue that English language teaching practitioners should consider. [ABSTRACT FROM AUTHOR]

This is a quantitative study that focuses on the language education policy of distance learning classes with particular attention to the policies regarding the use of the first language in teaching the second language. Previous studies show that the viewpoint of teachers and students, who are involved in distance learning, towards policies of the English language departments of Saudi universities has not been explored before. The main objective of this paper is investigating teachers’ and students’ awareness of the English department’s policy regarding L1 in distance learning classes and the participants’ attitudes towards using L1 in the distance learning classes of L2. Teachers of English as a foreign language with various academic ranks and undergraduate students from different colleges took part in this study. The main research tool of this study is an online questionnaire. The same questionnaire was given to the two types of participants. Data analysis shows that the majority of the participants were not familiar with the policy of the English language department regarding the use of L1 in distance learning classes. Data analysis indicates that both teachers and students acknowledged that they use L1 in the distance learning classes. On the other hand, half of the teachers contended that L1 enhances students’ comprehension in the distance learning classes whereas the vast majority of the students supported this argument. Policy-makers in the English language department are invited to implement an “English-mainly” policy that perceives students as bilinguals. [ABSTRACT FROM AUTHOR]

Arabic students frequently encounter errors while learning English as a second language (ESL). This study investigates prevalent interlingual and intralingual errors observed among Arabic learners of English. The authors posit that by addressing morphological, lexical, and semantic inaccuracies, English instructors can assist Arabic learners in cultivating a more comprehensive and nuanced proficiency in the English language, thereby enhancing their communicative abilities across various contexts. The instructional strategies explained in this paper offer valuable insights for ESL teachers and tertiary-level Arabic students aiming to mitigate or eliminate such errors. Additionally, the teaching recommendations presented in this paper serve as beneficial resources for experienced and novice instructors, facilitating the reduction of errors commonly encountered by Arabic students in their English language acquisition journey. [ABSTRACT FROM AUTHOR]

• Switching to computer L2 writing tests from paper may increase test authenticity. • Test-takers' typing skills has an effect on their computer-based writing scores. • Computer-based ESL writing tests may bias against low-income groups. • Increasing school computer access and typing proficiency may mitigate the bias. An assumption underlying replacing traditional paper-based (PB) writing tests with computer-based (CB) tests is that CB writing tests are more authentic than PB tests (Lessien, 2013). This study tested this assumption by examining the effect of test mode on the situational and interactive authenticity of English as a second language (ESL) writing assessments using an embedded correlational model of mixed-methods design. Sixty international ESL students enrolled at a university in the United States completed two writing tasks in the CB and PB modes. The participants then filled out cognitive processing questionnaires and participated in a post-test interview. All essays were scored by two raters both holistically and analytically. The results indicated higher authenticity for the CB test but also uncovered some concerns with the effect of typing skills on CB test performance. The findings have practical implications for test development, administration policies, and stakeholders in choosing delivery mode for ESL writing assessments. [ABSTRACT FROM AUTHOR]

This study explores voices from an Appraisal Theory perspective (Martin & White, 2005). It aims to investigate how novice English as a Foreign Language (EFL) research writers deploy Engagement resources to review existing literature in the field. The study is based on a corpus of literature reviews from 25 research articles written by Thai undergraduate students enrolled in a research report writing class. Findings show that the writers demonstrated a strong preference to engage readers in the writers' justification of knowledge. The results revealed that Entertain, Acknowledge, and Counter resources were most often used in the articles. By contrast, novice research writers, to some extent, convince readers of their perspectives by using bare assertions without reference to other voices. It may be assumed that second language (L2) novice research writers are aware of the need to engage with readers and to strategically construe dialogic divergences in their written works. [ABSTRACT FROM AUTHOR]

This paper presents a critical examination of the classification of Denial within Speech Act Theory, advocating for its redefinition from an assertive to a directive speech act. Drawing upon the foundational principles established by J.L. Austin (1962) and further developed by John Searle (1969, 1979), the study applies Searle's twelve dimensions of illocutionary acts to Denial. Through this analytical framework, the paper demonstrates that Denial transcends the mere negation of propositions, actively engaging in modifying the hearer's beliefs or actions, a characteristic inherent to directive acts. The analysis highlights the dual nature of Denial, which not only contests a given proposition but also, and more importantly, endeavours to influence the listener's perspective or behaviour. This re-evaluation challenges traditional views and enriches the discourse on linguistic pragmatics by advocating for a more nuanced and context-sensitive approach to speech act classification. By reclassifying Denial as a directive, this study contributes to a deeper understanding of communicative practices, emphasising the strategic use of language in social interactions and the complex dynamics of speech acts in communication. This reassessment calls for a broader reconsideration of speech act classifications, marking a step towards a more comprehensive representation of language functions within linguistic pragmatics and opening avenues for future research. [ABSTRACT FROM AUTHOR]

This mixed-methods study collected evidence of the cognitive validity of CB and PB writing tests and the impact on EFL university students' cognitive processes (e.g., macro-planning, micro-planning) as part of the validity and fairness of classroom writing assessment. To this purpose, two sets of data were collected from 38 Colombian EFL undergraduates from two intact classes. Two retrospective writing process questionnaires were analysed qualitatively and quantitatively to examine students' cognitive processing across CB and PB writing tests. Three perception questionnaires were analysed qualitatively to identify students' perceptions of the impact of the writing mode on their cognitive processes. The findings suggest that both CB and PB tests are cognitively valid, as they activated cognitive processes necessary to perform a writing assessment task. However, each test mode impacted EFL students' cognitive processes differently. The PB mode triggered greater detailed macro-planning of content and text organisation. In contrast, the CB mode triggered micro-planning of text organisation and after-writing revisions at both high and low levels. There were no significant differences in task representation and translating processes. The findings have implications for EFL writing teaching and classroom assessment validity and fairness. • Shaw and Weir's (2007) framework serves to conceptualise CB and PB writing tests • CB and PB tests are cognitively valid but trigger cognitive processes differently • The PB mode enables greater macro-planning of content and organisation • The CB mode triggers micro-planning of text organisation and after-writing revisions • Students' exposure to CB and PB tests ensures their validity and fairness [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Educational Spectrum (IJES) is the property of International Journal of Educational Spectrum (IJES) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Content knowledge is one of Shulman’s teacher knowledge. In no small measure, content knowledge promotes learning and contributes to students’ learning outcomes. The knowledge of what to teach is a key requirement for effective teaching. This paper assesses the subject matter knowledge that Literature-in-English teachers possess and reveals subject content areas where they exhibit high mastery. This paper examines whether teachers’ content knowledge could predict students’ achievement in and attitude to Literature-in-English. The study is a descriptive research of the survey type. Data were collected through four research instruments: a classroom observation scale, a classroom content knowledge checklist, a self-constructed students’ questionnaire and an achievement test. Data collected were analyzed using descriptive and inferential statistics. The participants consisted of 632 students who were taught Literature-inEnglish and 127 Literature-in-English teachers. Findings revealed that the observable elements where mastery was shown are knowledge of elements of literary works and literary appreciation skills. However, the study showed that there is knowledge gap in language development and knowledge of values. The findings show that teachers’ content knowledge predicted students’ learning outcomes (achievement and attitude) in Literature-in-English. The findings raised concerns about pedagogical implications and recommendations for concerned education stakeholders [ABSTRACT FROM AUTHOR]

With the deepening of the research on emotional factors, foreign language anxiety (FLA) has become the focus of researchers in the field of foreign language learning (FLL) and teaching. This paper aims to provide an overview of the historical trajectory of FLA research that has been published in System between 2004 and 2023. While examining the retrieved 49 studies, focus has been laid on the methodologies including research instruments, methods, participants, major themes and key findings of FLA research. Although almost all of the studies employed quantitative and mix-methods methodologies, questionnaires and semi-structured interviews were the most preferred research methods. FL learners from 21 countries/regions were represented, but a significant number of the studies came from China, Japan and Iran. And an overwhelming majority of the studies focused on FLA among the learners learning English as a foreign language (EFL). The review concluded with some research lacunae and possible directions for future research on FLA. [ABSTRACT FROM AUTHOR]

Good communication makes it easier for us to connect with the community and other individuals with various backgrounds. Language is also a catalyst for us to understand ourselves and others, and is the key that opens the window of our world’s view. Every aspect on human life is very dependent on the proficiency of language skills. The goal of this paper was to see how the use of Instagram improved the students’ EFL writing ability. The method used to conduct this paper was Systematic Literature Review. There are 10 articles from various journals that are analyzed and synthetized to extract the data from. Based on the authors finding, the use of Instagram brought forth positive improvement on the students’ writing ability, as well as their motivation in language acquisition study. [ABSTRACT FROM AUTHOR]

Scholarly publication has turned into a growing concern affecting the lives of academics across the world. The increasing demand by higher education institutions for publications in high-profile venues has created various policy issues, including the ones about the language of publication, and more specifically, about writing and publishing in English by speakers of other languages. In this study, we investigate policies of publishing in English in Iranian higher education based on qualitative content analysis of 30 national policy documents and 170 university bylaws released by 46 Iranian universities over the past twenty-three years. The emerging policy lines reveal that the research evaluation system and the structure of incentives as well as institutional pressure mechanisms all tend to act in favor of publishing in English in a context where it is the academic language of only a small minority. The implications of such policy directions for higher education in Iran are discussed along with possible messages for other contexts around the world. [ABSTRACT FROM AUTHOR]

The rapid technological advancements have recently paved the way for a new era of language instruction. Amongst the technological tools which have emerged recently is ChatGPT. This study explores students' attitudes towards utilizing ChatGPT for acquisition of writing skills in English as a foreign language (EFL). Conducted during the first semester of the academic year 2023-2024, the study involved fifty-two students at a private university in Sharjah who were taking an English language course during the implementation of this study. The study used a mixed-methods design to investigate students' attitudes and quantify the findings. Two study tools were employed: a questionnaire and a semi-free interview. Comprising ten items, the questionnaire measured students' attitudes towards using ChatGPT for acquiring writing skills whilst at the same time focusing on higher-order thinking skills as they are related to effective writing. The semi-free interview, on the other hand, included the advantages and drawbacks of utilizing ChatGPT-based essay writing versus self-dependent essay writing. The findings indicated that most subjects confirmed ChatGPT's effectiveness in saving time and ensuring language accuracy. However, the progress one could make in acquiring writing skills and enhancing higher-order thinking abilities could not be seen significant. The paper concludes with recommendations for researchers to consider. [ABSTRACT FROM AUTHOR]

This research paper deals with self-confidence and how the application of Neuro-Linguistic Programming (NLP) technique, six-step reframing, plays a crucial role in students' self-confidence in the English as a foreign language (EFL) classroom. It analyses the effectiveness of incorporating NLP six-step reframing on students' self-confidence levels across different age groups, cultural backgrounds, and academic settings. This provides an opportunity for learners to gain self-confidence, helping them to truly believe in themselves, and allowing them to feel 'seen, heard, and understood'. Reframing, drawing from Neuro-Linguistic Programming (NLP), enables learners to see mistakes as an integral parts of learning process and also helps to refine their skills which are crucial for language acquisition. The research includes sixty-six students who differ based on criteria such as age, cultural backgrounds, and learning experience. Quantitative methods through questionnaires and qualitative methods, through observation and interviews, have been helpful in conducting this research paper. The results have shown a significant effect of incorporating NLP's six-step reframing within the pedagogical framework, shedding light on its potential to empower students' self-confidence challenges commonly encountered in language learning environments. The study has shown that, even students encounter difficulties or setbacks in language learning, the incorporation of six-step reframing technique has proven to be a transformative approach. By systematically identifying dissatisfaction, establishing clear signals, alternative behaviors, eliciting positive intentions, and encouraging students' self-confidence in learning a foreign language. This psychological tool not only contributes to language proficiency but also empowers students to navigate the complexities of the EFL classroom with confidence and adaptability. [ABSTRACT FROM AUTHOR]

This paper presents the integration of generative artificial intelligence (GAI) and other AI tools in English as a Foreign Language (EFL) education, addressing the limitations of traditional pedagogical approaches. Conventional EFL methods, often reliant on rote learning for standardized tests, struggle to impart practical language skills relevant to real-world scenarios. By leveraging AI technologies, this study proposes innovative solutions to these challenges, creating authentic, context-rich learning environments and facilitating creative integration of technology for language acquisition. The synergy between GAI and other technology tools enables the creation of immersive language scenarios, offering tailored exercises and narratives that cater to individual proficiency levels and learning objectives. This collaborative approach empowers both teachers and learners to generate their own content, thereby enhancing comprehension and confidence across diverse linguistic contexts. By transcending traditional teaching methods, the integration of GAI with other tools emerges as a transformative catalyst in language education, providing learners with authentic language practice opportunities and empowering them to engage with English in innovative and personalized ways. The paper concludes by urging EFL educators to embrace AI not merely as supplementary resources but as integral components in redefining pedagogical strategies, ensuring the development of more engaging, tailored, and effective language learning environments. [ABSTRACT FROM AUTHOR]

This research uses the theoretical framework of CALL normalisation developed by Bax (2003) and Chambers and Bax (2006) to offer a systematic review (Gough et al., 2012) of the uses and spread of data-driven learning (DDL) and corpora in language learning and teaching across five major CALL-related journals during the 2011–2015 period. DDL research represented 4.2% of all published papers on CALL during this time frame. The main focus of research was found to be the use of concordancing and collocations when developing university students' writing skills. Contrary to previous research, access to technology was not identified as an impeding factor for normalisation. Syllabus integration and a lack of contribution from language teachers other than researchers emerged as threats to the normalisation of corpora use. Further theorisation is needed if DDL and corpora are to expand their influence on mainstream second language education. [ABSTRACT FROM AUTHOR]

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The rise of English as a lingua franca (ELF), a means of communication between people who do not share the same mother tongue, has prompted a shift from traditional teaching to ELF-aware teaching. For teachers to act as potential agents of change, their self-efficacy beliefs become a determining variable for the successful implementation of change in class. This paper aims to address the role that teachers’ self-efficacy beliefs play in determining their decision-making to adopt ELF-aware teaching practices. A total of 951 Greek teachers of English responded to a questionnaire whose purpose was twofold: (i) to check if English as a foreign language (EFL) teachers incorporate practices that are compatible with the ELF perspective, and (ii) to uncover if higher-level self-efficacy beliefs on classroom management, student engagement, and instructional strategies would entice them to adopt ELF-aware practices in their classes. With the help of statistical tools, we found 10 items that form an ELF index, a unidimensional scale that is associated with ELF-aware teaching approaches. Our analysis shows that higher levels of teachers’ self-efficacy are indeed associated with higher values on the ELF index. However, it seems that significant variations emerge when emphasis is placed on the extent to which each of the three dimensions of self-efficacy affects the ELF index. This finding bears implications for the steps needed to be taken towards enhancing teachers’ self-efficacy beliefs that would lead to the implementation of ELF-aware teaching approaches in their EFL classes. [ABSTRACT FROM AUTHOR]

Self-directed study is a crucial need for learners to emphasize its central role in language education. Fostering and improving students’ ability to take initiative in their learning is considered crucial, for achieving success in both their present and future careers. In addition, recognizing the significance of being open to communication and willingness to communicate (WTC) works as a measure of learning, which can lead to attitudes, among students. This paper aims at finding out the relationship and the effect of learners’ self-directed motivation on WTC by answering the following questions. Is there any relationship between self-direction and WTC? Does self-direction have a positive impact on willingness? The paper examines WTC with 3rd grade students in the English Department, from the College of Basic Education at Salahaddin University-Erbil for the academic year 2022–2023. The participants are (60) students. The paper was conducted through a quantitative method. The data have been collected by a questionnaire and the tool adopted for analyzing the data is a Statistical Package for the Social Science. It is concluded that the most common factors that influence on students’ WTC are motivation, reliance, and anxiety about making mistakes and challenging situations. Another concluding point is that students were unwilling to utilize only English while expressing an idea or discussing a matter with classmates or teachers. Moreover, students referred to linguistic factors represented as indicative of their preference for taking more foreign courses and feeling comfortable in the classroom. [ABSTRACT FROM AUTHOR]