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English speaking is the language of business globally, therefore, having a high level of English will open doors to more job opportunities and making an attractive employee to companies. The study aimed to find out the English adaptation of Bachelor of Secondary Education English major graduates at Davao City Call Centers. Specifically, the study sought to determine the following sub-problems which are the level of English Proficiency level of BSEd-English Graduates before they become call center agents in terms of grammar, sentence mastery, vocabulary, pronunciation, and fluency; the English Proficiency level of BSEd-English Graduates during their employment as call center agents in terms of grammar, sentence mastery, vocabulary, pronunciation, and fluency; the significant differences in the mean scores of each of the five (5) English Proficiency parameters before and during employment of the BSEd-English graduates as call center agents. An English Proficiency Test and TOEFL test for teacher were utilized as the research instrument in the gathering data which contain items adapted and modified from various English proficiency test and TOEFL test for teachers' which suit to the level of the teachers. Test of English as a Foreign Language known as TOEFL test is a standardized test to measure the English Language ability of non-native speakers to evaluate the English speaking and understanding ability of a speaker. Based on the data gathered and analyzed, the. The findings showed that before the employment of the BSE-English as call center agents their English proficiency level in grammar was good as revealed by the mean score of 11.80, in sentence mastery their English proficiency level was also good as indicated by the mean score of 11.80. moreover, in vocabulary their English proficiency level was also good as justified by the mean score of 11.20, in pronunciation their English proficiency level is very good as proven by the mean score of 4.93, and in fluency their proficiency level was also very good as stated by the mean score of 4.53. Moreover, during the employment of the BSEd-English graduates as call center agents their English proficiency levels in the following language areas are the following; in grammar their proficiency level is very good as revealed by the mean score of 13.25, in sentence mastery their proficiency level is also very good as justified by the score of 12.80in vocabulary their proficiency level is also very good with the mean score of 13.40, in pronunciation their proficiency level is also very good with the mean score of 5.46, and in fluency their proficiency level is also very good as proven by the mean score of 5.40. In the study, the results show that there are significant differences between the students' English proficiency before and during their employment as call center agents: in grammar the computed t-value is 4.460. In sentence mastery the computed t-value is 4.365, in vocabulary the computed t-value is 5.662, in pronunciation the computed t-value is 5.112, and in fluency the computed t-value is 4.203 which are all higher than the tabular t-value of ≠2.145. The study was concluded that the employment of BSEd-English graduate to call centers has positively contributed to the English adaptation of the respondents. Further, it is concluded that the employment of respondents to the call centers has improved their English proficiency level in grammar, vocabulary, sentence mastery, pronunciation and fluency. [ABSTRACT FROM AUTHOR]

Past research connects pervasive anti-Latina/o stereotypes to school practices and teacher–student interactions. However, there is less work on how Latina/o students negotiate and adopt such pervasive stereotypes when interacting with their immigrant peers. Using work on racialization and Bourdieu's (1989) concepts of misrecognition and symbolic violence, we analyze language surrounding Mexican, Caribbean, and Central American 'ESL students' in Peers Making Change (PMC) - a peer-mentoring program initiated by social-justice-oriented multilingual students in a U.S. Southern high school. The school's racial and academic divisions and PMC's focus on student 'motivation', coupled with broader racialization of Latina/o students, enforced divisions between multilingual mentors and 'ESL mentees' and hindered social-justice-oriented program goals. Educators and Latina/o multilingual student mentors unknowingly participated in symbolic violence as they circulated racialized language about (Spanish-speaking) 'ESL students" presumed 'cultural values' and 'lack of' academic skills and motivation, indicating the micro-negotiations unfolding during responses to racial stereotypes and hierarchies in U.S. schools. [ABSTRACT FROM AUTHOR]

Despite the plethora of research on computer-supported collaborative writing, previous studies have failed to provide an adequate analysis of the quality and quantity of multi-authored texts due to the vast amount of unstructured data. This study aims to expand the current research by contributing new perspectives to the understanding of students' collaborative writing interactions and strategies. Nineteen EFL learners, divided into five groups, were asked to collaboratively write a literature review on a selected research topic using Google Docs. The qualitative and quantitative analysis of the data, supported by text mining using DocuViz, revealed that the groups demonstrated patterns of interactions along the continuum of equality and mutuality. However, due to the nature of the required task, groups with the same collaborative interaction patterns exhibited some writing strategy variations. Text visualization analysis further revealed that the groups adopted more than one writing strategy to complete the task. They tended to start with an outline in which the task was divided, and students worked either in parallel or sequentially. This was followed by cooperative revisions or a synchronous hands-on style before the task's due date. By using multiple data analyses, this study distinguishes between interaction patterns and writing strategies, two concepts previously used interchangeably. Methodological and pedagogical implications are also presented. [ABSTRACT FROM AUTHOR]

This article describes the design and implementation of a training model on Multimodal Mobile-Assisted Language Learning (M-MALL) for EFL pre-service (PSTs) teachers. Albeit EFL teachers' positive attitude towards technology integration into language teaching, they may still lack guidance and support on how to implement mobile technologies in their teaching contexts. Based on these, a training model to integrate M-MALL into PST education was suggested. An M-MALL training program was developed for the purposes of the study based on the needs, related literature, and the gap stemming from the lack of training opportunities in PST education. 16 PSTs studying in an ELT Department in Turkey participated. Following the implementation of a systematic eight-week training, participants were asked to write reflections on the training they received. The PSTs, in general, reported positive views on receiving training. Receiving such thorough training resulted in many gains for the participants such as improvement in teaching skills, expanding perspective on effective mobile technology integration, and being up to date as a teacher. The results have implications for language teachers and curriculum designers, and the suggested model provides a guideline for PST educators and language practitioners who would like to improve teaching competencies in a digital world. [ABSTRACT FROM AUTHOR]

Machine Translation (MT) tools have advanced to a level of reliability such that it is now opportune to consider their place in language teaching and learning. Given their potential, the current study sought to engage EFL university sophomores in recursive editing afforded by Google Translate (GT) for one semester, and investigated (1) whether the students were able to correct errors assisted by GT, (2) whether GT facilitated better writing, (3) which aspects of writing, fluency, complexity or accuracy GT better assisted the learners with, and (4) the student's attitudes toward GT. A quasi-experimental approach was adopted where the experimental group, comprising 34 students, received training in recursive editing while the control group, comprising 33 students, did not. Both groups completed an error-correction test and an essay pre- and post-intervention. The experimental group completed an additional Affective Filter and Task Difficulty questionnaire post-intervention. The results showed that the experimental group significantly outperformed the control group on the error correction test; however, no significant difference in the two groups' writing scores was found. Further, the evaluation of writing fluency, accuracy, and complexity yielded a mixed picture. The control group demonstrated significantly better fluency as shown in sentence, clause, and T-unit counts, but not in total word count. The experimental group, conversely, showed significantly higher syntactic complexity in mean length of clause, and significantly better accuracy in writing post-intervention. Finally, the students were generally positive about using GT to learn in terms of anxiety, motivational belief, and task complexity. [ABSTRACT FROM AUTHOR]

This study investigated the effects of digital and non-digital gamification on EFL learners' learning collocations, satisfaction, perceptions, and sense of flow. The participants divided into three groups of digitally gamified, non-digitally gamified, and non-gamified classes were 75 Iranian EFL students at B1 level. In each class, students were divided into two teams and received the treatment. The data collection instruments included a pretest and a posttest of collocation knowledge, the flow questionnaire, three open-ended questions, and a semi-structured interview. The results of ANCOVA revealed significant improvement in the collocation knowledge of the three groups. The results of an ANOVA revealed significant differences in the collocation posttest scores of digital and non-digital groups compared to that of non-gamified group. Additionally, both gamified groups were satisfied with using gamification for learning collocations, because they believed the class was highly competitive, encouraging them to collaborate and learn in teams. Both groups also had positive perceptions of implementing gamification for learning collocations, which included competition, teamwork, and challenging and fun learning environment. The results indicated that students of both gamified groups considerably experienced the sense of flow because their skills matched the challenges of the games, and they were absorbed in the games. This study recommends that EFL teachers implement gamification as an effective tool to tap into learners' emotions and to engage them in learning English collocations. [ABSTRACT FROM AUTHOR]

Previous research has documented that students' reading comprehension performance in learning English as a foreign language (EFL) differs greatly between mobile-assisted and paper-based reading. The present study extends previous work by investigating whether reading cognitive load differs between mobile-assisted and paper-based EFL reading processes and exploring whether cognitive load mediates the relationship between reading medium and EFL reading comprehension performance. The instruments used are reading comprehension tests and questionnaire surveys administered to a sample of 191 first-year college students. A repeated-measures analysis of variance (ANOVA) indicates that cognitive load is significantly greater for mobile-assisted EFL reading than for paper-based EFL reading. In addition, structural equation modeling analyses indicate that cognitive load fully mediates the relationships between medium and reading comprehension performance; these mediation effects are independent of the level of English language proficiency. These results imply that cognitive load is a pivotal factor influencing students' reading comprehension across media. Reasons for differences in reading cognitive load and its role as a mediator are discussed. Recommendations for promoting students' reading experience on mobile phones are provided. [ABSTRACT FROM AUTHOR]

The use of text chat in synchronous computer-mediated communication (SCMC) could help remedy the widely reported lack of active involvement in online language learning. However, the nuances and complexities of learners' text-chat actions warrant further examination. This exploratory study used observational data collected from 40 students in a graduate-level Academic English course at eight time points across a semester to analyze the functions of text-chat interaction in an SCMC setting and to capture how their text chat changed over time. This led to the identification of five functions of text-chat interaction (i.e. cognition, metacognition, socio-affect, organization, and technology), suggesting that cognitively meaningful learning occurred immediately through such interaction. Over time, there was a decline in the quantity of text-chat interactions. In addition, the patterns of chat between students and the teacher were somewhat different from those observed among students. In the former case, text quantity diminished, especially in the category of cognition; but in the latter, students engaged in more text chat with their peers to show affect, cognitive agreement, and disagreement over time. The study's findings regarding the complex dynamics of an authentic process in SCMC language classrooms have considerable practical value in facilitating interaction in similar language-learning contexts. [ABSTRACT FROM AUTHOR]

Since teachers are the most responsible ones for integrating technology into their online teaching practices, understanding their attitudes and beliefs is of great importance. This study thus investigated pre-service English as a Foreign Language (EFL) teachers' attitudes and perceived challenges of teaching online language courses. To this end, a questionnaire with three categories on teachers' values and attitudes, beliefs, and communication self-efficacy and one on perceived online teaching challenges with five categories of attitudinal, pedagogical, interactional, supportive, and technical were administered to 100 MA students of Teaching English as a Foreign Language (TEFL) at Iran University of Science and Technology (IUST). Five open-ended questions were also administered to gain more insight into their attitudes and perceived challenges of online teaching. The results indicated that pre-service teachers were interested in online teaching and believed that online teaching could help learners develop their English language knowledge, and that the advances in online information technologies could provide great opportunities for language teaching and learning. The results also revealed that categories on the attitude scale were ranked as communication self-efficacy, teachers' values and attitudes, and their beliefs. Considering perceived challenges of online teaching, Internet connection, lack of teacher professional development courses for effective online teaching, and lack of previous online learning experiences were found to be the most frequent challenges. The dimensions of challenges were hierarchically ranked as technical, pedagogical, interactional, supportive, and attitudinal. The findings could shed light into designing and developing professional development courses for student teachers who are willing to teach online language courses. [ABSTRACT FROM AUTHOR]

Informal digital learning of English (IDLE) is an increasingly important subfield of inquiry in Computer-Assisted Language Learning (CALL) for its concentration on the language learning practices of the digital native EFL students in out-of-class contexts. Attention in mainstream research of IDLE has been directed to (meta)cognition, learning outcomes, etc. as separate domains of IDLE; however, these significant efforts have neither clarified the blurry boundary between semi-structured IDLE practices and unstructured extramural practices nor investigated factors that positively predict learners' IDLE-enhanced learning outcomes or practices on the four language skills: listening, speaking, reading, and writing. As such, the present study sets out to extend the discussion of informal digital learning of English (IDLE) by establishing a recontextualized model of IDLE. To this end, a total of 1080 Chinese university EFL learners were invited to complete an IDLE questionnaire survey developed and validated in the context of China. Using IBM SPSS Amos 22, structural equation modeling was run to examine the inter-factorial relationships among six IDLE sub-constructs by examining eight hypotheses. The results confirm that 1) learners' IDLE-enhanced benefits are positively predicted by support from their important others, resources and cognition, but not learners' authentic L2 experience and IDLE frequency and devices, and 2) learners' IDLE practices can be significantly predicted by resources and cognition, authentic L2 experience, and IDLE frequency and devices. Based on these findings, we put forward an expanded conceptual framework of IDLE and suggest more replication studies in the future to testify this study's generalizability and to arrive at more stable conclusions. [ABSTRACT FROM AUTHOR]

As active student participation in classroom interaction is widely accepted as a central component of foreign language learning, prompting student contributions becomes consequential in L2 educational settings including synchronous remote classrooms. When there is a lack of response following teacher questions, teachers resort to a variety of practices to elicit a response from students. Teachers' response-pursuit moves are vital both to ensure interactional and pedagogical progressivity and secure student engagement. This study deals with the absence of student response to teacher questions in a largely unexplored interactional setting, namely large group, remote, synchronous, video-mediated L2 classrooms. Using multimodal conversation analysis for the examination of screen-recorded higher education English as a foreign language classroom interactions, this single case analysis documents interactional resources that an EFL teacher employs for pursuing a response and eliciting student participation. We show that in the focal context, when the teacher's question is left unanswered and no one bids for the turn in the response slot, the teacher draws on diverse interactional practices as well as a range of screen-based multimodal resources to ensure the progressivity of the ongoing activity. Revealing how these resources maximize the interactional space, this study contributes to the understanding of the interactional organization of teacher response-pursuits and provides insights into video-mediated L2 classroom discourse. [ABSTRACT FROM AUTHOR]

It is well known that teachers' feedback plays an important role in students' learning, as it enhances learners' cognitive development; yet there has been little research on how positive feedback given in the form of emojis works in computer-assisted language learning (CALL) courses. In this study, an experiment was designed to clarify how English as a Foreign Language (EFL) learners' emotions are affected when such feedback is presented (no feedback vs. supraliminal feedback vs. subliminal feedback) and to examine how the feedback correlates with their learning effectiveness. A within-subject experiment with 33 participants was designed and administered to examine three proposed research hypotheses. Participants' frontal asymmetry alpha (FAA) and their recollection of the learning contents were used as the index of their emotional valence and learning effectiveness. The results revealed that positive feedback given in the form of emojis generated a positive/approach emotion when it was shown subliminally. Furthermore, a significant relationship was seen between EFL learners' positive emotion and their learning effectiveness; such a finding was supported by the significant relationship between the modes of emoji presentation and the participants' learning effectiveness. This study's originality and value lies in the innovative research method that was adopted and the interesting findings that it yielded. The limitations of this study such as research design and sampling are reported. The study also has practical and theoretical implications for practitioners and scholars of CALL for praxis and future research. [ABSTRACT FROM AUTHOR]

With the rise of computer-assisted online learning tools such as the Language Reactor, advanced captioning options such as dual subtitles (i.e. simultaneous display of on-screen texts in the first language and the second/foreign language) have gained much attention. However, little is known about how dual-subtitled viewing may be optimised to foster second/foreign language learning in multimedia learning environments. In this study, I extended Laufer and Hulstijn (Applied Linguistics, 22(1), 1–26, 2001) Involvement Load Hypothesis (ILH) to the context of audiovisual input and examined the effects of dual-subtitled viewing under multiple ILH-based interventions on vocabulary learning. University Chinese-speaking low-intermediate EFL learners (n = 72) were divided into four groups and exposed to dual-subtitled videos with varying ILH-based interventions. Using a counterbalanced 4 × 4 experimental design, I compared learners' immediate vocabulary gains and retention of target words under four different treatments across four experimental sessions, including interventions featuring an involvement load of 4 (moderate need + search + strong evaluation), an involvement load of 3 (moderate need + search + moderate evaluation), an involvement load of 2 (moderate need + search), and an involvement load of 0 (absence of need, search or evaluation). The approach to data analysis was twofold: between-groups and within-groups. ANOVA results revealed that vocabulary gains were the highest when learners viewed dual-subtitled videos under treatments with higher involvement loads. The article ends with a consideration of practical and theoretical implications for language learning through this form of audiovisual multimedia learning condition. [ABSTRACT FROM AUTHOR]

The current mixed-methods study aimed at incorporating a virtual reality (VR) tool (i.e. Google Expeditions) into the writing process of Iranian English as a foreign language (EFL) learners, examining its impact on their writing motivation and performance. To that end, 42 EFL learners were randomly assigned to experimental and control groups, exploring their favorite places in the world with and without Google Expeditions, respectively. Independent-samples t-tests and paired-samples t-tests were run to investigate the participants' writing motivation as well as their performance on the pretest and posttest. As the quantitative results demonstrated, the experimental group significantly outscored the control group in both writing motivation and overall writing performance at the end of the experiment. Semi-structured interviews were conducted to investigate the participants' attitudes toward Google Expeditions, casting further light on the initial quantitative findings. Thematic analysis of the qualitative data lent support to the contribution of this VR tool toward boosting the participants' confidence, general knowledge, and autonomy on the one hand and reducing distraction and anxiety on the other. Implications are discussed and future research avenues are outlined. [ABSTRACT FROM AUTHOR]

This study aimed to examine the impact of an online writing system (OWS) providing individualized corrective feedback (CF) on learners' self-correction of grammatical errors (GE). It consisted of two phases: the pilot and the formal phases. Four EFL (English as a Foreign Language) Taiwanese university students participated in the study at the pilot phase and 22 at the formal phase. An OWS was developed to provide individualized CF in text modes. The data was collected from learners' four written works, their interview transcriptions, and the teacher's observation at the pilot phase, and from learners' pre- and post-written works, three online works, and a questionnaire at the formal phase. The findings of the study showed that individualized CF provided by the system seemed more beneficial to self-correction of GE for those learners at a higher proficiency level. They applied feedback to self-correction and problem-solving, which enhanced their autonomy development. By contrast, the system seemed less beneficial to lower-level learners' self-correction of GE. In addition, individualized CF seemed to be most beneficial to subject-verb agreement error self-correction, and least beneficial to verb tense correction. Different feedback types and provision modes should be considered when using the developed system to deliver corrective feedback. [ABSTRACT FROM AUTHOR]

In recent years, there has been an upsurge of interest in the use of computer technologies for L2 writing instruction. Many researchers have empirically investigated the effects of the applications of educational technologies on language learners' writing performance and have highlighted the effectiveness of the use of educational technology in writing classes (Howell et al., 2021; Lan et al., 2019; Rahimi & Fathi, 2021). The aim of the present meta-analysis was threefold: (1) to examine the overall effectiveness of the applications of educational technology on English as a Second/Foreign Language (EFL/ESL) writing performance, (2) to investigate the substantive factors leading to between-study variation, and (3) to provide a genre-specific technology analysis. Sixty-four studies meeting the inclusion criteria were synthesized in this review. The results revealed that the applications of technology produce a large positive effect (g = 1.00) on EFL/ESL learners' writing performance. Moderator analyses, which were conducted with some study features, also led to the identification of two statistically significant moderator variables, i.e., genre of writing and type of technology. The results of meta-regression showed that there is a significant relationship between type of technology, genre of writing, and the overall effect size of the applications of educational technology. Pedagogical implications are discussed, and the future prospects for the use of technology-enhanced language learning (TELL) in the area of ESL/EFL writing instruction are presented. [ABSTRACT FROM AUTHOR]

This article reports on a study that examined the relationship between language learners' L2 grit and language mindsets and their attitudes toward CALL. The participants of the study were 625 EFL learners (male = 165, 26.4%; female = 460, 73.6%) with the mean age of 24.4 years (SD = 1.74). They were asked to respond to questionnaires on language mindsets, L2 grit, and attitudes toward CALL. The data were analyzed through regression and structural equation modeling (SEM). The results indicated that fixed mindsets predicted the effectiveness of CALL negatively and exhibition to CALL positively, whereas growth mindsets positively predicted the effectiveness of CALL. The results also indicated that persistence of effort positively predicted surplus value of CALL and teacher's influence on CALL, and consistency of interest predicted degree of exhibition to CALL. [ABSTRACT FROM AUTHOR]

This article presents the development and validation of the Pre-Service EFL Teachers' Motivational Beliefs about Instructional Use of Technology scale (PTMB-EFL) using a randomly split sample. Confirmatory factor analysis supported a 23-item six-factor structure of the PTMB-EFL generated from exploratory factor analysis. Significant correlations between the PTMB-EFL factors and teachers' perceived actual classroom technology use practices supported the concurrent validity of the PTMB-EFL. A second-order confirmatory factor analysis further provided empirical evidence to consider motivational beliefs about instructional use of technology as a unitary construct with six correlated but distinct motivational belief factors. In addition, unlike previous technology acceptance studies, this study revealed that among the six types of motivational beliefs, growth mindset was the strongest predictor of perceived actual classroom technology use practices. The PTMB-EFL can be used as an evaluation tool to appraise pre-service EFL or ESL teacher technology-based English teaching experience during their practicum, and as a research tool to investigate more associations between instructional use of technology and other contextual and teacher factors. [ABSTRACT FROM AUTHOR]

Adopting a sequential explanatory mixed-methods approach, this study explored the impact of electronic writing portfolio on writing performance in English as a foreign language (EFL) context. Two intact classes were first selected and randomly assigned to an electronic writing portfolio group (22 EFL students) and a conventional (i.e. paper-based) writing portfolio group (23 EFL students). To collect the quantitative data, timed writing tasks were administered before and after the electronic and conventional writing portfolio courses, and to collect the qualitative data, the students' peer writing mediations were tracked during the courses and an individual semi-structured interview was conducted at the end of the electronic writing portfolio course. One-way ANCOVA and Pearson Chi square were applied to analyse the quantitative data and microgenetic method and thematic analysis were run to analyse the qualitative data. The findings showed both electronic and conventional writing portfolio instructions developed the EFL students' writing performance. In addition, the electronic writing portfolio group outperformed its conventional counterpart in developing writing performance. The qualitative data analyses, used to explain the quantitative findings, further revealed the EFL students' microgenetic development of writing content, writing organisation, and language use in the electronic writing portfolio group, as well as the students' positive perceptions towards the electronic writing portfolio course. Pearson Chi-square analysis also indicated that the distributions of content-, organisation-, and language-related peer writing mediations between the two groups were significantly different which confirmed that the electronic students provided more content-, organisation-, and language-related peer writing mediations during the collaborative writing activities. Practical implications are discussed next. [ABSTRACT FROM AUTHOR]

This study introduced an app, called Smart UEnglish, for helping EFL conversation practices in authentic contexts. These conversation practices were categorized into 'designed talk' and 'free talk', based on the content of an English textbook and authentic ambient environment that includes such things as transportation, weather and scenic descriptions, respectively. The mechanisms in Smart UEnglish were designed in consideration of flexible, sustainable and adaptive conversations to improve English-speaking and lexical resources. Statistical analysis results show that the learning achievement of the experimental group is significantly higher than that of the control group. Moreover, both 'designed talk' and 'free talk' have significant positive correlations with learning achievement. Further analysis with stepwise multiple regression found that 'designed talk' plays the most important role and can significantly influence learning achievement. This is because 'designed talk' can motivate them to practice what they learned in class during their daily conversations and consolidate the understanding and applying of English vocabularies and sentence patterns through 'designed talk'. According to interview records, participants also perceived that using Smart UEnglish for conversation practice in authentic contexts can stimulate their interests and ideas to think and practice more useful English conversation. Hence, Smart UEnglish can effectively help English-speaking and conversation in authentic contexts anytime and anywhere. [ABSTRACT FROM AUTHOR]

Regarding the whispered use of technology in instruction and assessment of language skills, the present study investigates the effect of e-portfolio assessment on EFL learners' speaking proficiency. To this end, 60 intermediate students were randomly selected and homogenized to participate in the study. Samples of the IELTS speaking tests were then administered as the criterion for assessing the learners' speaking ability in the pre- and post-test over a ten-week period. In both groups (control and experimental), the students had discussions on the given topics and the instructor evaluated their performance. Only in the experimental group, however, the students tracked their progress by keeping e-portfolios. The performances of the learners in both groups were rated based on the IELTS speaking band descriptors; paired samples and independent samples t-tests were run to determine the impact of the treatment. In addition, the learners responded to an attitude questionnaire and attended an interview to express their attitudes toward using e-portfolios in their speaking classes. The findings showed that not only using e-portfolio assessment improved the learners' overall speaking proficiency significantly but it also improved the students' positive attitudes toward its use as a learning and assessment tool. Moreover, the potential bias of the functionality of e-portfolios and the dependability of the findings were checked through running differential item (DIF) functioning and generalizability analyses, both suggesting the utility of the findings. [ABSTRACT FROM AUTHOR]

This study is situated in the context of a design-driven master's-level course at a Finnish university where pre-service teachers (PSTs) planned and carried out an online English learning project for 11- to 12-year-old pupils in two schools. During the working process, the PSTs needed to rethink their perceptions of technology-mediated language education and look for new ways to organise pedagogical activities for the children. The study explores how the PSTs' professional vision and agency emerged in a hybrid space when orchestrating pupils' participation online. Diverse materials from orchestration sessions were examined through nexus analysis. The findings highlight the PSTs' professional vision and agency arising from interactions with the following activities while orchestrating language learning: 1) coordinating action and establishing continuity in design; 2) monitoring action and attending to emerging needs; and 3) attending to pupils' engagement with the designed activities and revising the design during action if necessary. The setting allowed collaborative problem solving and sense making which advanced a balanced interaction order. This made space for new experiences and discourses contributing to the development of the PSTs' professional vision as language teachers. The study has implications for language teacher education and language teaching in hybrid spaces. [ABSTRACT FROM AUTHOR]

The discussion on the dynamic assessment (DA) - a combination of assessment and instruction - and regulatory scales from implicit to explicit corrective feedback (CF) is relatively new in the CALL context. Applying the notions of Sociocultural Theory, Zone of Proximal Development (ZPD) and Mediation, the present study examines how a DA-based regulatory scale from implicit to explicit CF could be designed to promote language learning in the text chat environment. This was done in collaboration with teachers. Four English-as-a-second-language (ESL) teachers and eight ESL students participated in the study. Using the methodology of design-based research (DBR), the study was conducted mainly in three stages: exploratory stage, first intervention, and second intervention. This study drew on various data. Naturally occurring interaction data such as teachers' oral conversation transcripts and text chat transcripts were analysed using conversation analysis, while the teachers' interviews were analysed using thematic analysis. Thus, employing DBR, the present study introduces a three-step regulatory scale that could promote learning in the text chat environment. The findings suggest that the three-step regulatory scale could be used by teachers to identify the learner's potential and assist them in partial or complete self-regulation. The study will introduce a DA-based regulatory scale to promote language learning in the text chat environment and contribute to the knowledge of DA, ZPD and mediation in the CALL context. [ABSTRACT FROM AUTHOR]

The purpose of this study was to investigate the possible effects of conducting regular collaborative activities via Google Docs on English academic writing skills. Utilising a mixed methods design, this study was conducted with 24 Vietnamese high school students who participated in a fully online English as a foreign language (EFL) course in academic writing. The pre- and post-test results indicated that the students' overall academic writing skills were significantly improved over the course. Regarding individual aspects of academic writing, there were significant improvements in the areas of task response and lexical resources, while the areas of cohesion and coherence and grammatical range and accuracy did not witness significant improvements. Further analysis of semi-structured interviews with these students revealed that they valued the usefulness of Google Docs-based collaboration in enhancing their English academic writing skills, however they held mixed opinions about the enjoyment of collaborating on the platform. This study also revealed a number of challenges experienced by this group of students when they used Google Docs in online collaboration. Implications and suggestions for future studies are discussed. [ABSTRACT FROM AUTHOR]

This article explores the use of learning walks with children as a participatory research method to make sense of school experiences through prompts from the environment. The method was utilized as a tool to build relationships with the research participants and provide insight into their experiences of school. Seven children learning English as an additional language (EAL) participated in three learning walks and debriefing activities. Key concepts from Laura Lundy's participation model (2007, 'Voice' is not enough: conceptualising Article 12 of the United Nations Convention on the Rights of the Child, British educational research journal, 33 (6), 927–942. doi: ) were utilized to elicit and amplify children's voices. The learning walks offered space and time for dialogue outside of the classroom and pedagogic structure, an audience that informed the research and influence communicated back to teachers. Children's experiences of school included accounts of language, belonging and relationships with peers and adults. Offering children the tools and conditions to explore and share their experiences leads to empowerment and a sense of being 'seen' within school contexts. [ABSTRACT FROM AUTHOR]

This paper reports the findings of a critical qualitative study on trauma-informed teaching of English as a second language (ESL) at Australian universities. Post-traumatic stress affects verbal learning, yet most ESL teachers do not receive training in trauma-informed teaching. The field has suffered from a dearth of empirical studies and absence of student voice. This study used a validated tool to measure the post-traumatic stress of 39 participants, including international students and former refugees. Twenty of these completed semi-structured interviews about the ESL learning environment, based on a framework of trauma-informed principles. Data were analysed using critical, qualitative methods through a trauma-informed lens. A major theme in the findings was the importance of ESL teachers' understanding of students. Within this theme, four sub-themes are explored: personal engagement and attention, acceptance and understanding of the learner role, understanding the lives of students outside the classroom and an understanding of students' cultures. [ABSTRACT FROM AUTHOR]

English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity. However, English learners face many challenges in gaining English language skills. Extant studies show that AI has affordances to support in English language teaching and learning ELT/L. This study answers the call to examine specific challenges and affordances for using AI in ELT/L. A systematic review method was used with PRISMA principles to identify 42 studies. Findings reveal the geographical locations of studies, learner ages and years of study. Grounded coding was then used to identify affordances of the use of AI in ELT/L in the areas of speaking, writing, reading, pedagogy and self‐regulation. AI in ELT/L challenges uncovered were technology breakdowns, limited capabilities, fear and standardising language. Policymakers, funders, practitioners and educational leaders can use the information provided in this study to gain a holistic understanding of the current trend in the use of AI in ELT/L, and practical implications are provided to guide future use of AI. Practitioner notesWhat is already known about this topic English is one of the most used languages for jobs, markets, tourism, discourse and international connectivity.Empirical evidence shows that pupils can often face difficulties when learning English, with challenges such as irregularity in English spelling.AI has supported language teaching and learning with studies showing that AI can support language‐specific skills.What this paper adds Provides the scholarly community with a unique systematic review in the use of AI in ELT/L across learner levels.Identifies affordances of AI in ELT/L in speaking, writing, reading, pedagogy and self‐regulation.Identifies challenges of AI in ELT/L in technology breakdowns, limited capabilities, fear and standardising language.Provides researchers with a review of the field with identification of gaps and future research opportunities.Implications for practice and/or policy Provides practical implications from the findings for educators, policy makers and program designers.Highlights the gaps in academic knowledge as a lack in the use of AI for assessment in ELT/L. [ABSTRACT FROM AUTHOR]

In this study, we integrated corpus technology in pre‐service TESOL (Teaching English to Speakers of Other Languages) teachers' technological pedagogical content knowledge (TPACK) development in corpus technology, termed corpus‐based language pedagogy (CBLP), and highlighted the collaborative effort for knowledge building among participants for TPACK development. The study examined the role of online collaboration in facilitating how pre‐service TESOL teachers developed their CBLP (TPACK in corpus technology) using a learning‐by‐design approach, enacted it in co‐designing lessons, revised their lessons and reflected on their collective knowledge building processes. Using a case study approach involving 33 participants, the study focused on both intra‐ and inter‐group interactions to understand the pre‐service teachers' learning dynamics/changes and unpack the interaction mechanism involved in online collaborative learning. To these ends, we collected data including CBLP group lesson designs, intra‐group data (interviews) and inter‐group peer critical comments and analysed them based on the two stages (comprehension and transformation) of Shulman's pedagogical reasoning. The results suggest that engaging in online collaboration, facilitated by the learning‐by‐design approach, is instrumental in enabling pre‐service teachers to learn corpus technology and expand their repertoire of teaching strategies. Our findings imply that both intra‐ and inter‐group collaboration modes are important to help pre‐service TESOL teachers holistically develop TPACK for language teaching. Similar implications may be applied to other subject‐specific TPACK training.Practitioner notesWhat is already known about this topicTeacher preparation programmes play a crucial role in developing pre‐service teachers' technological, pedagogical, and content knowledge (TPACK)TPACK integration into pedagogical practice and subject‐specific professional development opportunities are important for effective teaching, but there is a lack of research on subject‐specific TPACK development (eg, TPACK in language teaching)Online collaborative learning can support TPACK development, but most studies focused on intra‐group interactions with little attention to inter‐group interactionsWhat this paper addsIntroduces a new corpus‐based language pedagogy (CBLP) for TESOL teachers to help them develop TPACK in language teachingPresents an innovative two‐step training framework for developing TESOL teachers' TPACK in corpus technologyExamines the role of online collaboration in developing pre‐service TESOL teachers' TPACK for teaching with corpus technology through learning by designProvides in‐depth qualitative data analysed both qualitatively and quantitatively to investigate the specific roles that intra‐group and inter‐group interactions play in shaping pre‐service TESOL teachers' CBLP developmentDevelops an analytical framework comprising nine categories (under the comprehension and transformation stages of Shulman's pedagogical reasoning model) to code pre‐service TESOL teachers' TPACK development in corpus technologyFinds that intra‐group interactions facilitate both comprehension and transformation stages, while inter‐group interactions predominantly facilitate the transformation stage of CBLPImplications for practiceEmphasises hands‐on corpus‐searching skills and guidance on browsing corpora when designing CBLP lessonsEncourages both within‐group and between‐group interactions in online collaborative learning to foster TPACK development for using corpus technology in teaching language subjectsConsiders incorporating similar approaches for developing other subject‐specific TPACK for other teaching subjects [ABSTRACT FROM AUTHOR]

Background: Spelling acquisition requires the assimilation of the regularities of the writing system, but these regularities may differ between the native and a foreign language. English spelling acquisition is a challenge for Spanish‐speaking children due to differences in the orthographic systems. The aim of this study was to examine to what extent Spanish‐speaking children use sub‐lexical and lexical information when spelling in English as a foreign language (EFL), and whether this varies across grades. Methods: To achieve this, we administered a spelling‐to‐dictation task of monosyllabic words to children 9 to 11 years old. Spelling accuracy, written latencies, and writing durations were analysed as a function of phonology‐to‐orthography consistency, lexical frequency, word length, and the semantic knowledge that the children have of the words. Results: Results showed differences between grades, with word length only influencing younger children. Lexical frequency, consistency, and semantic knowledge facilitated performance in older children. The cumulative exposure to English may lead to an improvement in spelling due to vocabulary growth and increased sensitivity to new spelling patterns and regularities. Such development occurs despite differences between the orthographies of the native and foreign language and even in the absence of explicit instruction in EFL spelling. Conclusions: Semantic information about words helps spelling retrieval during writing in EFL. Spanish‐speaking children develop sensitivity to English orthography and spelling patterns, evident in the older group of children. Highlights: What is already known about this topic: Different linguistic variables, namely, lexical frequency, orthographic consistency, and word length, have an impact on spelling development.English spelling acquisition is a challenge for Spanish‐speaking children.Central and peripheral processes interact during handwriting. What this paper adds: Having semantic information about words facilitates spelling retrieval during writing in English as a foreign language.Spanish‐speaking children develop sensitivity to English spelling patterns, evident in older children.Nucleus and coda are the most demanding sub‐syllabic elements for Spanish‐speaking children when spelling in English.The effect of central (linguistic) processes on handwriting performance varies with age. Implications for theory, policy, or practice: English teachers should encourage English lexical–semantic development in Spanish‐speaking children from the earliest grades of exposure to English as a foreign language.Receiving instruction in the use of grain size units larger than phoneme–grapheme would be very helpful in learning to spell in a foreign language.Teachers should consider a systematic and explicit approach to teaching English orthographic regularities, by including this objective in their lessons.Interactions between linguistic and motor aspects of writing need to be considered during teaching and assessment of the written products of children writing in English as an additional language. [ABSTRACT FROM AUTHOR]

Metacognitive skills are important for text comprehension, especially at university where most learning processes are unsupervised, and students rely on self-control and regulation when reading for comprehension. In today's universities, English as L2 has become the vehicle language for teaching and learning. However, some studies have concluded that university students who read English as L2 have inadequate metacognitive monitoring skills. Higher level processing skills, such as comprehension monitoring, are difficult to study and then improve. The main goal of the present study was to analyze the mental processing of readers when they monitored expository texts in English as L2 considering their English proficiency. Mental processing was related to readers' behavior when performing a reading task by using a set of variables guided by a psychological mechanism proposed for inconsistency detection. A total of 169 university students participated. The task was modeled on the error detection paradigm, which involved assessing the comprehensibility of scientific texts in English and reporting comprehension difficulties encountered. A special software was used to collect detailed data online about the readers' text processing and written reports. The results confirmed the set of processing variables and the theory-based predictions. [ABSTRACT FROM AUTHOR]

In adult education, understanding the dynamics of motivation among incarcerated individuals to attend English as a Foreign Language (EFL) classes is crucial for effective educational programming, successful rehabilitation, and recidivism reduction efforts. The present study, focusing on Greek prisons, investigates two key aspects: a) the influence of sociodemographic factors (marital status, age, gender, and occupation previous to sentence) on inmates' motivation to attend EFL classes and b) the relative prevalence of intrinsic and extrinsic motivational factors driving inmates to attend EFL classes. Grounded in theories of foreign language learning motivation, the study employed quantitative methods with a large sample of 400 adult inmates enrolled in English classes at Second Chance Schools across all Greek prisons. The findings reveal that marital status, age, gender, and previous occupation are factors that significantly impact inmates' motivation to attend EFL classes, with female inmates demonstrating higher motivation than their male counterparts. Notably, the study highlights the predominance of extrinsic motivation among inmates, with the desire to make their families proud being the most highly rated motivational driver. [ABSTRACT FROM AUTHOR]

Acquisition of oral English verb morphology presents difficulties for bilinguals, learners of EFL and English-speaking monolingual children with specific language impairment. This study aimed to identify challenging English verb inflections among sixth grade speakers of Arabic (N = 85) and Hebrew (N = 86) using an elicited oral narrative task, and EFL L1, L2, L3 skills that support oral production of English morphosyntactic structures and verb inflections. To understand potential universal versus language specific patterns, we compared performance of our sample with that of monolingual children with specific language impairment. Oral narratives were transcribed and analysed for obligatory use of four target tenses to assess the use of verb inflectional morphology. Results indicated that 3rd person singular presented most difficulties for both groups. Present progressive was more difficult for Hebrew speakers, as Arabic utilises this aspectual form in oral modality, while copula was more problematic for Arabic speakers. This error pattern aligns with use of verb inflections by English monolingual SLIs. Notable differences were seen in EFL/ L1/L2/L3 skills supporting EFL verb inflections: Hebrew speakers relied mostly on English reading comprehension, while Arabic speakers drew support from EFL, L1, and Hebrew morphological awareness. We attribute these differences to the multilingual status of Arabic speakers. [ABSTRACT FROM AUTHOR]

Digital storytelling (DST) has been widely adopted as a pedagogical approach to English language teaching. However, a few studies have focused on examining primary school students' experience of learning to create digital storytelling of English as a foreign language. To fill the gap, this study reports on an innovation in the use of genre-based digital storytelling in a primary school English classroom in Indonesia. In this project, pupils were engaged in a collaborative project to create digital stories. They carried out a series of DST tasks, such as finding a story theme, developing a story, revising the story, and presenting the story digitally. This case study found out that student participants could build students' story literacy, (2) foster students' literacy development of digital tools, (3) develop students' story drafting engagement, and (4) promote students' digital storytelling making and publication. The study suggests that primary school students can be engaged in genre-based digital storytelling to learn English and build their technological literacy. [ABSTRACT FROM AUTHOR]

Purpose: Since a thorough understanding of the impact of the COVID-19 crisis on the teaching profession in general and on TESOL teacher education in particular will take some time, this paper sheds some light on the associated psychological and emotional challenges faced by EFL student teachers in learning to teach in a practicum setting under pandemic conditions. Design/methodology/approach: Drawing on Vygotskian sociocultural theory as a framework for teacher professional development and based on a narrative qualitative research design, this study explores and makes sense of 36 EFL student teachers' narratives or reflections on their perceived psycho-emotional challenges when adapting to the complex, ever-changing, uncertain and challenging reality of the crisis. Findings: The study reported perceptions of uncertainty, psychological pressure and stress, as well as feelings of emotional vulnerability such as being overwhelmed by heavy workload, time pressure or constraints, frustration, powerlessness and anxiety among EFL student teachers during their learning-to-teach process. Originality/value: This study concludes that student teachers must prepare themselves for a VUCA world in terms of reflective practice and emotional flexibility to effectively manage their psychological pressures and emotional vulnerability in uncertain and challenging times. [ABSTRACT FROM AUTHOR]

This systematic review addressed the following question: Which are the relations between L1 and/or L2 foundational and upper-level language skills, cognitive skills, high-order cognitive and self-regulation factors and L2-English reading comprehension skills in 11-to-19 year EFL secondary school students with different L1 language profiles? Following preferred reporting items for systematic reviews and meta-analyses guidelines, twenty-seven studies were included for a systematic synthesis of results in the light of the different grades of "family language distance" between L1 and L2-English (i.e., "close related" vs. "partially related" vs. "not related"). We found that several L1 and L2 language skills (e.g., vocabulary, morphological awareness), cognitive skills (e.g., working memory) and high-order factors as metacognitive knowledge were positively associated with L2-English reading comprehension, regardless of different language groups. Conversely, we found that several well-known predictors of text comprehension are neglected in the scientific literature on reading in L2. We discuss practical implications and key recommendations to support school and future research. [ABSTRACT FROM AUTHOR]

Using context to derive a word's meaning is typically conceptualized as part of the reading comprehension process. However, context sensitivity develops early—before children start to learn to read. This study took a developmental perspective, attempting to capture children's context sensitivity through spoken discourse and assess its value in predicting L2 reading comprehension alongside other reading-related variables. Context sensitivity is conceptualized as a construct consisting of two facets: exploiting directive and disregarding misdirective information in context. Fourth-grade children (N = 113) learning English as a foreign language (L2) heard a three-utterance discourse and selected a picture best representing a discourse-final word which was congruent or not with the previous context. The task was re-administered at Grade 5, together with a reading comprehension test. Results showed that the two facets of context sensitivity were not correlated at either grade. While children showed rapid growth in using directive context from Grade 4 to Grade 5, sensitivity to misdirective information just began to emerge at Grade 5. Despite being separate entities, the two facets of sensitivity, alone and in combination, contributed to predicting L2 reading comprehension concurrently and longitudinally after controlling L2 proficiency (vocabulary and decoding) and linguistic awareness (phonology, morphology, and syntax). Overall, the results support the conceptualization of context sensitivity as a two-faceted construct, to exploit and to disregard context information, with both facets uniquely predicting L2 reading comprehension. [ABSTRACT FROM AUTHOR]

Educators have widely adopted artificial intelligence (AI) as a product of technology to prepare teaching materials and enhance their understanding of technology integration in language teaching. As prospective teachers who may teach digital native students later, pre-service teachers must be more capable and knowledgeable in technologically-based pedagogy, materials, and assessment. This study aimed to explore English as a foreign language (EFL) pre-service teachers' technological knowledge of utilizing AI-powered tools using the technological pedagogical content knowledge (TPACK) framework and investigate their strategies in the advanced of their technological knowledge. This mixed-method research design employed a five-point Likert scale questionnaire and a semi-structured interview as instruments to collect data. Fifty-five EFL pre-service teachers were purposively selected. Data from the questionnaire were analyzed statistically and descriptively, and data from interviews were analyzed thematically. The first findings of this study comprehensively revealed that EFL pre-service teachers exhibit a moderate level of proficiency in addressing technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and TPACK in utilizing AI-powered tools. Meanwhile, the second finding revealed that the participants employed four key strategies to advance their technological knowledge using AI-powered tools: engaging in TPD programs, collaborating with tech-savvy colleagues, staying informed about AI trends, and experimenting with AI-powered tools. [ABSTRACT FROM AUTHOR]

Recently, the readability of texts has become the focus of reading research because it is believed to have implications for reading comprehension, which is of utmost importance in the field of English as a foreign language (EFL), particularly in the teaching, learning and assessment of reading comprehension. Unfortunately, the influence of text readability on reading comprehension (and reading time) has not been well studied in the EFL context. Most text readability studies are conducted in medical contexts, but these studies are often limited in predicting readability scores for sample texts. To address this gap, the current study aimed to evaluate the influence of text readability levels (based on the Flesch-Kincaid grade level (FKGL)) on students' reading comprehension and reading time. Data were collected through reading test and analyzed using SPSS version 22. The Friedman test revealed that the distribution of students' reading comprehension score (X2=197.532, p=0.000) and reading time (X2=215.323, p=0.000) are different in each text, suggesting that the readability of texts has a significant influence on both. This study contributed to the practices of reading instruction and assessment. Limitations and suggestions for further research are briefly discussed. [ABSTRACT FROM AUTHOR]

This qualitative case study aimed to explore fillers usage to address speaking challenges related to the improvement of self-confidence and motivation in speaking practices done by two English foreign language (EFL) learners of the English department of one of the Islamic Universities in Malang, Indonesia. Data were collected through observations and in-depth interviews to two students employing filler strategies to address speaking challenges related to the improvement of self-confidence and motivation during their speaking exercises. The research revealed that both learners used fillers to address speaking challenges during the conversation due to their linguistic components' shortage such as a limited mastery of vocabularies and having a little understanding on grammar. Fillers might bring them to have more self-confidence in speaking practices shown by not being afraid of making mistakes when they practice speaking with their speaking partners. Fillers might bring them to have more motivation in speaking shown by their enthusiasm to get involved in the discussion whether in group or class discussions. Thus, fillers usage is prominent due to its potential to address speaking challenges, enhance self-confidence and motivation, eventually contributing to an overall improvement in language proficiency particularly in speaking skill. [ABSTRACT FROM AUTHOR]

ABSTRACT As artificial intelligence (AI) gains prominence, its integration into second language (L2) /foreign language (FL) instruction has become a significant trend. Despite the considerable promise of AI for L2/FL learning, more research is still needed on its effects on student academic engagement in literature classes and the corresponding emotional experiences. This study, therefore, aimed to examine the effects of AI use on English as a foreign language (EFL) learners' academic engagement, and the emotional experience was also qualitatively explored. Students were allocated to the experimental group (N = 48), who received instruction integrated with AI, and the control group (N = 48), who received traditional instruction without AI assistance. Quantitative data were collected using an FL engagement scale, supplemented by individual semi‐structured interviews in the qualitative phase. The results indicated that integrating AI into EFL instruction has a positive effect on students' cognitive, emotional and social engagement. Moreover, the learners' emotional experiences were found to be abundant and dynamic, exerting influence on their academic engagement. This study provides valuable insights for language educators and researchers regarding integrating AI into EFL instruction. [ABSTRACT FROM AUTHOR]

The benefits of peer facilitation on the development of students' skills in various fields have been widely discussed. However, we know very little about how teachers could draw on peer facilitation to improve pedagogical designs. This study aimed to investigate the influence of peer facilitation carried out in a tertiary EFL (English as a Foreign Language) listening course on students and teacher's pedagogical improvement. This qualitative case study collected data from four main sources: students' (n = 20) presentation slides; student feedback survey (n = 17) conducted at the end of the 4‐month listening project; teacher's reflective journal; teacher's observation notes. Two researchers adopted the approach of thematic analysis, following the six steps in the process of data analysis. On students' part, results indicate that pre‐facilitation training and teacher‐student communication in the preparation stage helped students improve linguistic, social and affective, cognitive and metacognitive skills. Learner autonomy was reflected in a good showcase of student personalities in peer facilitation and an awareness of demonstrating positionality when selecting materials and designing exercises for listening. On the teacher's part, by providing training for student peer facilitation, monitoring the preparation, observing the presentation, and giving feedback on the facilitation, the teacher gained a profound understanding of student needs, aspirations, and techniques adopted in their facilitation, which in turn helped the teacher improve pedagogical designs. [ABSTRACT FROM AUTHOR]

Background: Scientific literature is presented in complex language, most frequently in English, and includes technical jargon that represents a challenge to comprehension of an English as a foreign language (EFL) nursing student. Yet scientific literature is a powerful and trustworthy source of evidence to guide nursing practice. Purpose: The aim is to examine two reading interventions (Translation vs Synthesization) and to determine which one produces long-term sustainability effects in scientific research reading comprehension. Method: A two-group posttest-only randomized comparative design was used in which 120 participants were randomly assigned to two groups. Several instruments were used to collect the data. Results: Study findings showed that the synthesization group significantly produced better results when compared with the translation group on both the immediate (p = 0.01) and the delayed (p = 0.013) reading comprehension tests. It shows also that gender differences have a significant impact on reading comprehension with a favor to males in the long-term reading comprehension outcome (p = 0.038) of synthesization and females in the short-term reading comprehension outcome (p = 0.015) of translation. English proficiency was significant with determination, metacognitive, and social skills in the synthesization group (p = 0.00, p = 0.01, p = 0.007 respectively). Conclusion: The results suggested that synthesization could be an effective reading approach in improving EFL nursing students' reading comprehension of scientific literature. [ABSTRACT FROM AUTHOR]

ABSTRACT This study leverages the Stimulus‐Organism‐Response (S‐O‐R) framework to investigate the effects of teacher and technical support (TCHS) on learners' willingness to communicate (WTC) in artificial intelligence (AI)‐enhanced English as a foreign language (EFL) contexts, considering the mediating effects of learners' artificial intelligence literacy (AIL) and foreign language enjoyment (FLE). A quantitative survey encompassing 637 non‐English major university students across four institutions was conducted. Structural equation modelling (SEM) results demonstrated that teacher support (TEAS) exerts a direct influence on learners' WTC, whereas TCHS does not. The study also revealed that AIL and FLE significantly mediate the relationship between teacher and TCHS and learners’ WTC. The findings underscore the pivotal role of cognitive and affective factors, emphasising the substantial impact of TEAS and the value of nurturing learners’ AIL and enjoyment of foreign languages. This research offers strategic implications for educational practitioners and policymakers, advocating for the integration of innovative educational technologies and fostering sustainable growth in artificial intelligence in education. [ABSTRACT FROM AUTHOR]

This study investigated changes in motivation, self‐efficacy beliefs, and a range of emotions, including enjoyment, hope, pride, curiosity, anxiety, boredom, apathy, confusion, and shame, from a complex dynamic systems theory (CDST) perspective over a 2‐year period in the Hungarian English as a Foreign Language (EFL) context. Using the same questionnaire, we collected data four times throughout 4 semesters from 101 participants studying English in two Hungarian high schools. For data analysis, we used latent growth curve modeling (LGCM) to detect the group‐level changes in learners’ motivation, self‐efficacy, and emotions. We also employed dynamic cluster analysis to identify trends in learners’ trajectories regarding these variables. In our panel data, linear models described the data well concerning the ought‐to second language (L2) self, language learning experience, boredom, apathy, and confusion, and for enjoyment, curiosity, anxiety, and shame, nonlinear models had the best fit. We could also identify trajectories depicting attractor states and learner paths that featured influences of perturbations. [ABSTRACT FROM AUTHOR]

Few empirical research has attempted to determine the impact of Intelligent Computer-Assisted Language Assessment (ICALA) in philosophy-based language instruction (PBLI) on critical thinking, self-evaluation, and academic resilience, despite the significant role that higher-order thinking skills play in influencing English as a Foreign Language (EFL) learners' cognition, including their learning processes. This research addresses this knowledge vacuum by examining how ICALA in PBLI influences the development of the four primary abilities associated with critical thinking, self-evaluation, and academic resilience. A quasi-experimental strategy was used in this study among 81 EFL learners. The participants were split into two groups: one to participate in the experiment and another to serve as a control. The books for both groups were revised or supplemented according to the underlying PBLI principles. The control group (CG) students were exposed to paper format assessment. In comparison, the experimental group (EG) attended ICALA. The statistical significance of the differences between the two groups was determined using multivariate analysis of variance (MANOVA). The results demonstrated that the learners in EG outperformed their peers in CG foreign language-speaking development. Moreover, they received better critical thinking, self-evaluation, and academic resilience results. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has significantly disrupted human life, affecting public health, food systems, and the educational sector. This study investigates the competence of English teachers in private and public schools in General Mariano Alvarez, Cavite, within the context of the new normal brought about by the pandemic. Using a descriptive research method, the study surveyed 330 respondents. The findings indicate that issues related to online and hybrid learning were minimal, though there was moderate concern about institutional support and training opportunities for teachers. Teachers demonstrated high competence in classroom management, particularly in maintaining discipline. Their qualifications and experience met the standards set by the Department of Education (DepEd) and civil service, ensuring their proficiency in delivering content. Teachers effectively connected current lessons to previous topics and real-life situations, highlighting their mastery of the subject matter. Moreover, the study revealed that teachers excelled in using diverse teaching techniques, boosting students' self-esteem, and recognizing their achievements. They were also proficient in conducting technical feasibility studies and action research to enhance teaching efficiency and effectiveness, particularly in technological courses. Teachers' Individual Performance Commitment and Review Form (IPCRF) ratings confirmed their very satisfactory performance. The research concludes that teachers' instructional competence and performance are significant and unique. Recommendations include more frequent training and seminars for teachers, improved evaluation and monitoring systems by school heads, and programs to help teachers balance work and career during the pandemic. Further studies should explore school administrators' leadership skills and their impact on school performance and operations. [ABSTRACT FROM AUTHOR]

ABSTRACT Various AI technologies have been extensively introduced in language learning, showing positive impacts on students' learning, especially on their classroom‐based engagement. Yet, AI's comprehensive affordances as well as influences across different cohorts of student engagement remain underexplored. Given this, the current study, employing structural equation modelling (SEM), delineated the factor structures and predictive relationships of AI affordances and student engagement. Besides, to clarify the variations across different engagement subgroups, the study also explored latent profiles of student engagement and their moderating effects through latent profile analysis (LPA). SEM and LPA were conducted using AMOS 23 and Mplus 8, respectively. The participants comprised 408 undergraduate students from various universities in China, who have engaged in English as a Foreign Language (EFL) learning within AI‐empowered classroom environments. Factor analysis indicated that both AI affordances and student engagement exhibited two second‐order factor structures. AI affordances were categorised into four dimensions: convenience, interactivity, personalisation and social presence. Student engagement was also divided into four dimensions: cognitive, behavioural, emotional and social engagement. Additionally, AI affordances significantly affected student engagement, with this impact being moderated by different student engagement profiles. Student engagement was segmented into three sub‐groups: non/low engagement, high engagement and moderate engagement. Therein, AI affordances showed a notable effect on the non‐/low engagement group. These findings provide a solid foundation for future research in the integration of AI technologies with language learning. [ABSTRACT FROM AUTHOR]

Research on L2 collaborative writing (CW), where learners work together to co-construct a single text, has received increased attention in the last decades. Studies with adult learners have shown that collaboration benefits learners’ written products in terms of quantitative measures of accuracy and, more rarely, complexity and fluency (CAF) as well as qualitative global ratings. Additionally, research has shown that when adult learners work in pairs, they generate and resolve correctly a large number of language-related episodes (LREs). However, little is known as to whether CW benefits the writing performance of secondary school EFL learners, and to what extent these learners are able to produce and resolve LREs correctly. To address these two gaps, the present study compared the writing performance of 96 adolescent learners in Kosovo, assigned to work in pairs (n = 32) or individually (n = 32), and analysed the LREs produced by the pairs. The results suggest that pairs produced better texts in terms of CAF as well as overall text quality. Pairs also generated and resolved correctly a large proportion of LREs. In light of these findings, the use of CW is established as a viable pedagogic tool in the teaching of L2 writing with adolescent EFL learners. [ABSTRACT FROM AUTHOR]

Teaching is a highly complex and context-dependent activity that requires teachers' strategic employment of embodied resources tailored to the specific instructional contexts. Particularly, the coordination of teachers' whole-body movements, or mobility , becomes indispensable for instructions during small-group rounds (Jakonen, 2020), where teachers monitor and guide students, organize on-task activity, and engage in social talk. Drawing upon multimodal conversation analysis, the present study explores teacher movement, extending beyond walking to encompass leaning in, bending over, sitting with, and kneeling next to students, during a prolonged desk interaction. The analysis demonstrates how mobility is a professional resource that can be skillfully deployed in creating pedagogical opportunities that promote students' task engagement. The findings also reveal how students respond through mutual displays of bodily engagement that are sequentially and temporally aligning to the instruction. Overall, the study hopes to offer further insights into teacher mobility through fine-grained analysis of subtle bodily movements that engenders mutual student engagement during small-group rounds. • The teacher's use of body movements and postures enhance student participation. • Students mutually display increasing task-engagement through bodily responses. • Teacher mobility is a professional embodied resource to promote task engagement. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) is valued as a thinking process that is required to adapt to the development of curriculum in primary education. In the context of modern information technology, English as a language subject emphasizes the necessity for changes in both learning and teaching modes. However, there is a lack of up-to-date synthesis research and a comprehensive overview surrounding CT integrated into English language curriculum learning and teaching in primary education. To address this research gap, this study conducted a systematic literature review on CT in the primary English curriculum, based on papers published from 2011 to 2021. The purpose of this review is to systematically examine and present empirical evidence on how CT can be integrated into the teaching and learning of the primary English language curriculum in educational contexts. The review was conducted based on the PRISMA 2020 statement and presents a synthesis of 32 articles. The CT-TPACK model was adopted as a lens and framework to analyze these articles. The results indicate that the relationship among CT, content knowledge of English language curriculum, pedagogy and learning knowledge, technology and resources is highlighted. Research on the integration of CT into English courses using unplugged activities is still insufficient. The research about how teachers and students use CT to support content knowledge of the English language curriculum in various educational contexts is still in its infancy. [ABSTRACT FROM AUTHOR]