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Enhancing grammatical proficiency in online EMI: The impact of instructional videos on error reduction
No full textThis study examines the effectiveness of instructional videos in addressing common grammatical errors in online English as a Medium of Instruction (EMI) contexts. The experiment involved 134 pre-service primary school teachers, divided into two groups: a group receiving explicit grammar correction through questionnaires, and a group exposed to instructional videos. Using AntConc, the study analysed errors in grammatical areas such as the definite article, collocations, and verb patterns.
Results revealed mixed outcomes: while improvements were observed in adverb usage and inversion structures, persistent difficulties remained with collocations and the use of the definite article. New errors, particularly with verbs like "agree" and "to be born," emerged after the intervention, potentially due to cognitive overload. The findings suggest that while instructional videos can enhance specific aspects of grammatical understanding, differentiated instruction is necessary to address persistent and newly introduced challenges. The study highlights the need for targeted, multimedia-based interventions to mitigate the impact of student alienation and promote language accuracy in online learning environments
The effects of a personalised learning plan in a language MOOC on learners’ oral presentation skills
No full textThis study explored the impact of a personalised learning plan (PLP) within a language massive open online course (LMOOC) on the oral presentation skills of EFL students in Thailand. It also investigated students’ attitudes to the LMOOC. The research was conducted with a sample of 178 university students enrolled in a compulsory academic English course, English for Academic Studies. Following the pre-test, in which students delivered an oral presentation, they participated in a five-week LMOOC on English presentation skills, integrated as a blended component of their course. To assess the effectiveness of the intervention, post-test scores were analyzed, comparing students’ performance gains from the pre-test to the post-test. Additionally, students' attitudes towards the personalised learning plan (PLP) were explored through a questionnaire and semi-structured interviews. Students demonstrated statistically significant gains in post-test scores across both presentation performance and language proficiency metrics, with greater improvements observed in language proficiency criteria. However, while the pronunciation criterion also showed statistically significant gains, the effect size was small, suggesting a limited practical impact. This finding underscores the need for more explicit instruction and targeted feedback to enhance pronunciation development in the learning process. The students generally expressed positive attitudes toward both the personalized learning plan (PLP) and the LMOOC implementation. The findings suggest that when pedagogically designed and systematically implemented, a PLP within an LMOOC can serve as an effective approach for enhancing oral presentation skills and may contribute positively to the overall language learning experience.
Enhancing English as foreign language education with virtual reality and augmented reality in K–12 classrooms: A systematic review from 2019 to 2023
No full textEducational applications of virtual reality (VR) and augmented reality (AR) for English language learning have become increasingly prevalent in K–12 classroom contexts. These tools have enormous potential to provide unique learning experiences and increase students’ engagement; however, the benefits depend on appropriate implementation and use. Given the developmental breadth among K–12 students as a group, learners’ perceptions while using AR/VR tools are likely to be highly relevant to learning outcomes. This paper presents a systematic review of recent research addressing VR and AR tools within K–12 education contexts for students learning English as a foreign language (EFL). The review was guided by the following research questions: (a) What are the most effective and commonly used VR/AR tools in K–12 EFL education? (b) What are students’ perceptions of learning EFL with VR/AR tools? Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol, we identified 30 peer-reviewed papers published within the past five years that met our inclusion criteria. The findings revealed the specific types of AR and VR tools being used in the K–12 classrooms to assist students with language learning and their respective efficacies. Studies revealed learners’ positive experiences and emotions related to various tools as well as potential limitations and detrimental impacts. On the basis of the findings, we present preliminary suggestions for using AR/VR for EFL among young learners, as well as suggestions for future research
Does blended learning bring about less boredom to EFL teachers?
No full textConsidering the growing prevalence of the implementation of technology in the field of language education, the widely used approach called “blended Learning”, defined as a mixture of face-to-face education with computer-assisted instruction is reported to be beneficial in several aspects such as improved performance, a high-quality English learning context, and better performance in the integrated skills of the English language. However, a number of shortcomings, such as a greater load of responsibility, and the lack of familiarity with modern learning methods have also been reported in the literature. Taking the pivotal, yet underestimated role of teacher boredom in education quality, the study set out to explore whether this approach, as compared to traditional ones, brings about more boredom among EFL teachers. With the inclusion of 78 EFL teachers, the research used a questionnaire developed by Kruk et al., (2024), named the “L2 teacher boredom scale”, distributed via a Google Forms link. The scale involves five main factors, being “(F1) repetitiveness and monotony, (F2) inefficient communication, (F3) lack of satisfaction, (F4) lack of creativity, and (F5) lack of interest”. The answers provided by participants comparing boredom in traditional versus blended teaching methods revealed that there is a statistically significant relationship between the use of blended teaching and teachers’ boredom, in terms of all factors concerned. Moreover, repeated measures ANOVA as used to investigate the effect of demographic features on the level of boredom, and no statistically significant effect was observed. Considering the over-reliance of current teaching and educational systems on technology, the study is believed to provide practical pedagogical implications for stakeholders in education, e.g., ongoing professional development, participatory instructional design, balanced curriculum structure, and monitoring emotional well-being
Teachers' perceptions and agency in implementation of artificial intelligence: The case of Uzbekistan
No full textThe adoption of AI technologies, such as Generative AI (GenAI), follows a "continuum", starting with awareness and developing into active engagement and leadership. The extent of its successful implementation, its impact on educators' evolving roles, and the actual picture in the field need to be scrutinized. The effects of these dramatic changes are best known to those at the micro level - teachers in the classroom. Therefore, to explore the status quo in the Uzbekistani context, the current study explored teachers' perceptions from 34 local and international higher education institutions representing five regions of the country. An online questionnaire was employed to survey English for Academic Purposes and English for Specific Purposes teachers' (N =141) general perceptions and experiences with AI. Meanwhile, adding breadth and depth to the research question, semi-structured interviews informed by Zhai's (2024) conceptual framework were used to probe the experiences of teachers' (n =10) attitudes and engagement with GenAI in their teaching activities and beyond. The findings reveal that the teachers are generally positive about implementing AI technologies in the educational process and have attained a convincing degree of familiarity with various tools for various pedagogical purposes. Also, teachers' responses validated that they have attained GenAI Adopter and GenAI Collaborator roles but have yet to gain more knowledge and expertise to become GenAI Innovators. 
Equal spiritual consciousness: The divine foundation of human rights
No full textThis paper explores the proposition that human rights derive not merely from sociopolitical consensus or legal enactment, but from a metaphysical constant: the intrinsic equality of spiritual consciousness. Drawing from theological teachings, metaphysical reasoning, and spiritual-symbolic interpretation, we present the doctrine of Equal Spiritual Consciousness — the belief that all individual consciousnesses emanate from, and remain unified with, an undivided and impartial Divine Source. This principle offers a universal and immutable foundation for human dignity and moral equality. Engaging both global spiritual traditions (e.g., Vedanta, Christian theology, Mahāyāna Buddhism) and philosophical critiques of secularism (e.g., Rawls, Nussbaum, Habermas), the paper introduces a Vietnamese metaphysical framework rooted in Long Hoa Luật Tạng as an intercultural contribution to human rights thought. We examine the ontological and ethical implications of this doctrine and its potential to renew global human rights discourse in contexts where secular models struggle to generate moral consensus or cross-cultural legitimacy
The spiral of power: From losing the source and manipulation to true sovereignty - An Interdisciplinary inquiry from the origin human culture
No full textThis paper investigates a recurring paradox in human history: when people lose their sovereignty, they struggle to reclaim it; yet, in their quest for liberation, they are often deceived and relapse into new, more sophisticated forms of servitude. The central thesis is that this “spiral of power” is not merely a political or economic phenomenon but stems from a profound spiritual rupture - a disconnection that Vietnamese philosophy identifies with the evocative term “lạc Cội lạc Nguồn” (losing the Root, losing the Source). This paper proposes the “Origin Human Culture”¹ (Văn Hóa Cội Nguồn) as a primary interpretive lens, facilitating a critical and comparative dialogue with Western theories (Locke, Rousseau, Marx, Foucault, Zuboff) and classical Eastern thought (Confucianism, Daoism, Legalism). This approach aims to illuminate conceptual gaps that this indigenous philosophy can help address. The paper analyzes the evolution of deceptive mechanisms from the classic “sycophant” (nịnh nhân) to “algorithmic servitude” in the age of Artificial Intelligence (AI) and constructs new concepts such as “informational alienation” to demonstrate their direct linkage to the erosion of sovereignty. This inquiry demonstrates that breaking this vicious cycle requires a comprehensive solution that integrates an external legal foundation the “Supreme Dharma-King” (Pháp Vương Tối Thượng) with an internal spiritual transformation: “returning to the True Heart, True Nature” (Chân Tâm, Chân Tánh). The aim is to contribute a unique, culturally-rooted perspective to the universal discourse on human consciousness and sovereignty, in line with the mission of Spiritual Science in Human Evolution.
The role of language games in enhancing vocabulary acquisition: A meta-analysis
No full textThis meta-analysis aims to investigate gamification's impact on improving second-language learners’ lexical repertoire. For this analysis 47 reviewed works are evaluated and discussed the effectiveness of gamified learning environments in the context of improving vocabulary and learning and remembering new vocabulary by the learners. This study adopted a meta-analysis review methodology for reviewing the above articles and also explores gamification methodologies, challenges and considerations, the influence of activity-specific experiences, the advancements in Digital game-based learning, the effectiveness of different strategies in gamification, and the perceptions of learners and educators towards gamified tools for learning. After a detailed analysis, the result proves that the use of gamification-enhanced vocabulary learning is better than that of conventional teaching methods. Consequently, this analysis demarcates the importance of gamification as a lively and captivating means of teaching and learning vocabulary, while making up a significant contribution to the body of knowledge in language learning
Gender and academic discipline influences on EFL learners' perceptions of video-based instruction
No full textThis study explores the perceptions of educational videos in English as a Foreign Language (EFL) learning among students from different gender groups and academic disciplines, specifically Social Sciences, Humanities, STEM, and Health Sciences. Using an experimental survey-based design, the research examines how male and female learners, as well as students from various academic fields, perceive video-based instruction across five key dimensions: cognitive processing, affective response, contextual learning, perceived relevance, and usefulness. Cognitive Load Theory (CLT) is applied to provide a framework for optimizing video-based EFL instruction by managing cognitive load and enhancing learner engagement across diverse groups. The findings indicate that females tend to rate videos higher in Affective Response and Perceived Usefulness, while men show lower ratings in Perceived Relevance and Cognitive Processing, with consistent scores overall. Faculty-based differences were also evident: Social Sciences and Humanities students rated videos higher in terms of affective response, contextual learning, and perceived relevance. These results highlight the importance of tailoring video content to meet the diverse needs of learners based on gender and academic discipline. The study suggests that educators should integrate both interactive and structured materials to enhance learning outcomes for all students
Chatting with Al Capone: Leveraging virtual conversational agents in emotional landscapes
No full textThis article explores the extent to which virtual conversational agents generated by artificial intelligence (AI) are being leveraged by language learning apps to develop social, emotional and intercultural skills in language learners. While the affordances of natural language processing (NLP) technology are well-documented in the cognitive domains of language learning (e.g. vocabulary acquisition, grammar), significantly less research has explored how learners’ interactions with virtual conversational agents can build socio-emotional and intercultural competence. We engage in dialogues within three popular apps (Duolingo, ImmerseMe and MakesYouFluent) to determine how these apps are equipping language learners to navigate emotional landscapes. We conclude that app developers and instruction designers are under-valuing the role of social, emotional, and intercultural learning in second language acquisition and/or are underusing the potential of AI and NLP to develop competence in these areas