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Hype, fear, and everything in between: A critical typology of responses to AI and their implications for language teacher education
No full textThis article proposes a critical typology of five emerging responses to artificial intelligence (AI) in language education, from prohibition and hype to critical engagement, highlighting the assumptions, tensions, and possibilities each orientation embodies. This typology serves as a reflective tool to examine how educators and institutions are engaging with AI and what this means about the priorities shaping language teacher education (LTE). Building on this analysis, the article identifies seven implications for LTE, centred on reasserting pedagogical purpose: rethinking L2 writing, questioning neutrality, developing teacher discernment and transparency, problematising teacher preparedness, and engaging more deeply with digital pedagogy, teacher educator development, and ethical dilemmas. These directions call for sustained inquiry into how LTE can support teachers to navigate AI with clarity, agency, and purpose
Enhancing reading achievement through a timed reading approach: A quasi-experimental study in the Saudi EFL context
No full textThis study implements a timed reading (TR) approach as a scaffolding teaching and learning method to enhance reading achievement and strategies within the Saudi English as a foreign language (EFL) context. The study adopted TR intervention in which processes of EFL reading are scaffolded with those of getting a driving license. The study employs a quasi-experimental design among preparatory year (PY) students at Najran University. The control group consists of 1628 students enrolled in 2023. The quasi-experimental group consists of 1218 students enrolled in 2024. In this intervention, the syllabus breakdown was modified to serve TR. Both language instructors and the students of the experimental group were oriented and trained on the techniques of TR. The data was collected from the course portfolios of 2023 and 2024 for a quantitative report of the results. The results showed that TR has positively enhanced students’ reading achievement. The average achievement level of the course learning outcomes of the experimental group reached 84% compared with 70.49 % in the control group. As for the reading strategies, the experimental group outperformed those of the control group in terms of vocabulary building (+22.05%), inferring meaning between the lines (+23.45%) skimming and scanning (+14.92%). However, the control group outperformed the quasi-experimental group (-1.10 %) in paragraph understanding. This study has insights into the feasibility and benefits of TR in EFL reading instruction, with implications for curriculum development and language learning strategies in Saudi Arabia and beyond
Exploring the relationship between meaning at work and subjective wellbeing among language teachers: A Mixed Method Study
No full textThe concept of meaning at work has gained significant attention in organizational psychology. As teaching is a profession often associated with high levels of emotional investment and personal engagement, understanding how the perception of meaning in work influences teachers’ wellbeing is crucial. This study aimed to explore the relationship between meaning at work and subjective wellbeing among English as a Foreign Language (EFL) teachers. It sought to quantify this relationship through regression analysis and further elucidate it through thematic analysis of qualitative interview data. The study involved 65 EFL teachers, with data collected via the Work and Meaning Inventory (WAMI) and the Subjective Well-being Scale. Linear regression analysis was used to examine the relationship between meaning at work and subjective wellbeing. Additionally, in-depth interviews with 12 teachers provided qualitative insights, analyzed through thematic analysis to identify emergent themes relating to meaning at work and its impact on wellbeing. Regression analysis revealed a significant positive relationship between meaning at work and subjective wellbeing (R² = .394, p < .001). The thematic analysis of interview data yielded four main themes: personal fulfillment and job satisfaction, professional growth and self-realization, sense of purpose and contribution to society, and connection and relationships. These themes underscored the multifaceted ways in which meaning at work contributes to language teachers’ wellbeing. The study highlights the profound impact of meaning at work on EFL teachers' subjective wellbeing. The findings emphasize the importance of fostering meaningful work environments in educational settings to enhance teacher wellbeing, with implications for teacher retention, job satisfaction, and overall school climate
Using ChatGPT as a virtual speaking tutor to boost EFL learners’ speaking self-efficacy
No full textExpressing thoughts and feelings efficiently is fundamental in daily, academic, and professional life. Accordingly, self-efficacy beliefs play pivotal roles in shaping learners’ speaking performance through various dimensions. Higher education institutions assume responsibility for boosting students’ speaking self-efficacy, thereby contributing to their self-confidence in different venues. Meanwhile, AI-integrated English classes are on the rise thanks to their overt advantages. In this regard, this study explored the effect of ChatGPT on developing speaking self-efficacy of EFL learners who were selected randomly among sophomore students in Advanced English classes at the tertiary level in Erbil, Iraq. Forty-four students whose ages ranged from 18 to 27 joined the treatment period to represent the control or experimental group voluntarily within 8 weeks in the 2024-2025 academic year. Control group students took part in speaking sessions in classes, whereas experimental group students took advantage of ChatGPT as a speaking tutor to support their learning in classes with given topics in line with the coursebook. Data collection was implemented through speaking exams, questionnaires, and interviews, the analyses of which were administered through SPSS 29 and MAXQDA. Findings unearthed that ChatGPT is a promising tool to increase students’ speaking self-efficacy scores because it offers a welcoming atmosphere to receive constructive feedback, play recordings several times, and balanced instruction according to learners’ levels. Thus, they could relieve speaking anxiety and speak more self-assuredly. The findings of this study may have certain implications for interested parties who are engaged in integrating AI tools into EFL classes harmoniously
Out-of-class review and learner metacognition: Reciprocal effects in a blended learning course
No full textMetacognition plays a crucial role in language learning, enabling learners to reflect on and adjust their strategies for more effective learning, particularly when reviewing for quizzes and exams. Technology can be a powerful aid in this context. This study examines the extent to which review-focused cognitive strategies, delivered using an online blended learning tool, support the metacognition of university-level English learners in Japan. Thirty learners in total participated in the study. They were enrolled in the teacher-researcher’s thirty-week, first-year, compulsory English reading and writing course. The instruments employed were two learner reports, an endof-course questionnaire, learner records from the tool’s database, and the teacherresearcher’s research journal. Findings indicated that: (1) the tool supported learners’ metacognition by raising their awareness of gaps in their English-related linguistic knowledge, aiding their strategic planning for upcoming quizzes and exams, and providing opportunities for learners to explore new cognitive strategies; (2) many learners used their metacognitive skills to maximize their effort and select and use cognitive strategies with intentionality; and (3) the overall assignment had a positive impact on the test-anxiety of many learners. These findings confirm the potential of blended learning tools for fostering out-of-class review behaviors and learners’ metacognitive development. Pedagogical implications are discussed and suggestions for future research are provided
What influences Spanish student language teachers learning of English as a foreign language? A quantitative study of psychological, social and cultural factors
No full textThis paper explores the psychological, social, and cultural factors influencing pre-service language teachers’ strategies and attitudes toward learning English as a foreign language. Using a quantitative approach, data were collected from 76 Spanish future language educators. The study’s analysis identified key factors impacting future teachers’ strategies and attitudes, including motivation, anxiety, teacher-student rapport, and cultural appreciation. Findings reveal that psychological factors like intrinsic motivation and enjoyment play a significant role in teachers’ learning experiences. High levels of anxiety were also found to affect classroom participation negatively, while social factors like cultural awareness and the appreciation of Anglophone culture also significantly contributed to participants’ eagerness to learn English. Furthermore, participation in bilingual programs was associated with increased enjoyment and intrinsic motivation, highlighting the benefits of such programs in enhancing language learning experiences. These insights can inform strategies to improve English language instruction and support classroom engagement in language education
Metrics for investigations into L2 knowledge of derivational affixes
No full textKnowledge of derivational affixes makes an important contribution to second language learners' success when reading. Yet while the effects of some learner variables (L2 proficiency, L1 background) have been investigated, there has been little research addressing the effects of varying characteristics of affixes on their acquisition. The goal of this study was to develop a range of metrics concerning the characteristics of derivational affixes with respect to their frequency of occurrence, semantic salience, and orthographic and phonological form. The study presents 19 metrics (58 when including variants) for 38 frequent derivational affixes. Each metric is calculated across progressively larger vocabulary size levels in recognition of the fact that as learners' vocabulary knowledge develops, their exposure to and knowledge of words including derivational affixes grows. Examples of a selection of metrics for one affix are provided (the full data set being available online; https://osf.io/2vcg9/) as well as some global observations on the data set. It is hoped that these metrics will allow future analyses that provide insights into the process of derivational affix acquisition (by exploring which metrics and to what degree the metrics contribute to acquisition) as well as insights into the order in which affixes are learnt and at what stage in development different affixes are acquired
Using Alexa in technology-supported taskbased learning to mediate EFL texts: a pilot study
No full textGiven the novelty value of human-machine communication (HMC) in task-based language learning (TBLL), we conducted a multimethodological pilot study to explore the use of Alexa in out-of-class task-based learning to mediate texts in English as a foreign language. Fourteen Polish intermediate learners participated in the quasi-experiment and programme evaluation. The treatment was investigated with reference to its impact on the participants’ mediating skill, their self-perceived acceptance of the technology, and the HMC process. Even though the statistical analysis of the pre- and post-tests revealed that the intervention had no effect on the students’ ability to mediate texts, the findings from quantitative and qualitative analyses of the learners' logs, the Alexa app, post-study questionnaires, and interviews were positive. Despite HMC breakdowns, the learners kept interacting with the technology by producing modified output through rephrasing and had very high opinions of the use of the tool in learning to mediate. The results enhance the understanding of the new phenomenon of voice assistance in CALL and its application in TBLL; however, longer-term research on the implementation of Alexa (and the like) is required in view of the limitations of the current research related to the short duration of the treatment and small sample size
Enhancing grammar instruction for EFL secondary school students: Leveraging the flipped approach as a pedagogical intervention
No full textWhile flipped learning is a commonly applied pedagogical intervention, a careful review of empirical studies provides little evidence of its effectiveness in facilitating students’ grammar learning at the secondary school level in English as a foreign language (EFL) contexts. Unlike traditional grammar teaching methods that emphasize rule explanation and mechanical drills, flipped instruction pro motes a deeper understanding of grammar through learning enhancements such as interactive tasks and personalized support. To contribute to this line of inquiry, the current study investigates the role of a pedagogical grammar intervention that leverages the flipped classroom model as an instructional space for improving students’ grammar performance at a secondary school in Kazakhstan. A pre-test and post-test quasi-experimental design was employed to examine the extent to which this intervention affected students’ (N = 104) English gram mar learning. The results revealed that students in the experimental group who experienced flipped instruction made greater progress in learning grammar (d = 0.81) than those exposed to conventional pedagogy. The findings suggest that the flipped classroom worked as a useful delivery platform to facilitate the integration of enhancements that offer students greater time on task, diverse learning experiences, and social engagement. Leveraging the flipped approach also freed up teacher instructional time to spend less time on direct instruction and more on designing collaborative and interactive materials, such as jigsaw activities, guessing tasks, and board games. The paper concludes with implications for future research and practice concerning the integration of emerging technological affordances into language learning classes in secondary schools
Talking to algorithms, not students: Students' and lecturers' perceptions of machine translation in academic discussion
No full textMachine translation (MT) software has been present in English for Academic Purposes classrooms for several years, yet it remains a contentious issue. Traditionally, research in this field has focused on students’ use of MT for reading and writing rather than classroom listening and speaking. This study elicited the reasons why students utilise MT in academic discussions and their attitudes towards it. These were then contrasted with the attitudes and experiences of their lecturers. A mixed-methods design was employed, with qualitative data complementing quantitative data. Questionnaires were distributed to a cohort of master’s students (N = 88) and lecturers (N = 14). Following this, focus group discussions explored the role of MT regarding students’ understanding of lectures and assigned reading material. The findings revealed that MT use is widespread in university classrooms, but only a minority of students use it frequently – an unexpected finding in the twenty-first century. The latter group generally regarded it as a source of shame and expressed a desire to reduce their reliance on it. Because the students surveyed often reported dissatisfaction with using MT, alternative strategies are proposed based on the feedback collected. These include exploring the underlying reasons for using AI translation software beyond simple language difficulties and recognising the capabilities and limitations of MT. The article concludes with implications for institutional policy and EAP instruction