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ChatGPT as a facilitator of vocabulary learning strategy use for lexical bundles across different difficulty levels
No full textWhile many studies have investigated vocabulary learning strategies (VLSs) for single words, little research has examined effective VLSs for multi-word units such as lexical bundles (LBs), which are crucial for English for academic purposes (EAP). This study explored which VLSs are effective for Japanese university students to learn LBs at their current (i: B1) or slightly lower (i–1: A2) proficiency levels on the Common European Framework for Reference (CEFR). Participants received instruction in social (questioning), cognitive (gap-filling practice), and memory (functional grouping and L1 translations) strategies and studied 40 LBs (20 for A2 and B1). They also took A2- and B1- level LB tests. Their VLS uses were mediated and tracked by an AI tool ChatGPT, which engaged participants in interactive out-of-class learning. The results revealed that ChatGPT-assisted social strategies were beneficial across both A2 and B1 levels, while cognitive strategies were useful at A2 level but lost its sole effectiveness at more difficult (B1) LBs. As there was no significant score difference between both tests, deeper processing associated with VLS uses, rather than difficulty of LBs themselves, could be a determining factor for learning LBs. Theoretical and practical applications of the results are discussed.
 
EFL teachers’ professional development experiences in a Vietnamese university: An exploratory study
No full textProfessional development (PD) plays an important role in enhancing teachers’ expertise, professional identity, and classroom practice. In recent years, the Vietnamese government has invested in PD to develop EFL teachers’ capacity, aiming to improve the quality of English language teaching and learning. Therefore, ensuring the effectiveness of PD is essential for maintaining accountability. Our paper investigates EFL teachers’ PD experiences in the Vietnamese tertiary education context. Drawing on semi-structured interviews with seven EFL teachers from a Vietnamese university in Hanoi, this paper identifies characteristics of PD that contributed positively to their experiences and those that discouraged them from participating in PD activities. Five positive characteristics of PD emerged from our data: relevance of PD content, characteristics of PD facilitators, design of PD activities, opportunities to interact with facilitators and peers, and novelty of PD activities. Our interviews identified four characteristics of PD that prevented teachers from participating in PD, namely mismatched PD content, work commitments, family commitments, and financial considerations. Our paper contributes to the PD literature by offering a set of key considerations for designing and organising PD activities in Vietnam
Unveiling secondary school ESL teachers’ E-learning readiness in Malaysia: Retrospective insights and future directions
No full textE-learning has significantly reshaped education, including English-language teaching (ELT). Acknowledging this, the Malaysian Ministry of Education made e-learning a strategic priority for ELT in the Malaysia Education Blueprint 2013–2025. Sabah, however, remains cautious; as a developing state with limited infrastructure, it questions how effectively e-learning can be deployed. Because classroom teachers ultimately mediate e-learning initiative, the present study investigated the readiness of secondary school ESL teachers in Kota Kinabalu, Sabah. A 17-item questionnaire was developed following Chapnick’s e-learning readiness framework. After checking content and face validity, the instrument was pilot tested with 64 teachers. Exploratory factor analysis (EFA) identified four underlying dimensions; confirmatory factor analysis (CFA) on a second sample (n = 145) verified the four-factor structure and showed satisfactory reliability and validity. Descriptive analysis of the final sample revealed the readiness profile for each dimension. Technological skills readiness was highest (mean = 4.22, “ready, go ahead”), psychological readiness was moderate (mean = 3.66, “ready, but needs a few improvements”), while human resource readiness (mean = 3.30) and equipment readiness (mean = 3.25) were “not ready, needs some work”. The validated four-factor instrument provides Sabah’s educational stakeholders with an empirically valid tool to assess ESL teachers’ e-learning readiness, enabling targeted interventions (e.g., infrastructure upgrades, technical training) to support effective e-learning implementation in ELT. Strengths, limitations and implications are also presented
From words to pixels: Artificial intelligence struggles with world Englishes
No full textThis study examines how DALL-E 3 interprets English descriptions written by Indonesian university students. Sixteen descriptive texts were submitted to the artificial intelligence (AI) tool, and the resulting images were compared to original photos. Most outputs showed clear mismatches. The analysis found that misinterpretations originated from two main sources: grammatical and vocabulary patterns reflecting Indonesian English and broader stylistic choices, such as the use of vague, emotional, or abstract language. The study also found that a high level of concrete detail could often mitigate the negative effects of non-standard grammar. The findings suggest that current AI tools are not yet equipped to fairly process the full range of human linguistic variation, from local English features to the stylistic patterns of human-centric writing. To support more inclusive use of AI in education, this study adapts the established concept of intelligibility into the idea of “digital intelligibility,” and recommends improving training data and creating classroom space for open discussions about AI bias toward language diversity and stylistic choices
Examining intercultural communication education in EFL programmes: The case of Yemeni universities
No full textIn foreign language (FL) education, it is now emphasised that learners' needs are not limited to knowledge and skills in the grammar of the language but also the aptitude to use the language in socially and culturally suitable ways in intercultural contexts. However, addressing intercultural communication (IC) in an FL context remains a challenging goal to achieve, especially given the need for innovation in curriculum design and pedagogical implementation. This paper examines the status quo of IC education in Yemen through scrutinising the curriculum of English language programmes in the higher education system. A corpus-based analysis was used to analyse the integration of IC in the course specifications of English as a foreign language (EFL) programmes. Additionally, a questionnaire was administered to delve into EFL faculty members' perceptions of the barriers to implementing IC education in the same context. The results revealed that IC is unproductively included, taught, and practiced in formal EFL education in Yemeni universities. The results also indicated that superficial exemplification of IC patterns, imbalance between linguistic and cultural dimensions, ineffective teaching methods, improper classroom practices, and lack of exposure to the target culture are the key impairments of IC education in the context of this study
Trapped in a domestic posture? Exploring the international posture of pre-service primary school teachers in Türkiye
No full textThis study investigates the International Posture (IP) of pre-service primary school teachers in Türkiye who are preparing to teach English in schools lacking specialized English teachers. IP, originally defined by Yashima (2002) as interest in international affairs, willingness to work or study abroad, readiness to interact with people from other cultures, and openness toward different cultures, is a motivational construct linked to communicative confidence and global outlook. In this mixed-methods study, 200 participants completed a Turkish version of Yashima’s IP scale (20 items across sub-dimensions such as international vocation interest, news interest, and intercultural approach/avoidance), and a subset volunteered for semi-structured interviews. Survey results showed generally low IP scores (means below the scale midpoint), indicating limited interest in global engagement (e.g. low desire to live abroad or follow international news). Interview themes included a focus on exam-oriented learning and local contexts, limited exposure to English media, and anxiety about intercultural communication—patterns consistent with what Yashima terms a “domestic posture”. These findings echo recent Turkish research where even English-major undergraduates exhibited “relatively limited” global Orientation and align with evidence from other EFL contexts (e.g. Saudi Arabia). In the context of intercultural communication education, we discuss how the predominantly monolingual environment and pedagogical practices may constrain IP, and we suggest curriculum reforms and experiential learning (e.g. content-based instruction on global issues, study abroad or virtual exchange) to foster pre-service teachers’ global awareness. Implications for teacher training and education policy are considered, and future research directions are proposed
Mapping the divides; bridging the gaps: A bibliometric-systematic review and an integrative framework for multicultural early childhood education
No full textThe growing global diversification of early childhood education (ECE) settings necessitates pedagogical approaches that are both responsive to and affirming of diverse learner needs. However, the expansion of related literature risks fragmentation, obscuring structural divides, including persistent policy–practice gaps and global knowledge inequities. To date, bibliometric methods have not been applied to systematically diagnose these issues or propose a resolution framework. This study addresses this gap via a bibliometric–systematic review conducted in accordance with PRISMA guidelines. A total of 203 documents (1991–2025) from the Scopus database were analysed using performance analysis and science mapping to delineate the field’s intellectual, conceptual, and social dimensions. Research findings indicated that multicultural ECE research is grounded in three core pillars—developmental psychology, pedagogical practice, and educational policy—but is constrained by a persistent disconnect between policy- and practice-oriented research. The study also provides quantitative evidence of a pronounced core–periphery structure in knowledge production, dominated by North American and European institutions, and identifies strategic gaps in research on educational technology and culturally responsive assessment. Based on these findings, this study’s principal contribution is the development of the Integrative Framework for Multicultural ECE Research (IFMER). The model reconceptualises technology and assessment not as deficits but as strategic bridging mechanisms that link policy and practice, integrate developmental theory into pedagogy, and promote more equitable global research collaboration. The IFMER provides a strategic roadmap for advancing a more coherent, equitable, and impactful research agenda
Enhancing ESP writing skills through the use of Termsoup: An exploratory study
No full textAs technology becomes increasingly integrated into educational settings, computer-assisted translation (CAT) tools are gaining recognition as valuable aids in language learning. This study introduces Termsoup, a CAT application, as a tool to support learners in bridging the gap between disciplines or subject areas within English for Specific Purposes (ESP) projects. The research focuses on how Termsoup was utilised in a graduation project course, particularly emphasising its ability to generate a corpus for ESP writing. Ten senior students participated in the study, where they were tasked with composing a tourism-related text both with and without the AI assistance of Termsoup. The findings demonstrated significant improvement in the students' use of descriptive sentence structures when employing the tool. Additionally, the study highlights how the corpus creation feature of Termsoup was effectively utilised to review student writing and promote learner autonomy. By examining students' interactions with AI-assisted tools during the writing process, this study underscores the dual benefits of such technology: enhancing the quality of ESP writing and fostering learner independence. These findings contribute to the growing body of research on AI-supported language learning, suggesting that leveraging CAT tools can promote greater autonomy and improve ESP writing skills in interdisciplinary educational contexts
Exploring the use of Generative Artificial Intelligence (GenAI) in English language teaching: Voices from in-service teachers at an early-adopting Hong Kong secondary school
No full textThe launch of ChatGPT has drawn public attention to the potential of Generative Artificial Intelligence (GenAI) tools due to its high accessibility and affordances. Many language teachers have attempted to integrate GenAI tools into their teaching practices. Although some Hong Kong secondary schools have started incorporating AI tools to teach science and technology-related subjects, schools integrating GenAI tools in language education are still scanty. Therefore, this qualitative case study used an in-depth focus-group interview with three in-service English language teachers in an early-adopting Hong Kong secondary school to explore their experiences of utilising GenAI tools in actual teaching practices and the underlying factors facilitating or hindering the application of GenAI in English language teaching. The findings showed that GenAI tools could be used to assist teachers in various tasks, including proofreading, generating teaching and assessment materials, offering feedback and suggestions, etc. The findings indicated that environmental factors, benefits to students’ language learning, and benefits to teachers’ professional work were the enablers for English teachers to integrate GenAI tools. Moreover, limitations of GenAI tools and teachers’ internal hindrance were identified as the barriers to incorporating GenAI in English language teaching. Practical implications and limitations are discussed
Enhancing cross-cultural exchange with AI: ChatGPT’s role in an international online student conference
No full textThis manuscript explores the innovative integration of ChatGPT in a cross-cultural online student conference involving university students from Japan, Indonesia, and the Philippines. The AI tool was instrumental in both the preparation and analysis phases, offering language support, cultural insights, and assisting in the development of discussion topics. This study evaluates the impact of AI on student engagement, communication skills, and cultural awareness, highlighting the potential of AI tools in international education settings