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Language, sustainability, and intercultural citizenship: Implementing the GLOBE model in a disciplinary learning context
No full textThis exploratory case study examined the implementation of the GLOBE pedagogical model in an English for Specific Purposes (ESP) course for veterinary medicine students, and assessed its impact on linguistic competence, interdisciplinary collaboration, sustainability awareness, and intercultural competence. Grounded in systemic functional linguistics, genre-based pedagogy, and interdisciplinary education, the model integrates language learning with sustainability and social engagement. The study was conducted with 51 undergraduate students from a private university in Argentina who were concurrently enrolled in two courses: Sociology and Community Service and English for Specific Purposes (ESP). The participants engaged in collaborative work that integrated content and objectives from both courses. Through scaffolded instruction, students developed community service projects and delivered elevator pitches, in which they linked language use to real-world professional and societal challenges. A qualitative analysis of a focus group with three teachers revealed that the model fostered teamwork, interdisciplinary integration, and communicative competence. However, students struggled with linguistic accuracy, oral fluency, and shifting from animal-centered to human-centered sustainability projects. Findings align with research on task-based and interdisciplinary learning, and emphasize the need for structured support in writing, oral performance, and project conceptualization. The study underlines the potential of GLOBE for ESP instruction while identifying areas for refinement, such as increased practice opportunities, targeted feedback, and reflective assessments. Future research should explore its long-term effectiveness in fostering global communication skills and sustainability oriented professional engagement
Intercultural musicking - portraits and narratives of klezmer ensemble performance
No full textThis article focuses on one example of intercultural musicking (IcM) - when mostly non-Jewish music students experience unfamiliar methods to learn to perform klezmer which for most of them is an unfamiliar music culture - and the value later attached to this experience. We briefly introduce klezmer as a music culture and our teaching of it. We then describe the combination of visual and narrative methods - also unfamiliar to participants - which we used to explore former students’ experience of performing klezmer. We discuss illustrative data from these ensemble alumni. We review our learning from this alumni-based practice-evaluation study regarding student development of transmusicality and intercultural personhood. We conclude with our insights into the use of visual and narrative methods in exploring the value of intercultural music education
Seeking traces of interculturality in a language teacher education program: A case from Türkiye
No full textIn accordance with the shift in focus towards a culturally varied world, foreign language education curricula in most contexts have been revised integrating elements of interculturality. Yet, it remains unknown how successful these modifications are in achieving culturally decentralized and varied language education (R’boul & Saidi, 2023). Especially in the MENA (Middle East and North Africa) region where such research is scarce, it is essential to understand whether language teachers are trained in line with critical intercultural education, as these teachers will definitely be teaching in more culturally varied settings in the near future. Türkiye is no exception to this, and language teacher education curricula have been recently modified providing more space for intercultural communicative education. Considering these changes, the aim of the current study is to examine interculturality in field-specific elective courses offered in English Language Teaching (ELT) programs at a state university in Istanbul. A critical thematic analysis of culture-related courses is employed, following the two-step analysis offered in Lawless and Chen (2018). The analysis produces evidence demonstrating that interculturality is insufficiently embedded in the ELT curriculum, where it appears scattered across field-specific electives without systematic organization and within a narrowly confined scope. In brief, the study indicates that the specific ELT curriculum under investigation falls short of supporting culturally diverse language teacher training
Remaking signs and potentials for learning in L2 multimodal composing
No full textMultimodal composing activities invite language learners to draw upon distinct potentials of diverse modes of representation to make and remake signs for communication. Despite increased interest in incorporating multimodal composing activities in language classrooms, we do not yet have an in-depth understanding of the process of remaking signs and its implications on the meaning being expressed and potentials for learning. To address this gap, we investigate multimodal composing activities of 25 undergraduate students in one EFL classroom in Thailand, who designed digital posters of an innovative product in small groups and delivered in-class presentations. Through social semiotic analysis of the posters and video recordings of the presentations by two groups, and drawing on the notion of ‘writing as design’, we examine specific changes in meaning representation (gains and losses) during multimodal composing. Our findings reveal that remaking signs across different modes shaped not only the meaning being expressed, but also what became available for students to learn and how. Our conclusion emphasizes the need for teachers to fully utilize modes available in all learning environments to best support students in achieving their communicative and learning objectives
ChatGPT’s impact on ESP writing proficiency and learner autonomy: An experimental study
No full textThis study investigates ChatGPT's efficacy in fostering autonomous ESP writing development across different proficiency levels, while identifying its strengths and limitations in enhancing specific writing competencies. A quasi-experimental pretest-posttest design was employed with 176 Saudi university students (A1-B1 proficiency) over 8 weeks. Standardized email-writing assessments measured progress in Content, Format/Structure, Grammar/Punctuation, and Clarity/Cohesion, with ANOVA and effect size analyses determining significant changes. Results showed significant improvements (p<.001) in rule-based skills: Content (A1: d=2.68; A2: d=1.56; B1: d=2.06) and Format/Structure (A1: d=2.59; A2: d=1.10; B1: d=1.18). Grammar improved for A1 (d=0.74) and A2 (d=0.58) but not B1 (p=.210). Clarity/Cohesion showed no significant gains (p>.05). The model explained 57-74% of variance (R²), with strongest effects for A1 learners. This study provides the first empirical evidence of ChatGPT's proficiency-dependent effectiveness in ESP writing, establishing (1) clear thresholds for AI's optimal utility across skill levels, (2) critical limitations in developing higher-order writing skills, and (3) a foundation for blended AI-human writing pedagogy in ESP contexts
Artificial intelligence in international English language testing system writing assessments: A comparative study of human ratings and DeepAI
No full textThe International English Language Testing System (IELTS) is a high-stakes exam where Writing Task 2 significantly influences the overall scores, requiring reliable evaluation. While trained human raters perform this task, concerns about subjectivity and inconsistency have led to growing interest in artificial intelligence (AI)-based assessment tools. However, little empirical evidence exists on AI in high-stakes testing, and no study has examined DeepAI in this context. Accordingly, using a repeated measures design, this study investigated the comparability and reliability of human and DeepAI ratings of 145 IELTS Writing Task 2 essays collected from the official IELTS Tehran Test Centre. These essays had been previously scored by certified human examiners and were subsequently rescored by DeepAI using a rubric-based prompt based on IELTS standards. Statistical analyses, including paired sample t-tests and multivariate analysis of variance, were conducted to explore rater differences and scoring alignment. The results revealed no significant differences in the overall band scores between the human and AI assessments; however, minor differences were observed in some specific criteria. Additionally, DeepAI showed strong intra-rater reliability, producing consistent scores over a two-week interval. These findings suggest that DeepAI may serve as a reliable supplementary tool in high-stakes writing assessments. However, full replacement of human judgment remains premature, and a combination of human judgment and AI support may be the most effective approach
Utilizing artificial intelligence for creating an extensive reading library: A case study with ChatGPT
No full textExtensive reading has become an integral part of language learning curricula, with digital platforms offering accessible ways to promote reading fluency among students. However, the existing systems often suffer from limitations such as high costs, limited text variety, and gamified features that may detract from authentic reading engagement. This study explores an alternative approach using artificial intelligence (AI) tools to create an extensive reading library tailored to students’ interests and language proficiency. Second-year university students (N = 109) were surveyed on their reading preferences, and AI tools (ChatGPT and DALL-E) were employed to generate custom e-books. The results showed that 41% of students were unaware that the materials were AI-generated, and 47% expressed a desire to continue reading AI-generated books. This paper discusses the potential of AI in enhancing reading fluency and promoting language learning
Culturally responsive teaching in diverse classrooms: A framework for teacher preparation program
No full textThis paper analyses the importance of culturally responsive teaching (CRT) in heterogeneous classrooms and proposes a comprehensive framework for teacher development programmes designed to improve effective instruction for various student groups. As classroom diversity increases, it is imperative to equip pre-service teachers with the requisite knowledge and abilities to cultivate inclusive, culturally responsive learning environments. This study evaluates the influence of CRT principles on student performance and instructor preparedness by examining their integration into teacher education programmes. The investigation employed a mixed-methods approach to collect both qualitative and quantitative data, assessing the perceived impact on student engagement and academic performance, the challenges faced by educators, and the integration of CRT techniques into teacher preparation programmes. The results highlight the necessity of enhancing teachers’ cultural competence, promoting equity literacy, and fostering critical self-reflection to ensure educators are prepared to address the needs of diverse learners. The study provides pragmatic recommendations for improving teacher education, emphasising the necessity of continuous dedication to social justice, equity, and culturally sustaining pedagogy within teacher training programmes. This research contributes to the discourse on adequately equipping teachers to manage the intricacies of diversity in modern classrooms
Incidental learning of multiword expressions from bilingual captioned videos for language minority students
No full textThis study aimed to examine incidental learning of multiword expressions (MWEs) from bilingual captioned videos among language minority students. The participants consisted of 403 language minority university students enrolled in the Preparatory Year Programme (PYP) in the Southern part of China. The study evaluated participants’ vocabulary knowledge (VK) by examining both its breadth and depth, alongside their working memory (WM) capacity in tasks involving phonological and complex processing. Additionally, a test on meaning recognition of MWEs was administered. The results revealed that: (1) bilingual captioned videos facilitated the incidental learning of MWEs; (2) both VK and WM capacity were significant predictors of incidental learning of MWEs from bilingual captioning and; (3) VK mediated the relationship between WM and incidental learning of MWEs at the level of meaning recognition. These findings underscore the benefits of incorporating bilingual captioning in learning MWEs for language minority students. However, it is crucial to consider the students’ prior VK and WM capacity
Student perceptions of hybrid feedback: Using Gen-AI to enhance engagement with EAP writing feedback
No full textFeedback is crucial in the learning process, yet many students struggle to effectively engage with teacher feedback. This study explores the potential of Generative Artificial Intelligence (Gen-AI) to enhance student engagement in EAP writing feedback. Using a mixed-methods approach that includes surveys and interviews with Year 1 and Year 2 students at a Sino-foreign EMI university, the research examines students’ cognitive, behavioral, and affective engagement with feedback, focusing on how Gen-AI tools like ChatGPT can help clarify and implement feedback. The findings suggest that integrating Gen-AI is perceived as effective by students, with improvements observed in cognitive, behavioral, and affective engagement, though behavioral engagement was slightly less pronounced. Year 1 students generally showed a more positive perception of Gen-AI’s effectiveness, while both groups demonstrated distinct approaches and perceptions in using the tool. While the study highlights the potential benefits, it also identifies a range of concerns, indicating that a comprehensive approach is needed to address challenges related to integrating Gen-AI in feedback processes. This research provides timely insights into integrating Gen-AI into feedback processes to foster student engagement and enhance writing outcomes