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Guided vs. unguided social media-assisted language learning: An In-depth analysis of speaking performance, willingness to communicate, and social emotional learning
No full textPrevious studies have indicated that social media has been used by students to develop speaking skills. However, how guided social media (GSM) and unguided social media (USM) activities in conversation courses affect their speaking skills and willingness to communicate (WTC) remain unclear. It also remains uncertain what social and emotional learning (SEL) factors during the adoption of social media-assisted language learning (SMALL) help to facilitate student learning. This study therefore purposed to investigate (1) the effects of GSM and USM on English as a foreign language (EFL) students’ speaking performance and WTC and (2) the SEL factors that enable students to thrive during SMALL activities. This study employed a mixed-methods experimental approach, combining quantitative and qualitative data. This study employed intact group sampling to recruit Indonesian EFL students who were studying at a state university and formed three groups, USM (20 students), GSM (23 students), and control group (26 students). The quantitative data were analyzed using Kruskal-Wallis and Mann-Whitney U tests while the qualitative data were analyzed using inductive thematic analysis. The results indicated that USM and GSM could significantly improve EFL students’ speaking performance. However, only USM could significantly improve WTC. In addition, students’ SEL is influenced by factors such as learning engagement, motivation, learning environment, and support
Exploring the efficacy of ChatGPT's audio features in language learning
No full textWith the increased interest in integrating artificial intelligence (AI) into language education, this mixed-method study explored the use of ChatGPT's audio functionality to enhance Japanese students' oral communication skills. Japanese university students often complain that they have little chance to practice their English skills. To address this issue, the following research question was devised: Can ChatGPT effectively serve as a conversation partner for Japanese students aiming to improve their oral communication skills? Students participated in interactive sessions with ChatGPT, where they were required to interact through the speech-to-text function of the ChatGPT smartphone app. Following this, the students were given a reflective survey to draw out students’ opinions on, and feelings about, their interactions. The results of this study indicate that while students have a generally positive attitude towards the use of Chatbots, there are concerns about privacy and ethical use
The ‘symbolic violence’ of refugee language training in Australia
No full textReasonable host language proficiency has been shown as a key factor determining successful social and economic inclusion of refugee migrants within their new society. Many countries who provide settlement to refugee migrants thus offer them instruction in the host language of their new country. In Australia, refugee migrants are offered English training in the form of the Adult Migrant English Program (AMEP), and the Skills for Education and Employment (SEE) program. However, this paper argues that these training programs largely fail to meet the needs of refugee migrants who settle in Australia. Using a qualitative research design, in-depth interviews with eight male Muslim refugee migrants were used to collect data centred on a single research question – What are the perspectives of male Muslim refugees on the effectiveness of their English training programs in facilitating their settlement and employment in Australia? The findings are framed using the theoretical notions of Pierre Bourdieu, and suggest that the English training programs set the migrants up for failure, both in what is absent and what is offered within these programs. Most of these migrants remain in a position of social disadvantage in Australian society and are subject to an ongoing cycle of symbolic violence. Policy implications are considered
PlayPhrase.Me: A multimedia corpus for foreign language education
No full textTechnological advancements have not only introduced new tools for language education but also tailored apps and resources for specific language skills. These include mobile apps (e.g., Drops: Language Learning Games for vocabulary), websites (e.g., SpanishDict for Spanish dictionary and grammar), and reference tools (e.g., Grammarly for writing assistance). One such resource is PlayPhrase.me, an online and mobile tool serving as a database of movie clips for language practice, particularly vocabulary. Despite the relative attention similar tools (e.g., YouGlish and Voscreen) have received, only two studies were conducted about the PlayPhrase.me a website. Accordingly, there is a need for a review that outlines its general characteristics and pedagogical affordances. To this end, this review evaluated the website and revealed considerable potential for vocabulary, grammar, and pronunciation learning. Citing the possible pitfalls, such as short video durations, lack of filtering, and absence of evaluative and competitive means, the researcher offered recommendations for improvement. The review concludes with the researcher’s reflections as a teacher and urges further research to validate the findings
Reimagining language learning: AI-driven innovations for engagement and growth
No full textArtificial intelligence (AI) is redefining the language education industry, offering innovative solutions that enhance learner engagement, foster autonomy, improve learning outcomes, and more. This special issue explores the transformative impact of AI-driven technologies across diverse educational contexts, focusing on their applications in fostering communicative competence, ethical integration, and multimodal learning. Collectively, the thirteen articles included here also examine how AI tools can help address traditional pedagogical challenges, such as limited access to authentic communication, exam-centric curricula, and disparities in instructional quality. They highlight AI’s ability to personalize learning experiences, provide immediate feedback, and augment human interactions while preserving the essential role of educators. Other themes include strategies for tailoring AI tools to diverse linguistic and cultural contexts, fostering digital literacy and agency among learners, and developing robust evaluation frameworks for measuring AI’s long-term impact. By synthesizing insights from these contributions, this special issue sets the stage for future research, calling for ethical, inclusive, and adaptable implementations that unlock AI’s transformative potential while addressing its inherent challenges
Preparing teachers for the algorithmic educational landscape: A critical mapping of generative AI integration in language teacher education
No full textThe increasing integration of generative Artificial Intelligence (AI) tools, such as ChatGPT, in education has prompted growing interest in their pedagogical potential and the emergent competencies required for their effective use in language instruction. While generative AI is beginning to influence language teaching and learning practices, emerging research suggests a growing need to address AI-related literacies and ethical considerations within language teacher education programs. Despite the growing number of studies examining generative AI’s use in language learning contexts, there remains a notable gap in systematically reviewing how generative AI is being addressed in teacher preparation and professional development. To address this gap, this study presents a bibliometric-based systematic literature review of research on generative AI in language teacher education, employing text-mining algorithms, data-mining heuristics, and social network analysis. The findings identify five major thematic clusters in the literature: (1) Professional Development and AI Literacy in Teacher Education, (2) Chatbots and Conversational AI in Language Learning, (3) Generative AI for Instructional Design, Assessment, and Lesson Planning, (4) Generative AI as a Tool for Enhancing EFL Writing Skills, and (5) Exploring Pre-Service Teachers’ Perceptions and Readiness. This review contributes to the growing discourse on AI in education by mapping the current research landscape and identifying critical directions for advancing generative AI integration in language teacher education
Framing human-AI collaboration in language education
No full textThe increasing use of generative artificial intelligence in language education has been accompanied by an increasing tendency to describe human-AI interaction as “collaboration.” This paper examines that framing by first clarifying what collaboration entails and then considering the extent to which human-AI interaction aligns with these requirements. Drawing on work in collaborative learning, human-AI teaming, and workplace collaboration, the paper identifies seven commonly cited features of collaboration: shared goals and purpose, interdependence and coordination, reciprocal communication, distributed accountability, complementary expertise, calibrated trust, and acknowledged contribution. While human-AI interaction in language education displays surface similarities to collaboration, particularly in terms of task interdependence and functional complementarity, it differs in more fundamental respects. In particular, human-AI interaction lacks shared purpose, reciprocal understanding, and distributed accountability, all of which are central to established conceptions of collaboration. These distinctions matter for how teachers, learners, and researchers interpret AI use and for how responsibility, evaluation, and learning are understood in AI-mediated activity. The paper argues that greater conceptual precision around collaboration is necessary if claims about human-AI relationships in language education are to remain theoretically grounded and pedagogically meaningful
Teachers should let learners examine the output of AI translation
No full textAn important role of English teachers in the era of AI is to provide opportunities for learners to actively examine and digest English produced by AI. This study aimed to conduct an activity, wherein the instructor lets college students whose English proficiency level is around CEFR A2 prepare speech drafts for small talk presentations in English using DeepL. They were required to ask their instructor questions about the English produced by DeepL to enhance their comprehension, and the instructor answered these questions. Students gave presentations in class without reading from their drafts. The presentations were successful overall, despite the participants’ limited English proficiency. Such successful experiences can provide learners with confidence and motivation. This activity is suitable for novice learners who have difficulty composing English speech drafts. The teachers’ role is crucial in allowing each learner to obtain optimal English for himself/herself from AI, regardless of their proficiency level
Critical thinking in the digital age: CT through LMS-based classes
No full textThis paper explores the use of interactive digital printouts to enhance critical thinking in hybrid and online classrooms, particularly in language learning management systems. With increasing adoption of digital tools, educators face opportunities to move beyond traditional printouts and create materials that engage students utilizing higher-order thinking skills and critical thinking skills. By leveraging features in Microsoft Word, such as content controls for Rich-Text and Plain-Text boxes, Combo-boxes, and Drop-down Lists, teachers can develop tasks that foster analysis, evaluation, and creativity—all of which are key components of critical thinking. This paper outlines steps for converting printouts into dynamic, electronic formats, and demonstrates how these tools can be used to engage students in thinking more deeply. A short review of the literature highlights the benefits of digital tools in promoting critical thinking and supports the inclusion of hybrid learning models in modern classes. This paper will also provide a theoretical backing for the integration of technology in fostering independent learning, higher-order thinking skills, and cognitive growth. The future of education lies in the ability to adapt teaching methods to an ever-changing technological landscape. Creating materials that educate and challenge students to think critically and creatively is crucial to students’ success
Achievement emotions: Their relationship with academic performance and learning styles in EFL learners
No full textThis study examines the relationship of achievement emotions with academic performance and learning styles in English as a Foreign Language (EFL) learners, a largely unexplored area of research. Employing a quantitative research design, 300 participants from the Applied College at a public university completed an adapted version of the Achievement Emotions Questionnaire-Short (AEQ-S) by Bieleke et al. (2021). This instrument assessed emotional experiences across classroom-related, testing-related, and self-directed learning contexts. Kruskal-Wallis tests identified significant differences in emotional experiences between high and low achievers across the three contexts, with high achievers experiencing heightened positive emotions and low achievers, negative ones. ANOVA further demonstrated that learners' distinct learning styles significantly influenced experiences of achievement emotions with the exception of anxiety and relief, indicating that adaptation of instructional methods to learning styles can play a crucial role in shaping students’ emotional responses. These findings may offer insights for developing emotionally responsive pedagogical strategies, ultimately enhancing academic success among EFL students