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Editorial: Empowering language teacher agency: Self-directed and informal approaches to professional development
No full textThis editorial introduces the special issue Professional Development: Reflections on Informal Initiatives and Self-Directed Strategies, which explores how language teachers sustain professional growth amid continuous technological and pedagogical change. Traditional professional development often struggles to meet teachers’ diverse and evolving needs, particularly as digital transformation and generative artificial intelligence reshape language teaching. In contrast, informal and self-directed learning enable teachers to exercise autonomy, pursue contextually relevant goals, and connect learning directly with classroom practice. At the same time, these approaches highlight disparities in access, digital literacy, and institutional support. The contributions in this volume examine how teachers navigate such challenges through reflective practice, peer collaboration, and engagement with emerging technologies. Together, they point to the need for professional learning ecosystems that integrate autonomy with structure, individual initiative with collective inquiry, and innovation with ethical and contextual awareness. The issue argues that empowering teacher agency depends on reimagining formal professional development to complement, rather than replace, the informal learning already undertaken by teachers
A comparison of flow state markers experienced across AR, game-based, and analog deliberate vocabulary study activities
No full textFlow is described as a state in which people become so involved or engrossed in an activity that nothing else seems to matter (Csikszentmihalyi, 2009). This state of consciousness seems to occur when a person is involved in a task and seemingly unable to stop. Flow states are marked by (a) a perceived balance of skills and challenge, (b) opportunities for intense concentration, (c) clear task goals, (d) feedback that one is succeeding at the task, (e) a sense of control, (f) a lack of self-consciousness, and (g) the perception that time passes more quickly (Egbert, 2003). The Japanese Flow State Scale (JFSS) is an instrument which was created specifically to measure flow states experienced during deliberate vocabulary study and is a working component of the first author's Doctor of Philosophy research project, which focuses on the deliberate study of vocabulary with augmented reality (AR) and physical word cards. Analyses with mixed effects models indicated that statistically significant differences in markers of states of flow elicited with the JFSS of 179 L1 Japanese participants on the basis of four deliberate vocabulary study activities (AR, word card study, Quizlet live, and intensive reading) appear to exist
Academic word lists: A comprehensive review
No full textThe significance of vocabulary in academic success is well-established, particularly for second language learners navigating English Medium Instruction or academic contexts. This paper explores the development and evaluation of major academic word lists to support second language learners. To contextualize the academic vocabulary, it first provides a brief overview of the general high-frequency and discipline-specific vocabulary, followed by a historical background of word lists developed in the 1970s, which influenced the creation of the vocabulary lists in use today. It then reviews the major academic vocabulary lists currently in use. Starting with the influential University Word List (Xue & Nation, 1984) developed in the 80s, the paper evaluates the comparative significance and relevance of the Academic Word List (Coxhead, 2000), the New Academic Word List (Browne, et al., 2013), and the Academic Vocabulary List (Gardner & Davies, 2014). These lists are evaluated based on their (a) representation – frequency, range, and dispersion of words included in the list, (b) currency – how up-to-date the corpus is from which a word list is extracted, (c) corpus size, and (d) strengths and weakness of each word list from teaching perspective. The analysis identifies the Academic Vocabulary List as particularly useful for second language learners engaged in academic reading and writing, due to its broad disciplinary coverage, lemma-based design, and empirical validation using the Corpus of Contemporary American English (COCA).
Mobile-mediated dynamic assessment to enhance students’ ESP writing skills
No full textThe study aims to determine the effectiveness of mobile-mediated Dynamic Assessment using WhatsApp Group in improving student’s writing skills in ESP classrooms. Furthermore, it also investigates the students’ responses toward the mediating practices through the Dynamic Assessment activities. Thirty-one students of the English Diploma program in a public university in (country) participated in the study. The study employed a mixed-method explanatory sequential design. The data were gathered through pretest, posttest, and observation of online records. Paired-sample t-test and independent sample t-test were utilized to find out the significance. The Reciprocity Framework was used to analyze the students’ responses to the mediating practices. The results show that mobile-mediated Dynamic Assessment effectively enhances students’ writing skills. Furthermore, the reciprocity analysis showed that the mediating process provides a convenient and less intimidating platform to respond to the teachers’ feedback. Moreover, the activity provides a platform for students to collaboratively improve their mastery in composing writing
The impact of COIL on EFL learners’ communication confidence and soft skills
No full textThis paper investigated the effect of a Collaborative Online International Learning (COIL) project on English as a Foreign Language (EFL) learners’ self-perceived communication competence (SPCC), communication anxiety (CA), and soft skills. The participants were 157 university students from Japan, Türkiye, and Spain who completed various tasks and created a video on Sustainable Development Goals during the fall of 2022. Students answered two surveys (pre-COIL and post-COIL) through a mixed-method convergent research design. Both surveys included three different 5-point Likert scales (analyzed via t-test and convergence analysis), and the post-COIL survey included additional open-ended questions for qualitative analysis. The t-test analysis demonstrated a statistically significant increase in EFL students’ average SPCC. The convergence analysis showed that students with the lowest and highest SPCC, CA, and soft skills converged towards the average and experienced the greatest change in these traits post-COIL. Considering the qualitative data and social cognitive theory, participation in the COIL assisted students in better understanding their SPCC, CA, and soft skills when working in an international group
Digital competency of university language teachers in Ukraine: A state-of-the-art analysis
No full textThis research examines the digital competency of university language teachers in Ukraine, specifically focusing on instructors who deliver university courses in Ukrainian for Specific Purposes and English or German as Foreign Languages. The survey utilized the DigCompEdu framework to assess the teachers’ digital competency, providing a comprehensive evaluation of their skills across various dimensions. The self-reflection questionnaire, based on the DigCompEdu CheckIn assessment instrument, was completed anonymously by 71 language instructors from four universities in the west of Ukraine. This group was representative regarding age, academic rank, teaching experience, and technological proficiency, ensuring a diverse range of perspectives across different career stages. A mixed-methods approach and statistical analysis (IBM SPSS 20), including correlation and clustering methods, were applied to assess the relationship between various factors influencing digital competency formation. The study aimed to establish a comprehensive understanding of the digital competency levels, gain insights into the current digital teaching landscape, and identify areas for improvement of digital teaching practices. The findings predominantly showed teachers’ enthusiasm toward increasing digital engagement in language education despite the challenges such as technical issues due to the ongoing war in Ukraine and the need for continuous development in integrating digital tools for language acquisition and communication
Systematic review of feature-based approaches to mispronunciation detection
No full textAccurate pronunciation is essential for successful communication in a second language (L2) as it significantly influences communicative effectiveness and perceived fluency. Mispronunciations frequently arise due to the influence of the learner’s first language (L1), posing barriers to effective spoken communication. Therefore, pronunciation error detection (PED) has emerged as a critical research area within the domains of Computer-Assisted Language Learning (CALL) and Computer-Assisted Pronunciation Training (CAPT). Although numerous PED systems have been developed over recent decades, existing survey papers have mainly emphasized comparisons of modeling methodologies or learning paradigms, often neglecting the critical role of feature representation. To address this research gap, this survey introduces a novel, feature-based taxonomy for categorizing PED methodologies into four primary groups: Acoustic-based, Acoustic-Phonetic, Linguistic-based, and Hybrid approaches. Each category is systematically reviewed, summarizing over two decades of research work with respect to feature extraction techniques, modeling approaches, evaluation metrics, and the nature and quality of instructional feedback provided to learners. A detailed comparative analysis highlights significant trade-offs among these categories in terms of detection accuracy, interpretability, resource demands, and applicability in real-time or low-resource contexts. Furthermore, this survey discusses recent and emerging trends in PED research, including self-supervised learning frameworks, multimodal feature fusion, and integrating phonological knowledge with modern deep learning architectures. By synthesizing existing knowledge and identifying gaps in current methodologies, this paper aims to provide clear insights and directions for future advancements in PED systems
Validation of vocabulary learning strategies in watching audiovisual materials
No full textThe present study aims to bridge the gap of validating the Vocabulary Learning Strategies in Watching Audiovisual Materials (VLSWAM) questionnaire, a tool designed to assess strategies learners use to acquire vocabulary through audiovisual content. Grounded in multimedia learning theory, the study employed exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) to identify and refine the questionnaire’s structure. The results revealed a robust four factor model encompassing emotion, attention, metacognition, and information processing. These dimensions align with established frameworks, such as the Selection-Organization-Integration (SOI) model and the Trans-Symbolic Comprehension (TSC) framework, highlighting the interplay of cognitive, meta cognitive, and affective strategies in multimedia learning. Practical implications include explicit training in metacognitive strategies, affective support through captions, and activities fostering multimodal integration. Particularly relevant for English as a Foreign Language (EFL) learners, the validated questionnaire contributes to the literature by offering a nuanced understanding of how learners engage with audiovisual materials for vocabulary acquisition
AI-powered conversational agents and intercultural learning: Insights from Indonesian EFL students
No full textGlobalization has increased the demand for English proficiency and intercultural competence. However, English instruction in Indonesia often focuses on grammar and vocabulary, with limited emphasis on cultural understanding. Although AI tools are commonly used to support language learning, their potential to promote intercultural learning remains underexplored. This study aimed to investigate how Indonesian EFL students use AI-powered conversational agents to explore cultural perspectives and what cultural insights they gain. The research employed a descriptive phenomenological design involving 15 undergraduate students from five regions in Indonesia. Data were collected through semi-structured interviews and analyzed using inductive thematic analysis. The results showed that students moved from retrieving simple cultural facts to engaging in deeper conversations that supported reflection and critical thinking. They described AI as a non-judgmental partner that allowed them to ask sensitive cultural questions. The students learned to distinguish between surface-level cultural practices and deeper values. They also habitually questioned AI-generated content and verified it through other sources. This process helped them build critical AI literacy. The findings suggest that AI tools can support intercultural learning if used with guidance. Teachers are encouraged to design activities that help students reflect on cultural content and develop critical awareness during AI interaction
Evaluating research reports on the qualities of tests of English language skills in Indonesian schools: A systematic review
No full textThe teaching of English as a foreign language in Indonesia has a long history, and it is always important to ask whether the assessment of the students’ language skills has been valid and reliable. A screening of many articles in several prominent databases reveal that a number of evaluation studies have been done by Indonesian scholars in the last 14 years. This paper reports a systematic review with the aim of critiquing those evaluation studies to see the soundness of their methods and their results. PRISMA framework was used to screen a large number of articles from the databases and to f inally obtain 14 research papers published in various journals. The findings indicate that most of the studies were focused on the analysis of the items in multiple-choice tests, and on the content validity, reliability and construct validity of those tests. A further scrutiny revealed that many of these studies lacked methodological rigor, including the absence of expert judgment in content validation, limited application of psychometric frameworks such as Aiken’s V formula, and insufficient procedures for construct validation. While the measurement of the item difficulty, item discriminatory power, and distractors’ efficiency were relatively adequate, the approaches to determining the content validity, construct validity, and reliability of the tests remained overly subjective and inconsistent. These findings highlight the need for improvements in language test research practices in Indonesia, including structured training for teachers in language assessment, the adoption of psychometric-based validation methods, and systematic involvement of expert judgment in test development processes