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ChatGPT-assisted language learning: Effects on Vietnamese English majors' writing skills and motivation
No full textThis study investigated the effects of ChatGPT-assisted instruction on Vietnamese English majors' writing skills and motivation. Using a mixed-methods sequential explanatory design, the study compared two groups of first-year English majors (N = 76) over a 15-week semester. The experimental group received ChatGPT-assisted writing instruction, while the control group followed traditional instruction. Data were collected through pre- and post-tests using IELTS writing assessments, motivation questionnaires, and semi-structured interviews. ANCOVA results revealed significant improvements in the experimental group's writing performance across all domains, with particularly strong effects on task achievement (ηp² = .30) and coherence (ηp² = .27). Notable enhancements were also observed in writing motivation dimensions, especially self-efficacy (ηp² = .31) and engagement (ηp² = .29). Qualitative findings indicated that ChatGPT's immediate feedback and scaffolded support facilitated an iterative learning process, transforming students' approach from task completion to active engagement. The study demonstrates that ChatGPT-assisted instruction can effectively enhance both writing skills and motivation when implemented within a structured pedagogical framework. However, successful integration requires a sufficient adjustment period and careful attention to developing balanced approaches that promote learner autonomy
Exploring linguistic and cultural diversity at EMI universities in Kuwait
No full textThe present study explores cultural and linguistic aspects of diversity in the context of universities with English-medium instruction (EMI) in Arabic-dominant Kuwait. As with other Arabian Gulf countries today, Kuwait is experiencing a rise of linguistic and cultural diversity not only due to the use of English as a lingua franca by the multi-ethnic, multilingual society, but also because of the adoption of EMI in higher education. The present study focuses on multilingualism at EMI universities in Kuwait and the impact of cultural and linguistic diversity on the educational process. The mixed-method approach combines a survey with undergraduate Kuwaiti students (N = 483) and semi-structured interviews with international faculty (N = 11) at two EMI universities in Kuwait. The survey results indicate that young Kuwaiti bilinguals regularly engage in multilingual interactions characterized by fluid use of multiple languages both within the educational environment and at home. The patterns emerging from interviews with educators indicate that pedagogical approaches in a range of academic fields also reflect linguistic and cultural diversity in the context of higher education with EMI in Kuwait. 
Unveiling trends and gaps: A systematic review of business English teaching research in China (2007-2023)
No full textA rapidly increasing body of research shows that language skills significantly impact decision-making in today’s globalized business environments. Based on findings from a large data-driven literature survey using the PRISMA framework, this study applied descriptive statistics and content analysis to provide a comprehensive synthesis of key features of China’s business English teaching, as seen through the lens of n = 23 major research studies, drawn from a total of N = 521 English journal articles published during 2007 to 2023. The synthesis suggests that (1) curriculum development, language acquisition, technology-aided language learning, and assessment in language learning were found to be the most focal topics among business English teaching; and (2) in most studies, quantitative research was utilized compared to a medium use of mixed methods and the least use of a qualitative approach to address issues raised within business English teaching. However, (3) a clear gap is identified by considering these findings for future research agendas, suggesting a possible investigation into teaching reforms of business English teaching and research methodology and setting. This study also advocates for more multi-level studies and suggests paying greater attention to potential new data sources and means of analysis. Future directions and implications are also discussed
Affordance-based approach to language assessment
No full textThis conceptual paper proposes an affordance-based framework for assessment that builds on an ecological paradigm and highlights how linguistic competence is enacted through interaction over time. Six interrelated foci, emergence, reciprocity, resonance, negotiation, disruption and reclamation, and latent trajectories, are introduced as analytic lenses for tracing how learners generate, share, adapt, and revisit linguistic opportunities in action. Through illustrative vignettes and comparative analysis, the paper demonstrates how these foci can be documented and reported through an Ecological Affordance Profile, which integrates micro-level observations, formative records, and summative accounts into a coherent developmental history. Rather than replacing existing forms of outcome assessment, the framework complements them by offering ecological validity and developmental sensitivity, and it provides trace-back capacity when discrepancies arise between test results and classroom evidence. The conclusion calls for reconceptualizing language assessment as an ongoing ecological process that affirms learner agency, sustains growth, and generates a more comprehensive account of communicative competence
Saudi EFL university students’ perceptions of using Blackboard in writing activities: An application of Technology Acceptance Model
No full textSeveral higher educational institutions have employed Learning Management Systems. The Blackboard Collaborate system, featured as one of the technological instructional systems, is an example of considerable and outstanding Learning Management Systems utilized by most universities. Nevertheless, literature revealed that there is a missing association between the application of Blackboard and its inadequate practice in learning and teaching. Hence, this paper aims to investigate Saudi EFL university students’ perceptions of using Blackboard in doing their writing activities at the Saudi Electronic University. An online survey was administered to 210 participants. Using the Technology Acceptance Model (TAM) as an analytical framework, six hypotheses, namely participants’ perceived ease of use (PEOU) positively impacts their perceived convenience (PC), participants’ PC positively impacts their perceived usefulness (PU), participants’ PEOU positively impacts their PU, participants’ PEOU positively impacts their attitude toward use (ATU), participants’ PU positively impacts their ATU, and finally participants’ ATU positively impacts their behavioral intention (BI), were used to investigate the impact of TAM constructs. The study found that all six hypotheses were supported. The results revealed strong, positive connections between the different constructs. The model proposed in this paper identifies PEOU as the best indicator of PC. The researcher suggests that future studies could expand the sample to include professors and students from other departments
Enhancing reflective practice in language teacher education: Technology as a critical reflective partner
No full textThis article explores how technology can serve as a critical partner in enhancing reflective practice in language teacher education. Drawing on recent studies, it examines the potential of AI tools, digital portfolios, video-based analysis, and online collaborative platforms. The argument hinges on the need to move toward a human-centred integration of digital tools that support metacognitive growth, emotional resilience, and professional identity development. The article proposes a five-principle framework for technology-enhanced reflection, emphasising pedagogical alignment, depth, collaboration, transparency, and teacher agency. While acknowledging risks related to over-automation and ethical ambiguity, the article contends that well-designed technologies, when critically embedded in reflective ecosystems, can deepen inquiry, foster contextualised insight, and support more dialogic and sustainable teacher learning. Ultimately, it advocates for technology that amplifies human reflection, positioning language educators as co-constructors of meaning in digitally mediated learning environments
Technological interventions and language teacher immunity: A narrative inquiry into triggers and coping strategies
No full textLanguage teacher immunity, as a coping mechanism for managing professional tensions and stressors, has gained increasing relevance due to the growing integration of technology in the classroom, which presents teachers with new and complex challenges. This qualitative case study explores the impact of integrating technology tools on three in-service language teachers’ immunity. To do so, this study employed the narrative inquiry method by asking participants to complete narrative frames first to investigate their personal stories and experiences in detail. To corroborate the data, reflective journals were kept consistently over three months (i.e., one instructional semester), and follow-up narrative interviews were conducted. The data were analyzed to identify recurring themes regarding triggers and coping strategies. The findings highlight three major triggers, namely educational, contextual, and learner-related factors. Teachers faced issues such as lack of preparation time, inadequate training, outdated equipment, and limited internet access, all of which disrupted their teaching practices. To mitigate these challenges, they adopted various coping strategies, including personal preparation, peer collaboration, and utilizing personal technology. The study concludes that addressing these challenges not only restored equilibrium in the teaching process but also positively influenced the teachers' professional identity, enhancing their resilience and adaptability in technology-enhanced learning environments
An introduction and main scopes for Spiritual Science in Human Evolution (SSHE) journal
No full textThe Spiritual Science in Human Evolution (SSHE) journal explores the interplay between spirituality and human development, offering a lens through which to understand the profound ways in which spiritual values and beliefs shape human behavior, culture, and society. This paper provides an introduction to the foundational principles of the SSHE journal, emphasizing the role of spirituality in four key areas: (1) human behavior in social environments, where spiritual practices and ideologies influence interpersonal relationships, ethical decision-making, and community cohesion; (2) cultural developments, examining how spiritual traditions contribute to the arts, rituals, and collective identities; (3) the origins of human rights, tracing the moral philosophies rooted in spiritual doctrines that advocate for dignity, equality, and justice; and (4) the pluralistic development of society, highlighting how diverse spiritual perspectives foster tolerance, mutual respect, and global interconnectedness. By bridging these domains, the SSHE journal aims to illuminate the transformative potential of spirituality in advancing both individual and collective evolution, providing a framework for interdisciplinary inquiry and dialogue. The introduction of the SSHE journal sets the stage for further research into the dynamic interconnections between spirituality and the human experience
Digital games in the language classroom: Designing better curricula through exploratory factor analysis
No full textOf particular interest for the field of digital game-based language learning is how digital games may affect objective measurements of linguistic growth when employed in the foreign language classroom. Given the substantial selection of digital games, designing an effective digital gaming curriculum can be challenging. In order to address this issue, practical advice based on an exploratory factor analysis of a three-year study examining the pedagogical potential of the narrative-centered game Life Is Strange is provided in order to assist foreign language instructors in designing potentially more effective digital gaming curricula which promote desirable testing outcomes, more engagement with digital games in the target language, and increased perception of English growth