Empowering Language Learners

English as a Foreign Language (EFL) education faces challenges in effectively promoting language learning, and the integration of ChatGPT holds promise as a solution. This systematic literature review (SLR) aims to comprehensively explore the challenges and opportunities of ChatGPT integration in the EFL context, specifically focusing on its impact on learner autonomy and self-directed learning. Through a systematic search across ScienceDirect, Education Resources Information Center (ERIC), and Google Scholar. with Full text databases, 13 relevant articles were identified and analyzed. The review revealed several challenges associated with ChatGPT integration, including language accuracy issues, limited context sensitivity, and the need to strike a balance between technology and human interaction. However, it also identified promising opportunities, such as personalized and interactive language learning experiences, immediate feedback provision, and enhanced learner engagement. These findings underscore the importance of considering both challenges and opportunities in ChatGPT integration. To optimize the benefits while maintaining the essential role of human interaction, adequate training for educators is crucial. This SLR significantly contributes to understanding the challenges and opportunities related to ChatGPT integration in EFL education. The identified lacunae and recommendations provide valuable insights for EFL educators, researchers, and policymakers, guiding effective implementation strategies to improve language learning experiences. Further research is needed to explore the pedagogical implications and long-term effects of ChatGPT integration in diverse EFL contexts. Addressing these voids will enable EFL education to harness the full potential of ChatGPT, enhancing language learning outcomes, fostering learner autonomy and self-directed learning, and transforming instructional practices.

Purpose: This study explores the strategies used by Vietnamese tertiary English as a Foreign Language (EFL) teachers to promote learner autonomy in teamwork skills, crucial in the evolving context of language education in Vietnam. Design/Methodology/Approach: Employing semi-structured interviews, the research involved nine EFL teachers from two Vietnamese educational institutions, representing various career stages: novice, mid-career, and near-end career. Findings: Analysis through thematic frameworks revealed that teachers utilize diverse methods like collaborative learning projects, reflective practices, technology-enhanced learning, and real-world tasks. These strategies, adaptable to the Vietnamese cultural and educational context, proved effective across different teaching stages. Conclusion: The findings underscore the importance of contextually adapted teaching strategies, the increasing role of technology in EFL education, and the value of experiential learning. It demonstrates how Vietnamese EFL teachers’ approaches can significantly impact learner autonomy in teamwork skills. This research contributes to the literature by providing insights into effective EFL teaching strategies within non-native English-speaking environments, offering valuable perspectives for educators, curriculum designers, and policymakers. Research Limitations: The study identifies limitations, including a small sample size and reliance on qualitative data, suggesting the need for broader research with diverse methodologies. Practical Implications: This research emphasizes the necessity for culturally adapted teaching strategies and technological integration in EFL education to enhance learner engagement. Contribution to Literature: The study emphasizes the efficacy of context-specific tactics in enhancing learners' abilities, providing significant perspectives for educators and policymakers on enhancing EFL teaching practices through experiential learning and digital resources.

<p style="text-align:justify">This qualitative study investigates the strategies employed by Vietnamese tertiary-level English as a Foreign Language (EFL) teachers to promote learner autonomy (LA) and enhance cultural awareness. This research provides a deeper understanding of EFL teaching practices in this setting, conducted in the context of Vietnam’s evolving educational landscape, where English proficiency and cultural competence are increasingly prioritized. The study utilized semi-structured interviews with nine EFL teachers from two different Vietnamese tertiary institutions, representing various career stages: novice, mid-career, and near-end career. Thematic analysis was employed to analyze the data, revealing a range of strategies encompassing collaborative learning, technology integration, personalized feedback, real-life scenarios and role-play, reflective learning practices, local culture incorporation, contextualized language instruction, critical thinking, and cultural analysis, student-centered environments, interdisciplinary approaches, language skills for intercultural communication, and authentic material use. Findings highlight the multifaceted nature of language teaching, emphasizing not just linguistic competence but also cultural understanding and LA. These strategies are crucial in a globalized world where intercultural communication is a key skill. The study suggests the need for continuous professional development and policy support for diverse and holistic teaching practices. It offers practical insights for EFL educators, particularly in similar socio-cultural contexts, on integrating various strategies to enhance language skills and cultural awareness.</p>

A review of literature on pragmatic competence reveals that less attention is given to the enrichment of cross-cultural pragmatic awareness in the classroom. The study focuses on the need to survey and discuss communicative dynamics in classroom situations and the importance of enhancing cross-cultural pragmatic competence in the English as a foreign language (EFL) context. We believe that enhancing students’ cross-cultural pragmatic competence will provide students with a sustainable learning environment, which is crucial for the quality of education. The investigation involves a mixed approach of quantitative and qualitative methods by using a questionnaire for EFL students and interview guide questions for both EFL students and teachers. For quantitative analysis, the participants involved in this research include 200 EFL students of different nationalities, and for the qualitative analysis, the participants include 10 teachers and 20 EFL students in a university in North Cyprus. The study’s findings indicate that students lack cross-cultural pragmatic knowledge and must be provided with classroom activities for social interaction and to develop explicit and implicit communicative competencies in EFL as a target language. Findings further reveal that EFL students are not endowed with cross-cultural pragmatic competence by the EFL teachers who provide little attention to pragmatic knowledge and classroom activities in the EFL context.

Reading comprehension presents persistent challenges for English as a Foreign Language (EFL) learners, yet augmented reality (AR) tools offer promising opportunities to augment reading support. This mixed-methods study investigated the efficacy of AR applications for improving reading comprehension among 98 intermediate-level EFL students (ages 22-36). It also explored six EFL teachers’ perspectives on their use of AR in the classroom through semi-structured interviews. One-way ANCOVA was used to quantitively examine the effects of AR applications on learners’ reading comprehension and thematic analysis was utilized to analyze the data of the interviews. The quantitative results showed the effectiveness of thoughtfully designed AR applications for enhancing EFL reading comprehension. The qualitative findings of the interviews indicated that teachers valued AR technology as an effective and beneficial tool for EFL learners. They recognized its potential for facilitating deep learning of language skills, enhancing learners’ positive attitudes, and increasing their willingness to use AR-based approaches in EFL classes. However, teacher perspectives highlight the complexities and challenges of implementing emerging AR technologies in EFL contexts. The findings of the study called for adopting AR technology to enhance language learning experience, increase learners’ engagement, and create a more favorable environment for language learning. Practical strategies for integrating AR in EFL contexts and pedagogical implications for reading comprehension are discussed.

Through the lens of teachers of English as a Foreign Language (EFL) in China, this chapter aims to examine what knowledge of technology EFL teachers at all levels possess and how they apply their technological knowledge in teaching practice. The reviewed literature indicated that most EFL teachers hold positive attitudes towards technology. However, there still exists a gap between the curriculum requirement and the reality in terms of technological pedagogy in EFL teaching context. EFL teachers' use of technology in teaching varies in terms of personal preferences, school levels and locations, and administrative support. In addition, this review revealed that several factors influence EFL teachers' integration of technology into their practice and some challenges are still on the way: 1) EFL teachers' knowledge of technology is insufficient; 2) Lack of resources for schools and teachers at less developed areas, and 3) Lack of specific support for EFL teachers' technological needs.

This study investigated potential applications of Lesson Study (LS) as a collaborative form of reflective practice and as a model of effective Professional Learning (PL) in English as a Foreign Language (EFL) teaching in Indonesian tertiary contexts. Three research issues were addressed: the EFL secondary school teachers’ and LS specialists’ beliefs about LS as a form of PL, the EFL tertiary lecturers’ beliefs about PL, and the potential applications of LS as a model of PL in tertiary contexts. LS is presented as a model of PL that offers EFL teachers in Indonesia a way to shift current transmissive teacher-centered approaches to EFL teaching to more student- centered learning. It is argued that in Indonesian tertiary educational settings, secondary school teachers PL should similarly become the centre of their own learning. Drawing on theories of reflective practices in teaching and learning and the principles of LS, the study sought to demonstrate the applicability of LS as a model of EFL lecturers’ PL in tertiary contexts. Informed by interpretivist approach and naturalistic inquiry, the study involved twelve EFL teachers from secondary schools, three LS specialists, and seven EFL lecturers from the Gama Language Training Centre (GLTC) in Indonesia. Using qualitative methods, focus group interviews and in-depth interviews were utilized to gather the data. Focus group interviews were conducted with the EFL secondary school teachers and the EFL lecturers in the GLTC, while individual in-depth interviews were carried out with the LS specialists. These three lenses on the phenomenon under enquiry provided rich data for exploration. The data were triangulated for trustworthiness and credibility. The data were analysed thematically using increasingly rigorous levels of coding. The findings are illustrated by verbatim quotations to give voice to the participants. The findings indicate that many of the participants in the secondary school contexts considered LS an efficacious approach to teacher reflective practice and PL. The collaborative work and reflective practice embedded in the phases of LS provided many learning opportunities for enhancing EFL content knowledge and creating effective pedagogies that contributed positively to their sense of self as professional educators. Another finding reveals that after having focus group interviews, the EFL lecturers in the GLTC shifted their beliefs from a paradigm of professional development to one of PL. LS with its phases of PLAN, DO, SEE offers a potential framework of PL to achieving this. When comparing and contrasting the school teachers’ beliefs about LS as a collaborative and reflective practice form of PL with those beliefs held about PL at the tertiary level, it was found that both groups of participants believed their PL activity was an opportunity for them to become better practitioners. The findings too revealed that the characteristics of LS as the form of the EFL secondary school teachers PL have embedded in the EFL lecturers’ PL in the GLTC. This provides opportunities for LS to be adopted as a collaborative model of reflective practice so that the transmissive mode of EFL teaching in Indonesia can be shifted to one more focused on student learning. LS proved to be effective model of PL and it is currently undertaken by secondary school teachers; therefore, it will be particularly useful for EFL teaching in Indonesian tertiary contexts. The implication of this study of LS as collaborative and reflective PL in Indonesian tertiary institutions is that PL is essential in improving teacher professionalism and supporting a shift from a transmissive teaching practice to one that is learner centred.

<b>Aim:</b> This systematic literature review (SLR) critically examines the impact of blended learning (BL) in English as a foreign language (EFL) education, with a focus on methodological rigor and research gaps.<br /> <b>Background:</b> Although previous reviews have underscored the advantages of BL for EFL learners, many have been limited in scope, focused on narrow outcome measures, or insufficient methodological clarity. This review updates and extends earlier work by integrating studies published from 2020-2025, while assessing the methodological robustness of included studies.<br /> <b>Design:</b> SLR following preferred reporting items for systematic reviews and meta-analyses guidelines.<br /> <b>Methods:</b> Peer-reviewed articles published from January 2020 to April 2025 were identified through Scopus, Web of Science, and China national knowledge infrastructure. Inclusion criteria required interventions involving BL with EFL students, comparison groups, and reported learning outcomes. Methodological quality was evaluated using the mixed methods appraisal tool.<br /> <b>Results:</b> Thirty studies met the inclusion criteria. Findings suggest that BL exerts beneficial effects across five key areas: academic performance, learning engagement and motivation, learner autonomy, psychological well-being, and learning satisfaction. However, overreliance on quasi-experimental designs, convenience sampling, and short intervention durations undermines generalizability. Few studies explored mental health and critical thinking outcomes.<br /> <b>Conclusions:</b> BL has shown promising results in EFL contexts, but stronger empirical designs are needed. Future research should focus on randomized controlled trials, cross-regional studies, and theoretical grounding to ensure a robust evidence base. Educators are encouraged to incorporate BL strategically to foster improvements in writing skills and critical thinking.

PurposeAs demonstrated in the literature, teachers’ knowledge sharing, self-efficacy and creativity display certain levels of cause-and-effect and correlational connections from different perspectives. Nonetheless, few studies, if any, have been reported on the interplay of these three concepts in the context of the language classroom. As such, this study aims to test a structural model of English as a foreign language (EFL) teachers’ knowledge sharing, self-efficacy and creativity and specifically to examine the hypothesis that creativity mediates the relationship between EFL teachers’ knowledge sharing and self-efficacy.Design/methodology/approachThe participants were 384 EFL teachers from different language institutes across Iran. The EFL teachers were selected based on random stratified sampling method. To verify the research hypotheses, a quantitative correlational design was used in the present study. The quantitative data was collected using three questionnaires, and then descriptive and inferential statistics were used to analyze the data. Therefore, we used the EFL teachers’ creativity questionnaire developed by Khany and Boghayeri (2014), knowledge sharing behavior scale by Ramayah et al. (2014) and teachers’ self-efficacy questionnaire by Tschannen-Moran and Hoy (2001). To analyze the data, Pearson correlation and multiple regression were run.FindingsThe findings revealed the hypothesized model of relationships among the study variables. The results also confirmed the mediator role of creativity. The implications of the findings in relation to creativity, knowledge sharing and self-efficacy are discussed.Originality/valueThe bulk of research on teacher self-efficacy has concentrated fairly adequately on its relationship with factors such as teachers’ reflective practice, critical thinking, emotional intelligence, personality and student achievement. What seems to be rather missing in this line of research has to do with the exploration of the possible links among knowledge sharing, self-efficacy and creativity as interacting variables, especially in the context of Iran where teachers’ knowledge sharing is lower than expected. More importantly, no previous investigation has tapped into the mediating effect of creativity on the connection between English teachers’ knowledge sharing and self-efficacy.

Every individual seeks to be acknowledged for who they are, and EFL (English as a Foreign Language) teachers are no exception. This study investigates the recognition needs of Thai EFL teachers and how these needs influence their professional identity. Employing a mixed-methods approach, the study draws on data from two research instruments: a structured questionnaire responded to by 24 Thai EFL teachers and a mini portfolio survey completed by twelve Thai EFL teachers of the same group. A purposive sampling method was used to include participants from a selection of secondary schools in Thailand. Findings reveal that EFL teachers require various forms of recognition, both formal and informal, to reinforce and reshape their professional identities. Pearson correlation analysis indicates strong relationships between recognition and both professional identity (r = .62) and intrinsic motivation (r = .57), while extrinsic motivation proved less influential (r = .28). These insights underscore the essential role of intrinsic validation and professional acknowledgment in sustaining morale, enhancing motivation, and ultimately ensuring instructional quality in EFL contexts.

The implementation of computer-assisted language learning (CALL) has provided tremendous opportunities for language teachers to promote their computer literacy and adopt a learner-centered approach to teaching. Accordingly, with the rising advent of language learning technologies, language teachers would occupy a fundamental role in preparing and encouraging students to use various technologies for language learning purposes. In particular, the purpose of this study is to explore the attitudes of Iranian English as a foreign language (EFL) teachers toward the implementation of mobile-assisted language learning (MALL). The survey target participants were 168 EFL teachers who worked in a number of language teaching institutions in Iran. In-depth interviews with 55 EFL teachers were conducted as well. The findings from the survey and interview studies indicated moderately positive attitudes of the participants toward the use of mobile phones for language learning and teaching. The findings suggest that the presence of a couple of perceived challenges might be the reason for the nonuse of mobile phones for EFL learning and teaching in Iran. The teachers reported that they do not use any kind of MALL activities or software programs in their EFL courses. Results demonstrated that the EFL teachers did not have the required skills to use/develop MALL activities. The paper proposes recommendations and suggestions on how to implement MALL and remove potential barriers to MALL implementation in EFL contexts.

The effective design and use of Automated Writing Evaluation (AWE) tools in developing English as a Foreign Language (EFL) learners’ writing skill and learner autonomy have remained great challenges for system designers, developers, and EFL instructors compared with that of the pencil-paper writing in the context of regular teacher-fronted classroom in Chinese higher educational institutions. The function of Corrective Feedback (CF) provided by the Pigai system, i.e. a webbased AWE tool in China (http://www.pigai.org/), can be reflected on the students’ writing scripts. To measure if AWE-based CF is beneficial to EFL learners in improving their writing skill as well as learner autonomy, a study was carried out based on the Pigai system in a web-based college English course which focuses on developing learners’ output abilities. The correlated data and feedback showed that the application of AWE-based CF, i.e. 10-minute online writing performance, did have a marked impact on EFL learners’ writing skill and learner autonomy. In this paper, the effects of using the AWE system and its CF on students’ efficacy in English writing as well as its pedagogical effectiveness will be discussed. Learners’ perceptions toward AWE-based CF and the effective use of AWE tools in EFL contexts will also be covered.

Learner autonomy is broadly recognized as a crucial element of language education since it allows learners to actively engage in their learning and promote lifelong learning skills. This study aimed to investigate EFL (English as a foreign language) teachers’ beliefs on the concept of learner autonomy and find out the degree to which they integrate the tenets of autonomous learning into their teaching practices, mainly through out-of-class projects. This quantitative study randomly employed 108 EFL teachers from various universities in Kurdistan-Iraq and used a questionnaire for data collection. The findings of the study demonstrated that instructors had a positive attitude towards incorporating learner autonomy into their teaching practices. Furthermore, the data revealed a frequent use of out-of-classroom activities by EFL teachers to promote learner autonomy.

In the domain of Teaching English as a Foreign Language (TEFL), the cultivation of critical thinking skills (CTSs) and language skills (LSs) is imperative for the academic deveolpment of learners. Project-Based Learning (PBL), characterized by its integration of real-world challenges and emphasis on collaborative learning, demonstrates significant potential to positively influence the development of CTSs and LSs in English as a Foreign Language (EFL) learners. This systematic review of literature meticulously evaluates the effects of PBL on fostering critical thinking skills CTSs and language skills LSs among EFL learners over recent decades. It assimilates insights from a range of empirical studies, elucidating how PBL activities enhance EFL learners’ critical thinking skills more effectively compared to conventional teaching methodologies. Additionally, this review underscores the beneficial impacts of PBL on language skills, encompassing vocabulary acquisition, speaking, writing, and reading comprehension, which are attributed to its focus on authentic tasks and practical real-world applications. The implementation of PBL is instrumental in promoting deeper engagement in learning within EFL classrooms. Moreover, the perceptions of PBL by EFL learners and teachers constitute a significant component of the findings. EFL learners typically demonstrate favorable attitudes towards PBL, while EFL teachers recognize its efficacy in nurturing critical thinking and creativity, acknowledging challenges in its practical execution and assessment design. Conclusively, the review pinpoints existing research gaps and delineates prospective research trajectories. There exists an exigent need for comprehensive exploration into the mechanisms by which PBL augments skill development, longitudinal investigations into its enduring impacts, and research across diverse educational settings. The incorporation of technology within PBL frameworks and the preparedness of teachers are identified as pivotal areas for further inquiry.

This library research examines the theoretical foundations and practical implications of developing supplementary reading materials for English as a Foreign Language (EFL) teaching. Through comprehensive analysis of existing literature, this study investigates supplementary materials' characteristics, benefits, and implementation strategies in language classrooms. The findings reveal three key aspects of effective supplementary materials: their essential characteristics, including complementary function and learner-centered design; their benefits, particularly in promoting learner autonomy and motivation; and crucial considerations for their development and implementation. Research indicates that well-designed supplementary materials significantly enhance student engagement, facilitate independent learning, and improve overall language proficiency. The study demonstrates that successful supplementary materials maintain clear connections to core curriculum objectives while offering flexibility in application and implementation. Analysis of classroom implementations reveals that materials incorporating varied learning modalities and providing clear progression paths produce more consistent learning outcomes. This research contributes to the understanding of supplementary material development in language teaching and provides practical insights for material developers and educators in the EFL context. The findings emphasize the importance of systematic development approaches that consider both pedagogical principles and practical implementation concerns, suggesting the need for continued research into effective development and implementation strategies.