While foreign language learning is widely acknowledged to foster linguistic, cognitive, social, and psychological development, these benefits are dependent on teachers, whose emotions shape the classroom experience. Foreign language teaching enjoyment (FLTE) has recently emerged as a key construct in understanding teachers’ professional well-being and its impact on learners’ outcomes. Nevertheless, research on FLTE remains relatively new, fragmented, and concentrated mainly in a few contexts, necessitating a systematic synthesis of findings. The present study, therefore, aimed to map the scope of research on FLTE, identify related factors, and outline directions for future inquiry. Employing a scoping review design, 18 peer-reviewed empirical articles published between 2021 and 2025 were analyzed, and their findings were thematically synthesized. The results showed that FLTE is strongly predicted by teacher-student relationships, institutional climate, and grit, and is reciprocally linked with learner enjoyment, motivation, and willingness to communicate. The study also concluded that FLTE protects against burnout, sustains resilience, and fosters enthusiasm, job satisfaction, and long-term professional commitment. Based on these findings, the study recommends strengthening relational and institutional support, integrating well-being and self-efficacy into teacher education, fostering grit and emotional skills such as mindfulness and humor, and developing context-specific measurement tools to support these efforts. It was also recommended that future research should diversify contexts, adopt qualitative, experimental, and longitudinal designs, and pursue interdisciplinary collaboration to deepen understanding of FLTE.

This quasi-experimental study sets out to investigate the effect of the KWL reading strategy on developing freshman college students’ reading comprehension skills. The experimental group was subjected to an intervention based upon the application of the KWL reading strategy while reading expository texts, lasting for six weeks, whereas teaching reading was conducted traditionally in the control group. The effect of the implementation of the KWL reading strategy on the experimental group’s reading comprehension skills was assessed by administering pre- and post-reading tests. The findings obtained from the test results showed though the experimental group scored slightly higher on the post-test when compared to the control group, there was not a statistically significant difference between the groups. The inductive content analysis of the interview data revealed that the participants had positive conceptions of the strategy yet raised an issue concerning the time needed to answer the questions as applying it.

With the widespread use of English, speaking has become one of the most sought-after skills. However, learners face some challenges in enhancing their speaking skills. Therefore, they need teaching methods that give them plenty of exposure to the target language and allow them to practise speaking English. This study aimed to investigate the effect of adventure education on high school students’ English speaking performance and to explore their perceptions of how such experiences contribute to improving their speaking skills. Conducted at a state science high school featuring extensive outdoor spaces suitable for adventure education, the research employed a convergent mixed-methods approach and implemented a quasi-experimental pretest–posttest design involving 29 tenth-grade students. The findings indicated that English-speaking activities integrated with adventure education enhanced students’ speaking performance. Furthermore, students’ perceptions of the impact of speaking activities conducted through adventure education on their English speaking skills were quite positive. In line with the research findings, recommendations were made to implement outdoor activities, such as adventure education, in school settings to support the development of students’ speaking skills by providing authentic, interactive, and experience-based learning environments.

Clear communication with international teams is essential in emergency and disaster management, yet language barriers often complicate coordination. This study explores the foreign language training needs of Emergency Aid and Disaster Management (EADM) students and field professionals from Disaster and Emergency Management Authority (DEMA) in one Turkish province and examines participants’ perceptions of how a Virtual Reality (VR)-supported serious-games approach could address these gaps. Using a descriptive survey design with quantitative and qualitative data, we surveyed 51 participants to assess current language proficiency, prior experience with international disaster communication, and perceptions of VR-supported training. Findings indicate that most participants had little or no experience working with foreign teams, and those who did reported low English proficiency. While formal language training was minimal, participants strongly favoured hands-on and simulation-based learning methods and expressed significant interest in VR-supported training as a practical approach to developing crisis-communication skills. Overall, these findings identify substantial language-skill gaps in this context and suggest that innovative, technology-enhanced training may warrant further investigation to improve preparedness for international disaster response.

This paper investigates the attitudes of English Language and Literature (ELL) students towards utilising ChatGPT in their content mastery and development of English language skills, with an emphasis on student views about the drawbacks and benefits of educational AI use. We studied 110 Turkish undergraduates, collecting data using a 5-point Likert scale at a public university in Türkiye. The results showed that students use ChatGPT primarily as a hands-on, adaptable resource to support their learning and content mastery. Considering this, the study also unveils concerns about information accuracy, ethical issues, and lack of control. The study recommends that policymakers, researchers, and educators should collaborate more analytically and practically to guarantee the productive and justifiable use of AI instruments and applications such as ChatGPT in foreign language and content learning, realizing their potential as new and necessary tools in the educational baskets of learners today.

This study explores EFL students' perceptions of AI-assisted writing tools through a systematic narrative hybrid review of 19 open-access studies published between 2020 and 2025 by employing a structured selection process presented via a PRISMA flow chart. As AI tools like ChatGPT, Grammarly, and Turnitin become more prevalent, understanding their impact on students' writing skills, self-directed learning, and academic integrity is essential. Data were collected from ERIC, ULAKBİM, Google Scholar, and ResearchGate, using a multi-stage search. Using SWOT and descriptive content analysis, the study examines AI tools' benefits, challenges, and pedagogical implications in EFL writing. Findings suggest that AI improves efficiency, accuracy, idea generation, and personalized learning, yet concerns include over-reliance, plagiarism risks, and ethical issues. By addressing these factors, the study suggests the need for best practices in AI integration into ELT curricula. It emphasizes the need for teacher training, AI literacy programs, and ethical guidelines to ensure responsible AI use while maximizing its benefits.

Recognizing the crucial role of vocabulary knowledge in foreign language learning, this study conducts a systematic literature review, analyzing 21 theses from the Turkish Council of Higher Education’s (YÖK) National Thesis Center from 1990 to 2020, following PRISMA guidelines and What Works Clearinghouse standards, on the integration of technology in English vocabulary instruction across the K-12 education. The study examines the levels, types, benefits, and limitations of technologies used in vocabulary instruction in the determined theses. The findings indicate that theses have explored the use of technological tools such as software applications, mobile apps, and Web 2.0 tools in K-12 English education in Türkiye. These studies primarily concentrate on enhancing receptive vocabulary skills while neglecting productive skills, and are predominantly employed in high schools. Given the significant gaps in primary and middle schools, further research is recommended to explore and expand the use of these technologies to enhance both receptive and productive foundational skills in these educational stages.

This article reports a practitioner research in which third grade students of an English Language Teaching program are taught how to conduct practitioner research to highlight the importance of exploring the classroom in more detail and to improve their own classroom teaching. In the academic year 2023-2024, Fall term, the instructor decided to introduce practitioner research by conducting one herself. The students participated in all phases of the collective meaning-making. The target puzzlement was to deal with the problem of silent students. First, Paphamihiel (2002)’s English Language Anxiety Scale was used to measure the students’ level of anxiety. Secondly, two volunteer students were included as co-researchers and they watched the lesson recordings and identified the silent students. Lastly, those students were interviewed to investigate the reasons why they were silent. Our findings showed that their silence could be attributed to personal issues and not to the course or the course tutor in particular.

Abstract Digital language learning provides an immersive context for language learners to engage in intercultural communication (Liaw, 2019; Dooly & Vinagre, 2021). This study investigates the impact of a digital tool, the ENACT web app (Communities, Languages, and Activities), on intercultural language learning from the pre-service English language teachers’ perspective. The ENACT web app, which embraces the intercultural, digital, and communication skills of language learners, aims to develop the intercultural awareness and understanding of language learners through two-way knowledge-generating task-based activities. Ten pre-service English language teachers, who participated in the project as workshop facilitators, were initially engaged with the web app as users by completing a 2-week online training. After the training, they facilitated intercultural pairs in producing cultural activities in a task-based digital learning pedagogy in 3-5 hour sessions. They also completed final reflection papers at the end of the entire project engagement as a culminating product. To this end, this study presents mixed-method research with quantitative survey data and qualitative reflections of the pre-service teachers: (1) descriptive scores from pre and post-training responses to digital skills assessment and cultural awareness questionnaires, (2) reflective answers to open-ended questions about their gains in the e-portfolio in the middle and end of the online training, and (3) final reflection papers on intercultural understanding after the facilitation of the workshops. The survey findings showed that the pre-service teachers increased their cultural and digital knowledge through digital materials on the web platform. The thematic analysis of the reflections also indicated that they found the use of the task-based language teaching methodology effective in offering an interactive learning experience and enhancing learner involvement. The study suggests that integrating cultural tasks into the curriculum for language learning offers real-life learning experiences and contributes to both the language and content knowledge of the students.

The aim of the present study is to investigate the connection between academic self-perception and academic achievement of seventh-grade secondary school students in English courses. Additionally, the study aims to explore the relationship between various demographic factors and academic achievement in English. A predictive correlational research design and causal comparison methods were employed. The sample consisted of 906 volunteer seventh-grade students from public secondary schools in Altıeylül and Karesi, Balıkesir Province. The 19-item, 4-point Likert-type "Academic Self-Perception Scale," developed by Liu, Wang, and Parkins (2005), was adapted into Turkish by the researchers for this study. An original measurement tool was also utilized to assess achievement in English language courses. Demographic variables were analyzed using t-tests, ANOVA, and structural equation modeling. Pearson correlation analysis, simple linear regression analysis, and stepwise multiple hierarchical regression analysis were applied to determine the relationship between academic self-perception and achievement in English language courses. Results indicated a significant, positive, and moderate relationship between academic self-perception and achievement in English language courses. Regression analysis revealed that academic self-perception significantly predicts achievement in English language courses. Furthermore, achievement in English language courses varied significantly based on the variables of having a study room and the father's level of education.