This research formulates and tests an AI-driven interactive e-book to increase English for Specific Purposes (ESP) learning by healthcare students in order to enhance speaking performance regarding fluency, pronunciation, vocabulary, grammar, and cohesion of content. Existing ESP materials in healthcare settings are non-interactive and too static to facilitate communicative practice in real time. Following a Research and Development (R&D) methodology, the research moved from needs analysis, prototyping of AI-based functionalities such as adaptive learning modules, NLP-based clinical dialogue simulation chatbots, and speech recognition to provide pronunciation feedback, to empirical testing. Thirty medical students completed pre- and post-tests, measured on a valid speaking rubric for the five performance areas and user perception surveys. Quantitative outcomes recorded considerable improvement across every area of speaking with maximum progress in fluency and vocabulary, while qualitative feedback indicated growing confidence and motivation for applying English for work purposes. The concluding AI-facilitated e-book, ISBN and copyrighted, provides a model for the scaling up of AI into domain language acquisition. The results have practical significance for ESP instructors and instructional designers who seek to integrate pedagogy and technology in ESP, particularly in healthcare training. Keywords: ai-integrated e-book, English for specific purposes, healthcare communication, speaking performance, interactive learning.

The study aimed to determine the correspondence association between English proficiency (BUU-CET U Level) and demographic factors of EFL students at Burapha University, Thailand. The sample consisted of 385 non-English major students who took the BUU-CET U exam at Burapha University. Data on BUU-CET U score (level 1-4) and demographic factors were analyzed using descriptive statistics (frequency and percentage) and a correspondence analysis. The results showed that English proficiency, as indicated by the students’ BUU-CET U level, was not associated with gender. The proficiency level 4 tended to associate with the age group of more than 22 years, corresponded most with 5th-year and 6th-year students, and the Health Science faculty group, with a strong association. Students from high-income families tended to have high proficiency at level 4, and students from moderate-income families tended to have moderate proficiency at level 2. According to parents’ education, students whose fathers finished a master’s degree had the most correspondence with the level 4, and students whose mothers obtained a bachelor's degree had the most correspondence with the level 1 and level 3. For parents’ occupation, students whose fathers were freelancers tended to associate closely with level 2, and students whose mothers were housewives had the most correspondence with level 2 and level 4.

English language has been introduced and taught to Indonesian students from elementary to higher education. In the context of Indonesian elementary education, the teaching of English often falls to homeroom teachers who lack formal qualifications in the language. This study explores the challenges and strategies of non-English major teachers in teaching English in Indonesian elementary schools using Sociocultural Theory framework. Utilizing qualitative approach and descriptive qualitative research design, a qualitative research method was employed, involving semi-structured interviews with six homeroom teachers from a public elementary school in Yogyakarta who teach English without the language background. The findings reveal six primary challenges: (1) problems with pronunciation, (2) lack of vocabulary, (3) mother tongue interference, (4) inadequate teaching skills, (5) large class sizes, and (6) diverse student characteristics. To address these challenges, these teachers adopted various strategies, including (1) participating in professional development programs, (2) engaging in peer discussions, (3) carrying out independent learning, (4) utilizing learning applications, (5) using learning media, and (6) forming study groups. These findings highlight the need for targeted support and training for non-English major teachers to enhance the quality of English education in Indonesian elementary schools.

This conceptual article argues that although imagination is a highly important dynamic of the mind with strong potential to assist language development, imagination alone does not work by itself. Instead, a strategic framework is needed to support imagination by connecting it with playful teaching and amusing content. The article begins by pinpointing what playful pedagogy means and what role imagination plays in the learning process. Secondly, the discussion presents some challenges to such learning, delving particularly into some constraints on child imagination and other constraints on English learning among children. Thirdly, the discussion highlights the need for a playful pedagogy and amusing content to support it. This is followed by some insights into nurturing imagination for learning. Finally, the article unpacks the above-mentioned framework in ways that would assist task design in language education.

This systematic literature review examines dialogic feedback research in English Language Teaching (ELT) based on 23 empirical studies published between 2010 and 2025. Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines, the review applied a rigorous selection and screening process to ensure transparency and replicability. Six main modalities of dialogic feedback are identified: face-to-face dialogic feedback, written dialogic feedback, technology-mediated dialogic feedback, peer dialogic feedback, supervisory dialogic feedback, and teacher professional development dialogic feedback This typology reflects variations in feedback interaction modes, participants, and instructional settings, offering a more nuanced framework for understanding how dialogic feedback operates across formal and informal learning contexts. These modalities promote interactive, learner-centered feedback processes across varied learning environments. The analysis highlights four key educational outcomes: improvements in writing proficiency, enhanced feedback literacy, increased learner engagement and reflection, and the development of learner autonomy and self-regulation. These outcomes demonstrate a consistent pedagogical value of dialogic feedback in supporting active learning ecosystems. Research trends reveal three chronological phases: early conceptual exploration, empirical classroom application, and recent growth in digital feedback practices. Studies predominantly employ sociocultural theory, dialogic pedagogy, feedback literacy, and self-regulated learning frameworks. Methodologically, the field has advanced from qualitative designs to mixed method and quasi-experimental approaches, mostly within Asian EFL university writing contexts. Notable gaps include the lack of longitudinal studies, minimal focus on speaking skills, and underrepresentation of diverse geographical and educational contexts. Future research should address these gaps by expanding skill focus, geographical coverage, and methodological rigor to ensure more equitable and effective dialogic feedback practices in ELT.

The aim of this study is to understand what challenges encountered by English teachers and how they cope with the barriers, particularly in low-resource, non-technological settings. Using the PRISMA framework, this study conducted a systematic literature review to synthesize the twenty articles published between 2018 and 2024 from Scopus, Connected Papers and ERIC. This study identified eight major challenges which are: inadequate resources for learning, poor school infrastructure, lack of teaching media, overly teacher-centered pedagogy, heavy workload, insufficiency of prepared teachers, adaptation issues, and low levels of student motivation. To cope with these challenges, teachers applied six primary strategies which included development of teaching materials by hand, content simplification through local dialects, application of teacher-centered pedagogy, peer collaboration, curriculum improvisation to fit local context, and informal professional development activities. These results have noted the creativity and adaptability of teachers within constrained environments and underscore the necessity for situated educational policies. Moreover, the study contributes to a better understanding on the preservation of English instruction in rural settings and offers useful information to policy makers, educators, and other divisions which work towards resolving inequities in education.

Improving students' reading comprehension remains a persistent challenge in EFL classrooms, particularly where learners exhibit low motivation and limited engagement. This study investigated the effectiveness of the Think–Pair–Share (TPS) cooperative learning strategy in an Indonesian secondary EFL classroom. Using a Classroom Action Research (CAR) design, the intervention was conducted in two cycles, each consisting of planning, acting, observing, and reflecting stages. Data were collected through a mixed-methods approach. Quantitative evidence came from pre-tests and post-tests of reading comprehension, while qualitative data were obtained from classroom observations, field notes, and interviews. The findings showed substantial improvements in both motivation and understanding. Students' mean reading scores increased from 57.22 in the pre-test to 78.26 in Cycle II, with the number achieving the passing grade rising from three to fifteen. Variability decreased, indicating more consistent achievement across the class. Qualitative results revealed a transformation from passive and disengaged learners to confident and motivated participants who valued collaboration and peer support. The study concludes that TPS is effective not only in enhancing comprehension but also in fostering a student-centered and inclusive learning environment. Teachers are encouraged to integrate TPS with explicit scaffolding and adaptive sharing formats to maximize equity and engagement in reading instruction.

This research examines students' reflections on the integration of theoretical knowledge and practical application within a translation curriculum that combines academic instruction with sessions led by industry practitioners. Sixteen students in their fifth semester from the English Education Department of Universitas Sarjanawiyata Tamansiswa participated in this investigation, having engaged in both theoretical lectures and practical workshops as components of the Principles in Translating and Interpreting course. Data were obtained through reflective journals and semi-structured interviews, subsequently undergoing thematic analysis. The results indicate that academic sessions provided crucial theoretical foundations, whereas practitioner-led activities facilitated students in applying, testing, and attaining a deeper comprehension of these theories within authentic translation environments. Systematic reflection enabled students to identify challenges, develop effective translation strategies, and enhance their confidence and professional mindset. Many participants reported shifting from seeing themselves solely as students to perceiving themselves as emerging professionals. Supported by recent research highlighting reflective practice as a catalyst for developing professional competence and learner autonomy, these findings underscore the value of designing translation curricula that integrate theory, real-world practice, and structured reflection. The study further suggests that such integration can strengthen students’ readiness for the demands of professional translation work and guide curriculum developers in creating more practice-oriented, reflective learning environments.

This paper examines Hong Kong’s protest anthem “Glory to Hong Kong” as a site of linguistic and ideological resistance. It adopts a three-pronged approach: first, it uses Critical Discourse Analysis (CDA) to uncover how the lyrics construct themes of resistance, perseverance, struggle, and liberation; second, it situates this analysis within political discourse constructed by leading politicians from the People’s Republic of China and the United Kingdom; and third, it explores the pedagogical potential of applying a Critical English for Academic Purposes (CEAP) framework to the anthem. The paper argues that analysing protest discourse in this way offers possibilities for English language classrooms, particularly for exiled learners and migrant communities, equipping them to critically engage with language, power, and identity. By linking textual analysis to classroom practice, it positions the anthem not only as a cultural artifact but also as a resource with the potential to empower learners to interrogate dominant narratives. This study is particularly timely in the wake of China’s imposition of the National Security Law in Hong Kong and the global repression of exiled Hongkongers.

This study explores students’ interest in pursuing a career in translation in the rapid advancement of artificial intelligence and the growing need for translation curriculum reform. A mixed method was employed, involving 45 students from the English Literature Department at the University of Technology Yogyakarta (UTY) during the 2023-2024 academic year. Participants were selected using a stratified random sampling technique and included second-, third-, and fourth-year students. Data collection was conducted through questionnaires and semi-structured interviews. The questionnaire assessed students’ interest in translation careers, while the interview provided deeper insight, involving six respondents from the three batches, representing both positive and negative responses to the questionnaire items. The findings indicate that 26,6% of respondents are interested in a translation career, 55,6% are neutral, and 15,53% are not interested. Neutral responses were most common among second-year students and least common among fourth-year students, likely because higher-year students tend to focus more on career planning. The study also highlights the need to reform translation curricula by integrating machine translation into classroom instruction, as a computer assisted as well as automatic. The findings of this study suggest the need for further research on developing an AI-based model for teaching translation.