Near-peer models are well-established within the medical field and the benefits of these models have been demonstrated convincingly by research. However, near-pear practices and research exploring these practices seem to be scarce in humanities and especially in the context of language teaching and learning. With a noticeable disparity in research and practice, this qualitative study explored the role of near-peer feedback in shaping the identities of pre-service teachers who taught English as a Foreign Language. Moreover, it explored the role of near-peer feedback in enhancing student learning. The participants in this qualitative study were students enrolled in their fourth year and second year of Bachelor studies in the Department of English Language and Literature at the University of Prishtina. Fourth-year students were undergoing their pre-service teacher education, whereas second-year students were involved in an integrated-skills course designed to improve their language skills, particularly in writing. One hundred ten student reflections were analyzed to gain insight into their experiences when engaging in near-peer feedback. Findings from this study not only support existing research in the medical field regarding the benefits of engaging in near-peer feedback, but they also offer important evidence regarding the role of near-peer feedback in shaping teacher identity in pre-service teachers and enhancing learning for language learners. Findings from this study also create a basis for near-peer feedback practices in English language teaching and learning.

This phenomenological study sought to understand the lived experiences of socially disadvantaged students from the Universidad Nacional, Costa Rica, who faced digital inequality during emergency remote education amid the COVID-19 pandemic, as well as their challenges vis-à-vis the transition to in-person classes in 2022. Using a hermeneutic phenomenological design, data were collected through semi-structured and focus-group interviews with five EFL students from two TESOL programs. The data analysis followed Colaizzi’s (1978) model, a multi-step process that includes extracting significant statements, formulating meanings, organizing them into categories and themes, and validating results through member checks. Findings assist an understanding of the complex impact of digital inequality on the mental health of socially disadvantaged students and the transition back to in-person classes. The research proves not only significant but also vital since it sheds light on the lived experiences of learners amidst an event whose psychological toll is yet to be fully comprehended.

Near-peer models are well-established within the medical field and the benefits of these models have been demonstrated convincingly by research. However, near-pear practices and research exploring these practices seem to be scarce in humanities and especially in the context of language teaching and learning. With a noticeable disparity in research and practice, this qualitative study explored the role of near-peer feedback in shaping the identities of pre-service teachers who taught English as a Foreign Language. Moreover, it explored the role of near-peer feedback in enhancing student learning. The participants in this qualitative study were students enrolled in their fourth year and second year of Bachelor studies in the Department of English Language and Literature at the University of Prishtina. Fourth-year students were undergoing their pre-service teacher education, whereas second-year students were involved in an integrated-skills course designed to improve their language skills, particularly in writing. One hundred ten student reflections were analyzed to gain insight into their experiences when engaging in near-peer feedback. Findings from this study not only support existing research in the medical field regarding the benefits of engaging in near-peer feedback, but they also offer important evidence regarding the role of near-peer feedback in shaping teacher identity in pre-service teachers and enhancing learning for language learners. Findings from this study also create a basis for near-peer feedback practices in English language teaching and learning.

Indonesia's linguistic landscape is among the most diverse in the world, yet its many indigenous and minority languages face increasing marginalization amid the widespread use of Bahasa Indonesia and English. This study examined university students’ perspectives on language diversity and the preservation of heritage languages within the context of English as a Foreign Language (EFL) education. Adopting a qualitative descriptive approach, the research drew on responses from a 24-item attitudinal questionnaire and semi-structured interviews conducted with 78 students representing varied ethnic and regional backgrounds. The findings revealed a dual orientation among participants. While Indonesian and English are valued for their functional utility in academic and professional spheres, heritage languages continue to hold symbolic importance, particularly in familial and cultural domains. Nonetheless, the frequency of active use remains low, suggesting a discrepancy between positive attitudes and actual linguistic practice. The results highlight the need for more deliberate efforts to integrate heritage languages into educational discourse and institutional frameworks. Encouraging heritage language use in formal settings may strengthen students’ cultural identities and contribute to broader initiatives in language preservation. In light of these findings, policy and curriculum development should consider strategies that acknowledge the value of linguistic diversity, ensuring that heritage languages are not merely celebrated in principle but actively maintained through practice.

Learning, and especially the broader learning process, requires an intellectual and emotional effort. Such emotional effort can come with greater risks for some learner profiles than others, and this is particularly true for refugee/ forcibly displaced learners. To provide adequate support for these students from conflict-affected contexts, reflective educational practices and emotional support are recommended. However, in higher education, educators are often unaware of the circumstances and backgrounds of learners in their classes. This can lead to a lack of dedicated approaches, thus jeopardizing the benefits of educational programs, notably language education, which are essential for integration. The present study sought to address these concerns, questioning whether language courses designed for other foreign learners adequately meet the needs of more vulnerable individuals. More specifically, it analyzed the language learning needs of refugees/ forcibly displaced individuals and well-recognized larger groups, namely first-generation immigrants and incoming learners. The use of a collaborative mixed-method approach allowed for the integration of identified needs from various stakeholders, sources and methods as well as the discussion of actionable teaching practices. The needs analysis shows that refugee/ forcibly displaced learners are more at risk of encountering teaching practices that are less, or perhaps, the least, beneficial for them. However, it also concludes that refugees/ forcibly displaced individuals, first-generation immigrants, and incoming learners have overlapping views of what makes a language course effective and engaging, which are two significant criteria for long-term information retention and skill development. Implications for future research and adult language education practice are discussed.

The study explored the educational potential of the application of student-generated digital visual content for learning English as a second language (ESL) by undergraduate students enrolled in the course Foreign Language which is actually Introduction to Legal English. This study used a mixed-methods approach. The researchers designed a quasi-experimental design to examine whether the students’ creation of visual content, supported by structured use of artificial intelligence (AI), could improve second language learning outcomes, increase motivation, and promote critical engagement with digital tools. The experimental group was tasked with creating personalized visual learning materials. The applied approach was structured in several steps, from creating simple forms including infographics and comparative charts to poster presentations and digital video passion projects. The algorithm for collaboration with AI and the work with specific features of AI-generated materials was applied aimed at making a student a critical consumer of this content and mitigating potential drawbacks of using AI. To assess the learning outcomes after the intervention, the post-test was administered, which revealed that the studied instructional design had a positive impact on language development across all aspects checked. The questionnaire, which included both open-ended and closed-ended questions, investigated students’ perceptions of the applied methodology and faced challenges. The findings showed that students perceived integrating visual creation and structured AI-supported activities into English language learning as beneficial for language skills development, boosting motivation and interest, and the advancement of digital literacy.

In the era of globalization, the English language has been used as a major means of communication, and English language competence has become one of the key goals in the education and training of individuals in different fields. However, it is undeniable that the mere mastery of language cannot fully ensure the success of English users when communicating with either native or fellow non-native English speakers. As a result, more attention has been drawn to intercultural competence, which is generally defined as the ability to communicate and behave appropriately and effectively in communication involving culturally different others. In Vietnam, although some attempts have been made in issuing policies regarding intercultural competence in EFL education, there is a gap between policy and actual practice. It is, therefore, crucial to investigate teachers’ perceptions of the inclusion of intercultural elements in their teaching as an attempt to facilitate growth of students’ intercultural competence. Yet, such research remains limited, particularly in higher education. This study used semi-structured interviews to explore how seven university teachers perceived the development of intercultural competence in EFL classrooms. The findings revealed that the teacher participants had fragmented understandings of intercultural competence and struggled to promote it within the constraints of their courses. Some recommendations for curriculum design, pedagogical practices and teacher training are proposed to improve the promotion of undergraduates’ intercultural competence in English teaching and learning.

This study explores the extent to which learner autonomy can be cultivated through a digital storytelling (DST) project within a collaborative learning environment. Additionally, it examines students’ attitudes towards the DST project. The research was conducted with 90 nursing students enrolled in an English for Specific Purposes (ESP) course, who engaged in a five-week DST project. Data were collected using three instruments: a questionnaire, semi-structured interviews, and weekly reflective journals. The findings indicate that the DST project significantly enhanced students’ autonomous learning practices, particularly by fostering independent learning and heightened awareness of their learning processes. Moreover, participants expressed predominantly positive attitudes toward the DST project, emphasizing its benefits for language development, motivation, and perceived usefulness. The findings suggest that a DST project can serve as a learner-centered pedagogical approach. Also, despite its inherent emphasis on independent learning, learner autonomy can be effectively fostered through working together with peers. Given these insights, future research employing a quasi-experimental design is recommended to examine the causal effects of DST on language development.

Learning, and especially the broader learning process, requires an intellectual and emotional effort. Such emotional effort can come with greater risks for some learner profiles than others, and this is particularly true for refugee/ forcibly displaced learners. To provide adequate support for these students from conflict-affected contexts, reflective educational practices and emotional support are recommended. However, in higher education, educators are often unaware of the circumstances and backgrounds of learners in their classes. This can lead to a lack of dedicated approaches, thus jeopardizing the benefits of educational programs, notably language education, which are essential for integration. The present study sought to address these concerns, questioning whether language courses designed for other foreign learners adequately meet the needs of more vulnerable individuals. More specifically, it analyzed the language learning needs of refugees/ forcibly displaced individuals and well-recognized larger groups, namely first-generation immigrants and incoming learners. The use of a collaborative mixed-method approach allowed for the integration of identified needs from various stakeholders, sources and methods as well as the discussion of actionable teaching practices. The needs analysis shows that refugee/ forcibly displaced learners are more at risk of encountering teaching practices that are less, or perhaps, the least, beneficial for them. However, it also concludes that refugees/ forcibly displaced individuals, first-generation immigrants, and incoming learners have overlapping views of what makes a language course effective and engaging, which are two significant criteria for long-term information retention and skill development. Implications for future research and adult language education practice are discussed.

This study explores the extent to which learner autonomy can be cultivated through a digital storytelling (DST) project within a collaborative learning environment. Additionally, it examines students’ attitudes towards the DST project. The research was conducted with 90 nursing students enrolled in an English for Specific Purposes (ESP) course, who engaged in a five-week DST project. Data were collected using three instruments: a questionnaire, semi-structured interviews, and weekly reflective journals. The findings indicate that the DST project significantly enhanced students’ autonomous learning practices, particularly by fostering independent learning and heightened awareness of their learning processes. Moreover, participants expressed predominantly positive attitudes toward the DST project, emphasizing its benefits for language development, motivation, and perceived usefulness. The findings suggest that a DST project can serve as a learner-centered pedagogical approach. Also, despite its inherent emphasis on independent learning, learner autonomy can be effectively fostered through working together with peers. Given these insights, future research employing a quasi-experimental design is recommended to examine the causal effects of DST on language development.