The globalised world presents a unique challenge and opportunity for English language classrooms: the inclusion of multilingualism. This paper argues that embracing multilingualism in English language education is not only beneficial but necessary for fostering linguistic and cultural diversity, enhancing cognitive skills, and improving learning outcomes. Multilingual students bring a wealth of linguistic resources that, when effectively utilized, can enrich the learning environment and support the acquisition of English as an additional language. This paper explores the complex dynamics of language influence in multilingual classrooms, examining how students' native languages can positively impact their English learning process. It also discusses the pedagogical strategies that educators can employ to foster an inclusive environment that values and leverages linguistic diversity. Drawing on current research and educational theories, the paper provides recommendations for incorporating multilingualism into English language instruction, highlighting the importance of culturally responsive teaching practices. It argues that the inclusion of multilingualism not only benefits language acquisition but also contributes to broader educational goals, such as promoting social equity and intercultural understanding. The paper concludes by emphasizing the need for teacher training and policy support to fully realize the potential of multilingualism in English language classrooms.

Abstract The acquisition of English as a foreign language remains a central concern for researchers and educators due to persistent challenges such as limited learning outcomes, slow comprehension, and instructional inefficiencies. Given that language learning is inherently a cognitive process, this study emphasizes the critical role of cognitive constructs—particularly constructive thinking—in enhancing language proficiency, with a focus on reading comprehension. This research examines the correlation between constructive thinking and reading comprehension among Iraqi university students enrolled in English departments. A stratified random sample of 200 third-year students (100 males and 100 females) was selected from three different Iraqi provinces. Two standardized instruments were employed: a 30-item Constructive Thinking Inventory (Epstein, 1998) and a 10-item reading comprehension test (Abbas & Al-Musawi, 2020). The results indicated generally low levels of both constructive thinking and reading comprehension among the participants. A statistically significant correlation was observed between students’ constructive thinking scores and their performance in reading comprehension.These findings highlight the integral role of cognitive processing in second language acquisition. The evident correlation underscores the necessity of incorporating thinking skills development into EFL curricula to improve reading comprehension and overall language proficiency.

In order to facilitate language pedagogy, it is necessary to understand the learner’s path/order of learning as also, learner needs, and the role of diverse conditions under which human learning takes place. With this in mind, the development of the auxiliary system in Negative constructions in various contexts in the process of acquisition of English by Marathi-speaking children was studied longitudinally. The present paper is just an attempt to understand the development of English Modals in Negative sentences. It is concerned with the acquisition order and the amount of time taken by these second language learners to acquire this category properly. The study made it possible to identify the differences/similarities in the order of learning of modals across second language learners.

Abstract Large language model (LLM)‐based conversational agents (CAs), with their advanced generative capabilities and human‐like conversational interfaces, can serve as reading partners for children during dialogic reading and have shown promise in enhancing children's comprehension and conversational skills. However, there is limited research on the efficacy of LLM‐based bilingual CAs in children's language acquisition in English as a Foreign Language (EFL) contexts. This randomized controlled trial study investigated the effectiveness of LLM‐powered CAs compared with traditional parent–child shared reading in promoting engagement and improving learning outcomes among children with EFL. An interactive e‐book featuring a LLM‐powered CA was developed to engage children in dialogic reading through questioning and scaffolding. Sixty‐seven children, aged 5 to 8, were randomly assigned to either an experimental (AI‐led) group or a control (parent‐led) group. The study found that children in the experimental group outperformed the control group in reading comprehension, with comparable benefits in vocabulary acquisition and story retelling, both immediately and in delayed tests. In the meantime, this study unpacks children's different engagement patterns when reading with the CA versus reading with their parents. Children reading with the CA demonstrated higher behavioural engagement and visual attention, while those in the parent‐led group showed greater affective engagement and narrative‐relevant vocalizations. The findings highlighted insights into the potential of LLM‐powered CAs in children's language acquisition and suggested key design implications for developing better CAs for children from multilingual backgrounds.

Innovative teaching strategies such as Gamification, Technology-Enhanced Language Learning (TELL), and Project-Based Learning (PBL) are increasingly recognized for their potential to enhance student engagement and language acquisition in English as a Foreign Language (EFL) classrooms. While the individual effectiveness of these methods has been widely examined, limited research has explored their combined impact, particularly in elementary-level EFL contexts. This study addresses this gap by investigating how the integration of these three approaches influences young learners’ motivation, participation, and language development. Adopting a qualitative research design, data were collected through semistructured interviews with elementary EFL instructors and classroom observations across multiple teaching sessions. Thematic analysis of the data revealed that gamification significantly increased students’ motivation and fostered cooperative learning environments. TELL tools enriched the learning experience by offering interactive and multimodal resources that facilitated real-time communication and personalized feedback. PBL provided authentic contexts for language use, encouraging students to collaborate, solve problems, and communicate meaningfully, which enhanced their confidence and fluency. Moreover, the combined use of these strategies was found to lower language anxiety and improve the retention of vocabulary and grammatical structures. The findings emphasize the importance of student-centered and engagement-driven pedagogies that support active learning and practical language use. The study also underscores the need for teacher training and curriculum development programs to prepare educators to effectively integrate these approaches into their teaching practices. This research contributes to the growing body of literature on innovative language teaching methods and provides practical insights for educators and policymakers aiming to improve EFL instruction at the elementary level. Future studies are recommended to evaluate the long-term impact of such integrative strategies and examine their effectiveness across diverse educational settings and learner profiles.

The research examines how Bangladeshi tertiary students perceive social context and sociolinguistic factors that influence their learning of English. Understanding the influence of social contexts and sociolinguistic elements on English acquisition is essential to create effective educational methods because English language proficiency matters in Bangladesh's current globalization process. The study addresses three essential inquiries regarding social factors that influence target language acquisition and their variation between Bangla and English medium education environments, as well as their influence on final language performance results. Through quantitative research methodology, data were collected from 40 tertiary-level students (equally distributed between Bangla and English medium backgrounds) from three universities using a 15-question survey instrument. The research data demonstrates substantial differences between Bengali and English schools regarding how students learn language. Students from English-medium institutions receive early home-based exposure to English which along with family language usage and continuous motivational support leads to better English skill development while Bangla-medium students encounter English mainly in educational institutions (75%) where they study English as a subject (80%) yet they receive less institutional support for extracurricular English learning. Socioeconomic status proved essential for understanding success in language learning since participants pointed to restricted contact opportunities and ill-prepared teachers, together with limited resources, as essential challenges that prevented underprivileged students from mastering English language skills. Cultural beliefs, along with linguistic nationalism, function as additional obstacles for students to practice English. This scholarly work provides crucial information to second language acquisition theory because it shows how the educational medium, together with socioeconomic background and cultural environment, and motivational elements, develop separate paths for language acquisition. Research data should guide the creation of inclusive language teaching practices and policies that accommodate Bangladesh's varied sociolinguistic diversity.

In today’s era of globalization and rapid technological progress, English has emerged as a vital competency, particularly among the younger generation. This study investigates the views of recent high school graduates on the significance of English, the driving factors behind their language learning, and its broader impact on their social and educational experiences. Employing a qualitative descriptive approach, data were gathered through in-depth interviews with ten graduates from Lubuk Makmur Village, South Sumatra. The results reveal a shared recognition among participants of English as a key enabler for academic achievement, career development, and global engagement. Rather than being perceived solely as an academic subject, English is regarded as an essential life skill that unlocks international opportunities. Various elements—such as the proliferation of digital technologies, increased access to online learning platforms, and evolving labor market expectations—emerge as strong motivators for English acquisition. Additionally, the study underscores English’s role in enhancing students’ social confidence and shaping their educational trajectories in an interconnected global landscape. These findings point to the urgent need for more inclusive, technology-driven English language instruction that equips students with both linguistic competence and the global literacies required for 21st-century success.

Code-switching is a common practice in bilingual classrooms. However, its role in virtual English Language Teaching (ELT) and how students perceive it remain under-explored. This study explores how English teachers use code-switching in virtual English Language Teaching (ELT) classrooms, focusing on its functions and how students perceive it. A mixed methods approach was employed, with the research conducted in two phases. In the quantitative phase, a Likert-scale questionnaire was given to 11 English as a Foreign Language (EFL) graduate students to establish their general attitudes towards code-switching. The qualitative phase involved conducting semi-structured interviews with five participants to gain deeper insights into their beliefs and experiences. The findings suggest that students generally approve of code-switching, considering it to be helpful for comprehension and communication without significantly hindering English acquisition. This suggests that, when used strategically, code-switching can enhance the effectiveness of virtual classrooms. The study highlights the importance of integrating statistical and thematic data to gain a comprehensive understanding of student perspectives in bilingual learning environments.

This research article discussed the acquisition of English as a second language in 8-year-old children through YouTube media. This research used a qualitative method with a descriptive approach. The research subjects were an 8-year-old child named Afnan, and his mother, Rantika. Data collection techniques included observation, non-formal interview, and library research. The results showed that; 1) Afnan's second language acquisition process is almost the same as his first language acquisition process. 2) YouTube is proven to promote language development, cross-cultural learning, and motivation in an authentic second language learning environment. Through the medium of YouTube, Afnan is able to communicate in English after being exposed to English channels since the age of 2 years old. His mother deliberately introduced English to Afnan because she believes that it is important to master English from an early age. Therefore, this study also highlights the importance of second language acquisition during the golden age of children, where human absorption and memory are more optimal.

This project explored the intersection between neuroscience and education, focusing specifically on primary education and the acquisition of English as a second/foreign language. Education is a constantly evolving field that benefits from interdisciplinary approaches, including insights from neuroscience. Concentrating on the multidisciplinary field of neuroeducation, the study sought to analyze recent neuroscience findings to enhance teaching and learning processes. This approach was particularly crucial in primary education, where children’s cognitive and linguistic development is highly responsive due to significant neuroplasticity in the brain. Additionally, the research examined how neuroeducation and neurolearning could improve the teaching of English as a second/foreign language. For this purpose, an extensive literature analysis, following the PRISMA systematic review methodology, was conducted to assess relevant papers indexed in the Scopus database that reflected the current state of research in this field. The findings suggested that integrating neuroscience-based techniques could significantly enhance students' linguistic fluency and competence during their formative years. This indicated a paradigm shift in pedagogical practices towards approaches that incorporated a deeper understanding of brain structure and function in education, although further research was needed.

This research attempts to show how videos influence on young learners’ language development because of the constant use of technology nowadays. It seeks to understand the impact of videos on young learners learning English as a foreign language in school. By means of a qualitative approach, a case study was conducted using participant and structured observation on 7 children in preschool 1. The data were analyzed by means of thematic analysis. The findings shed light on the impact of videos on physical and verbal reactions, promoting interest and participation. They also show how the videos help children to acquire new vocabulary and how they should be used for effective pedagogical implementation. Videos positively impact on EFL teaching, providing enjoyable learning for young learners and giving teachers more classroom tools.

In this study, the authors derive key principles for classifying terminological vocabulary when teaching a foreign language for specific purposes and, based on these principles, develop a classification of terminology in the field of artificial intelligence (AI) in English-language railway mass media (news media) within railway-related texts, using English-language publications as an example. This aims to organize its effective assimilation in foreign language classes at a transport university. The scientific novelty of the study lies in the fact that, for the first time, based on English-language materials, it investigates and systematizes terminology in the field of AI in English-language railway news media, compiled taking into account key principles for classifying terminological vocabulary. Furthermore, it proposes a methodology for organizing its effective assimilation in the educational process. As a result of the research, the principles for compiling a classification are identified, and a classification of railway terminology is presented. Based on this classification, recommendations are made for organizing the process of terminology acquisition in English for specific purposes classes at a transport university.

The current research examines English fourth-grade textbooks in Cambodia, with the goal of determining the alignment between the prescribed curriculum and the textbooks' actual content. It is hypothesized that differences between the two may affect students' language acquisition and academic performance in English. The study also seeks to identify potential areas for improvement in the design and delivery of English language education in Cambodian schools. The background of textbook content analysis research refers to the context and rationale for the study of textbook content analysis. This type of analysis examines the information, representations, and points of view included in educational textbooks. Moreover, by doing a content analysis of these educational resources, researchers can gain additional insight into the types of knowledge, values, biases, and points of view that students are being taught through textbooks. This analysis can help identify any imbalances or potential issues in the text, such as mistakes, stereotypes, or omissions. It can also provide recommendations for improving the standard and diversity of textbook content. However, the following conclusions are drawn from the evaluation's findings. First, the analysis demonstrates that the English textbook for fourth graders satisfies the standards of a fair textbook. It is decided that the English Fourth Grade textbook is reasonable because of the achievement rate of 78%. Second, the review reveals that Fourth Grade English has met the majority of the criteria needed for a textbook assessment. English Fourth Grade satisfied most of the requirements for curricular relevance, language appropriateness, presentation coverage, teaching and learning methodologies, accuracy of materials, andpresentation coverage of auxiliary learning resources.

This research aimed at describing the differences between introverted and extroverted students in the process of acquiring English as a foreign language for class IX.7 students at SMP Negeri 56 Palembang. There were 30 students as the research samples, and the respondents in the research were 2 teachers who taught English in class IX. This research uses a qualitative descriptive method, data obtained using questionnaires, observation and interviews. The data in this study were analyzed using an in-depth observation method to identify differences in the English language acquisition process between introverted and extroverted studentsThe research results show that introverted students tend to be quieter or talk less but have long memories and show a deeper understanding of listening, observing and understanding. while extroverted students tend to develop speaking and interaction skills more quickly. In these differences, all students also have similarities, namely they have the same goal of acquiring and learning English and they also still need support and motivation from the teacher. This research also found that there are several obstacles or factors that influence student achievement; there is personality, attitude and motivation.

English has emerged as the predominant global language, driving efforts to optimize its acquisition through interdisciplinary cognitive research. While behavioral studies suggest a link between English learning and mathematical cognition, the neural mechanisms underlying this relationship remain poorly understood. To bridge this gap, the present study employs functional near-infrared spectroscopy (fNIRS) to construct a novel dataset on mathematical interference in English acquisition. Utilizing this dataset, a novel deep learning model named AC-LSTM is proposed, amalgamating Transformer and LSTM architectures to identify residual mathematical cognition during the English learning process. The AC-LSTM model achieves an exceptional accuracy rate of 99.8 %, surpassing other machine learning and deep learning models. Moreover, a multi-class classification experiment is conducted to discern algebra, geometry, and quantitative reasoning interference, with the AC-LSTM model achieving the highest accuracy of 75.9 % in this classification task. Furthermore, crucial brain channels for interference detection are pinpointed through grid search, and alterations in vital brain regions (R-Broca and L-Broca) are unveiled via association rule analysis. By integrating fNIRS, deep learning, and data mining techniques, this study delves into cognitive interference in English learning, providing valuable insights for educational neuroscience and data mining research.

ABSTRACTAs societies globalize, mastery of a second language or multiple languages has become an important index to enhance interaction in the society, in that English is a widely used medium of communication globally. For engagement in international business, commerce, science, technology, and governance, the benefits of an efficacious English language teaching force to facilitate the English acquisition process of students in classrooms around the world is highly valued. The objective of the research was to investigate the possible factors (internal and organizational) related to EFL teacher's self‐efficacy in Macao (Chinese Medium Instruction context) via qualitative approach. As evidenced through the EFL teachers' interviews, teachers' experience, as well as some external factors in term of working environment, organizational socialization, and work engagement can be possible factors positively related to their self‐efficacy. Recommendations for the school management and educational department to enhance and sustain the efficacy of EFL teachers were discussed.

The growing demand for English-language speakers in China presents interesting opportunities for education and tourism in the coming years. This article explores potential opportunities for English language immersion and cultural tours in Cambodia and Laos as a strategic approach to enhancing English acquisition among Chinese undergraduate business English students. It also considers the challenges encountered by Chinese undergraduate business English students in learning the English language, particularly within the context of limited English opportunities in China and the cultural factors contributing to Chinese individuals' reluctance to engage in English communication. The article proposes visiting major cities in Laos and Cambodia, as these offer significant benefits for Chinese students seeking to practice and improve their English-speaking and cross-communication abilities. This is due to their compact size and the relatively high number of English speakers within their local communities.

The article focuses on analyzing sensory and play-based learning as innovative methods that enhance the acquisition of English by children with special educational needs in an inclusive setting. The aim of the study is to assess the effectiveness of implementing sensory and gamified teaching approaches in the foreign language learning process for students with various individual needs within the context of inclusive education. The research employed general scientific methods of cognition, such as analysis, synthesis, comparison, observation, generalization, modeling, and a systems approach. The findings show that the growing development of inclusive education increases the demand for modern pedagogical technologies that ensure equal access to knowledge for all learners, regardless of their individual characteristics. This is especially relevant in the field of foreign language education, where perceptual, communication, and adaptation barriers can hinder effective learning. The study confirms that sensory techniques and gamified tools hold significant potential for overcoming these challenges, as they help create a motivating, adaptive, and individualized learning environment. The focus is placed on the sensory approach, which involves stimulating visual, auditory, tactile, and kinesthetic perception channels. The multisensory impact improves the quality of material retention and supports long-term memory in students. The study also reveals that tailoring sensory input to match a child’s personal characteristics allows educators to leverage students’ strengths, reduce anxiety levels, and support the development of their personal potential. Gamification, in turn, enhances interactivity, which plays a key role in motivating learners. The practical value of the study lies in the possibility of integrating sensory and gamified technologies into educational programs to create an inclusive space that promotes both comprehensive development and successful socialization of students.

This paper explored the role of the linguistic landscape (LL) in supporting the acquisition of English as a Foreign Language (EFL) within Kenya’s multilingual context. LL refers to the visible display of language in public spaces, including signs, advertisements, posters, symbols, and notices. Language acquisition is defined as the process through which learners gained the ability to comprehend and communicate in a new language. Multilingual context refers to a setting or environment in which multiple languages are used or coexist within a particular community, institution, or society. Language proficiency is understood as the ability to use a language effectively and accurately for communication. The paper employed Krashen's Input Hypothesis, which emphasised the importance of comprehensible input for successful language learning, to analyse how the LL impacted EFL acquisition. A concurrent data analysis approach was adopted: quantitative data were collected through questionnaire and analysed using SPSS Version 20; qualitative data were gathered through interview and non-participant observations, followed by inductive coding and thematic interpretation. The study was conducted in three purposively selected language institutes in Nairobi—Consolata Language Centre (CLC), the Language School of Kenya (LSK), and the Kenyan Institute of Foreign Languages and Professional Studies (KIFLAPS)—involving 30 learners and two instructors from each. Findings revealed that the LL in these institutes were rich in visual stimuli, such as electronic devices, printed materials, and visual aids, which created an engaging and supportive learning environment. The paper concluded that well-designed LL enhanced EFL acquisition by supporting vocabulary development, reading, and speaking skills, and by embedding language learning in real-life contexts.

The growing digitalization and multimodality in the field of English acquisition have aroused an inclination to research English teaching videos on social media. Previous research primarily focused on multimodal engagement in school-based English learning, while this research was dedicated to the survey of multimodality in English vocabulary teaching through social media videos. Grammar and composition are also the major subjects mentioned in other studies. In this case, we chose to select vocabulary learning. This study conducted two distinct case studies that discussed characteristics and merits in this category of videos. Data from a questionnaire developed is also analyzed through SPSS. The findings indicate that multimodality is a great strategy for content creators of English vocabulary instructing videos, and the majority of the content creators have a heightened awareness of multimodal engagement. Additionally, both English teachers and students can use the degree of multimodality as a criterion for selecting supplementary vocabulary learning video resources.