The rising prominence of soft skills within English as a Second Language (ESL) pedagogy stems from the assumption that such an approach is ultimately bound to ease language learning and sustain learner enthusiasm in the course endeavour. This integration within context is the subject focus within this pilot study adopting a mixed-methods approach. More specifically, this case study focuses on the integration of communication, cooperation, and the ability to resolve problems within the system of assessment of ESL teaching and learning. The quantitative component consists of data from questionnaires and just above a hundred proficiency tests obtained from120 participants. In addition, the qualitative component comes from interviews with four teachers and structured class participative observations. The study’s outcomes claim that there is a strong positive correlation (r = 0.865) with the integration of learners’ active engagement and the use of interactive teaching methods. The qualitative data suggest that there were significant changes to learners’ confidence and ease with collaboration. This again raises the issue of time and inflexible curricula. The instruments’ reliability tests score (Cronbach's α = 0.961) suggests that the data from the quantitative instruments is sound. Thus, the findings of the study do suggest that there is planned integration of soft skills in the ESL curriculum. This finding also clarifies the methodological approach of the study.

This study investigates the autonomous digital language learning practices of English as a Foreign Language (EFL) learners outside traditional classroom settings, with a focus on the roles of motivation, academic tracks, and English proficiency levels. Using a mixed-methods approach, the research examines how learners incorporate digital tools into their language learning, the types of activities they engage in, and the factors shaping their autonomy. The findings show that informal digital activities, such as listening to music, watching TV, and browsing the internet, are the most common, largely driven by intrinsic motivation. In contrast, more structured activities, such as attending self-study centers or writing diaries, are less frequently pursued. The study underscores motivation as a key factor in fostering learner autonomy and recommends educational strategies that promote both informal and structured digital learning. These insights offer valuable implications for enhancing learner autonomy and improving language learning outcomes in an increasingly digitalized educational environment.

Language connects people, as it is one of the important tools for communication. Having one shared language to communicate to one another is essential particularly in today’s a fast-paced borderless world. In Malaysia, despite English being learnt formally in academic settings for an average of 11 years for each Malaysian student, their language proficiency is still concerning. Thus, this study explores the potential of using game-based learning activities in reducing speaking anxiety among low-proficiency English as a second language (ESL) learners at the tertiary level. This study employed a qualitative method, involving 18 participants answering an open-ended survey on their perceptions of using game-based learning activities for their English language class at the end of their semester. The findings revealed that these low-proficiency students feel comfortable using the language after being exposed to game-based learning activities throughout the semester. The game-based learning activities promote a conducive learning environment, increase motivation, and reduce their anxiety, making them feel confident using the language. Consequently, game-based learning activities effectively reduce speaking anxiety in using the English language among low-proficiency ESL learners by providing a supportive and enjoyable learning environment. This approach holds significant potential for enhancing communicative confidence among low-proficiency ESL learners in Malaysian tertiary institutions

This study investigated the impact of integrating English-language songs and films into English as a Foreign Language (EFL) instruction on learners’ listening comprehension. A quasi-experimental pre-test/post-test control-group design was conducted in two educational contexts in Kosovo: a public primary school (Hasan Prishtina) and a private language institute (Britannica ELT). Experimental groups received multimedia-enhanced lessons featuring songs and film clips with structured pre-, while-, and post-listening tasks, whereas control groups followed a textbook-based syllabus. Pre-test scores confirmed baseline equivalence across groups. Post-test analyses using independent-samples t-tests revealed significant improvements for experimental groups in both settings (p < .001), with large to very large effect sizes (d = 1.12 and 1.65). The findings support Krashen’s Input and Affective-Filter Hypotheses, Vygotskian sociocultural theory, and Mayer’s Cognitive Theory of Multimedia Learning, confirming that authentic audiovisual input lowers anxiety, heightens motivation, and strengthens comprehension. Pedagogically, the results demonstrate that integrating songs and films offers an effective, adaptable means of improving listening proficiency across both resource-limited and resource-rich contexts.

This study explores the factors influencing the use of YouTube for English as Second Language (ESL) learning among Malaysian Lower secondary students. The rapid growth of digital platforms has altered the way students access real-world language input, yet little is known about how YouTube contributes to their learning. This research paper is guided by the Theory of Planned Behaviour (TPB), the research examines the role of attitudes, subjective norms and perceived behavioural control in shaping student’s intentions to use YouTube for learning English. A qualitative research approach was implied, with semi-structured interviews conducted with nine students from both urban and rural schools. Data were analysed using thematic analysis of Braun and Clarke’s (2006) framework. The findings resulted that students use YouTube to develop listening, vocabulary and pronunciation skills, while social influences and accessibility strongly affect their engagement. The study concludes that YouTube functions as a supplementary tool for English Learning, connecting formal classroom instruction with real-world language exposure.

Despite growing interest in General English (GE) curricula within Vietnamese higher education, limited attention has been given to learners’ lived experiences, particularly regarding how they recall and make meaning of their learning in these curricula. To address this gap, the current study employed a retrospective narrative inquiry to explore the self-reflections of undergraduates from diverse disciplines who completed three levels of a GE curriculum at a public university in the Mekong Delta region. The study was informed by the question: How do Vietnamese EFL tertiary students experience their learning in GE classrooms? Qualitative data were collected from five purposefully selected participants and analyzed through convergent narrative-framed thematic analysis. The findings revealed a dynamic learning process characterized by a shift from pre-course expectations to initial engagement with GE courses, mismatches between expectations and classroom realities, and the development of adaptive learning strategies. Participants initially perceived GE courses as obligatory requirements but gradually acknowledged their long-term value. They identified unmet needs within these courses. These insights highlighted the necessity for more communicative, student-centered approaches that better align with learners’ academic and linguistic aspirations. Pedagogical implications include integrating small-group interaction, cultivating learner autonomy and conveying affective factors to construct safe environments for oral participation. The study contributes theoretically illustrating the interplay between learners’ learning motivation, their adaptive strategies and the design of English-as-a-Foreign-Language (EFL) curricula. The study concluded by acknowledging its research limitations and proposing directions for future research

The rapid development of Artificial Intelligence (AI), especially generative technologies such as ChatGPT, has instigated significant transformations in English as a Foreign Language (EFL) education. This systematic review examines empirical research published from 2019 to early 2025, concentrating on ChatGPT applications in EFL teaching and learning. In accordance with the PRISMA criteria, pertinent studies were located via databases including ScienceDirect, Google Scholar, ... Prominent motifs identified in the literature encompass augmented writing fluency, heightened student autonomy, and enhanced speaking confidence. ChatGPT functions as an invaluable resource for educators in class preparation and providing tailored feedback. Nonetheless, apprehensions persist over excessive dependence on AI, possible plagiarism, diminished critical thinking abilities, and the lack of institutional regulations. Numerous educators have difficulties stemming from insufficient AI literacy and an absence of organized training. This study emphasizes the significance of ethical and substantiated AI integration, advocating for longitudinal research and the establishment of formal training programs to guarantee the sustainable application of ChatGPT in EFL instruction.

The integration of Artificial Intelligence (AI) in higher education, particularly in English as a Second Language (ESL) contexts, has revolutionized how writing is taught and learned. This study investigates UiTM Diploma and Degree students’ engagement and perceptions of AI-powered writing tools such as Grammarly, QuillBot, ChatGPT, and Google Translate in ESL writing classrooms. Adapted from the methodological frameworks of Phan (2023) and Utami et al. (2023), this mixed-method study combined quantitative (questionnaire) and qualitative (semi-structured interviews) data from 120 UiTM Perak branch, Tapah campus students. Results reveal that students view AI tools as highly accessible, engaging, and effective in improving writing performance, vocabulary range, and grammatical accuracy. However, challenges such as overdependence, limited critical evaluation, and ethical concerns were also identified. Findings suggest that AI tools enhance student engagement and writing motivation when appropriately integrated but should remain supplementary to human teaching. The study offers pedagogical implications for Malaysian ESL lecturers in balancing technological facilitation and academic integrity in the age of AI-assisted learning.

Speaking proficiency remains one of the most challenging components of English as a Foreign Language (EFL) learning at the university level. This study investigates the linguistic, psychological, and environmental factors contributing to speaking difficulties among university EFL students. Using a mixed-methods descriptive design, data were collected through questionnaires, speaking performance assessments, interviews, and classroom observations. Quantitative findings show that linguistic limitations—particularly restricted vocabulary (M = 4.21), inaccurate pronunciation (M = 4.07), and grammatical inaccuracies (M = 3.98)—constitute the most dominant challenges. Psychological factors also play a significant role, with high speaking anxiety (M = 4.15) and fear of negative evaluation negatively correlating with performance (r = –0.63). Environmental and pedagogical conditions further intensify these difficulties, as large class sizes, limited speaking opportunities, and teacher-centered instruction reduce authentic oral interaction. Qualitative data support these findings by revealing recurrent anxiety, limited spontaneous speech, and restricted classroom engagement. The results highlight that speaking difficulties arise from the interplay of linguistic weaknesses, affective constraints, and contextual barriers. The study recommends integrated pedagogical approaches that strengthen linguistic competence, reduce anxiety, and provide more opportunities for meaningful communication to support students’ oral proficiency development.

Abstract This paper aims to explore the role of teachers in bilingual and multilingual translanguaging classrooms and how bilingual and multilingual translanguaging are different from each other. Data were collected from five state-run schools in the Paschim Medinipur district, West Bengal, India. A qualitative approach to data analysis was adopted. Findings reveal that most English as a Second Language (ESL) teachers use translanguaging in two different ways — six teachers use only two dominant languages (Bengali and English) and three teachers use three languages, including minority languages. This paper argues that bilingual translanguaging is subtractive whereas multilingual translanguaging is additive and inclusive. Moreover, multilingual translanguaging seems to be more beneficial to students than bilingual translanguaging.

This study examines the role of transformation in summary writing. Think-aloud protocols of seven learners of English as a foreign language (EFL) from a Chinese university were collected and analyzed. The protocols were coded into various strategies of which transformation constituted an import ant part serving three primary purposes: developing framework, selecting, and reformulating. Features of transformation operations and patterns of the use of these strategies were explored across participants, who were observed to conduct extensive operations of information transfer from the source text to their writing using various transformation strategies. Overall, the participants with higher language proficiency used more transformation strategies and were awarded higher summary scores than their less proficient peers. This study provides some potentially helpful insights into transformation in summary writing as well as other related academic writing tasks, holding implications for defining the construct and designing the task of summary writing as well as for classroom teaching.

While flipped learning is a commonly applied pedagogical intervention, a careful review of empirical studies provides little evidence of its effectiveness in facilitating students’ grammar learning at the secondary school level in English as a foreign language (EFL) contexts. Unlike traditional grammar teaching methods that emphasize rule explanation and mechanical drills, flipped instruction pro motes a deeper understanding of grammar through learning enhancements such as interactive tasks and personalized support. To contribute to this line of inquiry, the current study investigates the role of a pedagogical grammar intervention that leverages the flipped classroom model as an instructional space for improving students’ grammar performance at a secondary school in Kazakhstan. A pre-test and post-test quasi-experimental design was employed to examine the extent to which this intervention affected students’ (N = 104) English gram mar learning. The results revealed that students in the experimental group who experienced flipped instruction made greater progress in learning grammar (d = 0.81) than those exposed to conventional pedagogy. The findings suggest that the flipped classroom worked as a useful delivery platform to facilitate the integration of enhancements that offer students greater time on task, diverse learning experiences, and social engagement. Leveraging the flipped approach also freed up teacher instructional time to spend less time on direct instruction and more on designing collaborative and interactive materials, such as jigsaw activities, guessing tasks, and board games. The paper concludes with implications for future research and practice concerning the integration of emerging technological affordances into language learning classes in secondary schools.

This qualitative phenomenological study explores the experiences of five (5) former public school teachers from Mindanao who transitioned to English as a Foreign Language (EFL) online teaching. They were selected through convenience sampling and participated in online interviews. The data gathered were analyzed through thematic analysis, revealing five major themes: workload, mental health, work-life balance, compensation, and professional growth opportunities. Common reasons for leaving public schools were excessive non-teaching duties, overwhelming teaching load, and long working hours. Others faced toxic work environments and unrealistic expectations from superiors. Financial concerns also emerged, as participants sought higher salaries and additional income opportunities. On the other hand, online teaching showed flexibility, a better working environment, and a higher earning potential. Moreover, it offered access to global training, certifications, and other career paths—only a few expressed willingness to return to public schools if conditions improved. Most of them still preferred the freedom and ease of online teaching. Therefore, these findings highlight the need for immediate action. Addressing these issues may resolve teacher retention and build a more sustainable education system in the Philippines.

Abstract This study examines situational fluctuations in academic self‐concept (ASC) during English‐as‐a‐Foreign‐Language (EFL) learning, focusing on perceived self and peer achievements, and the moderating effects of course type. Using an intensive longitudinal method, 27 Japanese first‐year undergraduates completed surveys over 5 weeks after two EFL classes: General English and English Communication. Results from hierarchical linear modeling showed that perceived self‐achievement positively predicted situational ASC, consistent with previous findings. Perceived peer achievement decreased ASC in English Communication, reflecting the Big‐Fish‐Little‐Pond Effect (BFLPE), while it increased ASC in General English, reflecting the Basking‐in‐Reflected‐Glory Effect (BIRGE). Furthermore, the effect of perceived self‐achievement was stronger in the English Communication course than in General English. These findings underscore the situational and social nature of ASC, highlighting its variability across classroom contexts. The study also demonstrates the utility of intensive longitudinal methods in studying motivational constructs and provides insights into optimizing EFL learning environments, especially in interactive language classes.

ABSTRACT Reflective practices are widely recognized for promoting self-awareness and enhancing cognitive and emotional competencies in education. This study examines the impact of iterative reflective practices on cognitive flexibility, emotional resilience, and problem-solving skills among English as a Foreign Language (EFL) undergraduate students. Using a quasi-experimental mixed-methods design, 60 EFL students were divided into two groups. Group A engaged in daily 5-minute reflective journaling, while Group B participated in weekly 30-minute journaling over 12 weeks. Cognitive flexibility was measured using the Wisconsin Card Sorting Test (WCST), emotional resilience with the Connor-Davidson Resilience Scale (CD-RISC), and problem-solving through scenario-based tasks. Qualitative data from reflective journals and semi-structured interviews provided further insights. Results showed that Group A showed significantly greater improvements in cognitive flexibility (p < 0.05), emotional resilience, and problem-solving compared to Group B. Qualitative data revealed that both groups found reflective practices effective for language learning, with Group A reporting greater self-awareness and metacognitive growth. These findings suggest that frequent, concise reflective exercises may be more effective than less frequent, longer sessions, highlighting the potential for integrating structured reflective practices into EFL curricula.

This mixed-methods study examined the impact of gamified reading through Duolingo on L2 reading comprehension and reading self-efficacy among Chinese university students learning English as a Foreign Language (EFL). Sixty-three participants were randomly assigned to either an experimental group, which used Duolingo for reading practice, or a control group, which received traditional reading instruction. The study followed a pre-test, post-test, and delayed post-test design. Quantitative data from L2 reading comprehension tests and reading self-efficacy scales were analyzed using mixed-design ANOVAs to examine the effects of group (experimental vs. control) and time (pre-test, post-test, delayed post-test), as well as their interaction. Qualitative data from semi-structured interviews with the experimental group were analyzed through thematic analysis to capture learner experiences. Results showed a statistically significant main effect of group for L2 reading comprehension, indicating that the Duolingo-based intervention contributed to improved reading skills. However, the lack of a significant interaction effect between group (experimental vs. control) and time (pre-test, post-test) suggested that both groups demonstrated similar patterns of improvement over time. In terms of reading self-efficacy, no significant differences were observed between the groups. The qualitative findings revealed four key themes: enhanced motivation and engagement, improved comprehension and learning efficiency, challenges and limitations, and the perceived value of gamification in language learning. These results suggest that gamified reading using Duolingo can positively influence L2 reading comprehension and learner motivation, though its effect on self-efficacy may be limited.

This study investigates the integration of technology in the English as a Foreign Language (EFL) assessment process at a Vocational High School in Samarinda. Although the role of technology in education is increasing, its application in EFL assessment is still minimal in this context. Using a qualitative approach, data were collected through interviews involving EFL teachers. There are three research questions underlying this study, the first is what are technology tools used in the EFL assessment process in a Vocational High School in Samarinda? the second is How is the technology used by the English Teachers of a Vocational High School in Samarinda? and the last is, What are the challenges in using technology for the EFL assessment process? This study reveals that English teachers at a Vocational High School in Samarinda have integrated various technological tools in EFL assessment, especially post-distance learning due to the COVID-19 pandemic. Tools such as Google Forms, Duolingo, Google Classroom, Quizizz, and Kahoot are widely used although most teachers have only acquired these skills through self-learning. The stages carried out by teachers in using digital technology tools in the assessment process are first preparation and drafting of online exam questions, second online assessment strategies and methods, third fraud monitoring and prevention, and finally exam materials and topics. The main challenges faced include limited internet access, unstable Wi-Fi networks in schools, and students' low digital literacy on the platforms used. Nevertheless, teachers are adapting and working towards effective assessment.

This study examines how Ecuadorian university students perceive the pedagogical role of code-switching in English as a Foreign Language (EFL) settings, focusing on its cognitive, socio-emotional, and ideological implications. Although code-switching has traditionally been discouraged in monolingual instructional models, recent research suggests that strategic L1 mediation can enhance comprehension, reduce cognitive load, and promote emotional well-being. Using a quantitative, cross-sectional design, this study collected data from 532 undergraduate students enrolled in English teaching and linguistics programs at two public universities in Ecuador. A Structural Equation Model (SEM) was implemented to analyze direct and indirect relationships among three constructs: perceived pedagogical utility of code-switching, socio-emotional impact, and preference for English-only immersion. Results showed a powerful direct effect of perceived utility on socio-emotional impact, indicating that students feel more confident, secure, and cognitively prepared when instructors use L1 strategically. However, neither perceived utility nor socio-emotional benefits had a significant effect on immersion preference, suggesting that immersion beliefs are shaped by broader ideological forces rather than classroom experiences. These findings align with recent scholarship emphasizing the resilience of native-speakerism and the prestige associated with English-only practices in Latin American educational contexts. The study contributes to contemporary debates on bilingual pedagogies by demonstrating that code-switching supports equitable learning, particularly within diverse, multilingual university populations. At the same time, it highlights the need for institutions to critically address immersion ideologies if they aim to create inclusive, evidence-based language policies.

This study focuses on the effect of artificial intelligence (AI) technology on the writing process from its positive effects and limitations to the outlook. A mixed-methods research design was used with focused on 197 English as a foreign language (EFL) teachers and 274 learners from the countries of Iran and Turkey. The quantitative statistics received from the administration of structured questionnaires indicate that all the study respondents had a similar belief about the role of AI tools in improving the quality and speed of writing tasks. Moreover, focus group discussions show that respondents see its ability to eliminate the language barrier, provide tailored instruction on writing, and handle nuisances with focus on students, which is appealing. There is, however, a more complex view that emerges and stresses the importance of recognizing the advantages of these technologies against their shortfalls, which have been documented in the corpus. In an interesting twist, postgraduate students appear to be more value oriented than classification intending angels since they aim for quality content, while undergraduate students appear to prefer the speed at which AI services may offer them assistance. These findings add another dimension exploring the ongoing transformations that writing embraces in this age of advanced technology as it brings interactivity among educators, students, and AI at all times in readiness for different tasks. The present study is hence beneficial to both teachers and learners because it provides insights on how AI can be used in writing improvement and its limitations.

This article examines the emerging convergence between translanguaging pedagogy and Generative Artificial Intelligence (GenAI) in English as a Foreign Language (EFL) education. Drawing on sociocultural theory, the paper argues that Large Language Models (LLMs) function as powerful mediating tools that support multilingual learners through adaptive input, situational intelligence, and mixed-language interaction. These capabilities enable students to mobilize their full linguistic repertoires, fostering deeper comprehension, metalinguistic awareness, and the development of plurilingual proficiency. The study highlights how AI-driven translanguaging can enhance equity, motivation, and cognitive engagement while offering new pathways for personalized scaffolding and reflective learning. At the same time, it critically addresses systemic challenges, including algorithmic bias, the under-representation of low-resource languages, and tensions between standardized AI output and the creative, fluid nature of translanguaging. The paper concludes with recommendations for responsible integration, professional development, and future research aimed at capturing dynamic, plurilingual growth in AI-mediated classrooms.