Affective processes in perceived inclusive EFL classrooms: Linking self-efficacy, engagement, resilience, and attitudes toward generative AI.

Unveiling the mediating role of the L2 motivational self system in the nexus between enjoyment and engagement in blended learning context.

Justice and L2 motivational network: An EBICglasso based analysis of English language learners' motivation, goal orientation, mindset, and justice in the classroom.

The role of AI-mediated metacognitive interventions in EFL writing development: A cross-sectional study of textual accuracy, lexical sophistication, and cohesion.

The Survey of Reading Strategies (SORS) is widely used to assess English-as-a-second-language (ESL) students' metacognitive regulation of reading across three strategy dimensions (Global, Problem-Solving, Support), yet this three-factor structure has rarely undergone confirmatory validation. This study introduces HiLoLev, a theory-driven two-factor measurement reconceptualisation that distinguishes higher-level integrative/monitoring strategies from lower-level decoding/support strategies. Using confirmatory factor analysis (CFA) on data from 554 Swedish upper-secondary ESL students, legacy three-factor specifications (oblique, higher-order) were contrasted with the proposed theory-driven HiLoLev model based on SORS items. The original structures showed poor fit with high interfactor correlations and substantial cross-loadings; by contrast, an 11-item HiLoLev model fit well (RMSEA = 0.051, SRMR = 0.045) and offered clearer interpretability. While the full SORS remains pedagogically useful, its subscales should not be assumed to represent stable latent constructs for inferential analyses. For research applications (e.g., regression models, mediation analyses, or group comparisons), confirm the structure in-sample via CFA or consider using the 11-item HiLoLev model as a compact, cognitively grounded latent specification of SORS items.

ABSTRACT This study addresses a critical gap in English as a Foreign Language (EFL) pre-service teacher education: the need for structured training in critical affective civic literacy (CACL) to equip future educators to navigate the challenges of heightened immigration and political polarisation. Focusing on a cohort of 49 pre-service EFL teachers in Madrid, this research assesses their baseline empathy (both general and specific towards irregular immigrants and refugees) and evaluates their attitudes towards adopting video-based CACL practices. The study examines the readiness of these future educators to foster intercultural understanding and act as agents of change within their classrooms. Findings reveal that participants possess high levels of empathy, particularly regarding immigration, and overwhelmingly support integrating these practices into their future teaching. They identify video-based CACL methods as vital for enhancing learners’ empathy by fostering critical thinking, affective engagement, and intercultural awareness.

This study examines translanguaging practices and their impact on student gratitude, mindset, and cognition in Southern Thai English as a Foreign Language (EFL) classrooms. A survey was conducted with 565 secondary and high school students from private Islamic and public schools in Pattani, Yala, and Narathiwat, where Pattani Malay (Yawi) is widely spoken. Findings show that strategic use of translanguaging significantly enhances student gratitude, confidence, and classroom engagement. Using both students’ first language and English helped clarify concepts and increase participation. While students generally displayed a growth mindset and motivation through peer success, public failure persisted, indicating a need for more supportive learning environments. The study highlights the benefits of asset-based, multilingual approaches and recommends policy reform, teacher training, and bilingual learning materials to better support multilingual learners in Thailand.

ABSTRACT In Iran, a shift in educational policy was introduced 15 years ago, placing a stronger emphasis on assessment for learning (AfL). However, this shift has not been fully embraced by teachers of English as a Foreign Language (EFL) because of various factors including limited training in assessment and exam-oriented practices. This study explores how a professional development program with a strong emphasis on integrating theory and practice and teacher co-construction of knowledge can support teacher development in assessing literacy and implementing AfL in the classroom. The one-month professional development program included four 90-minute online workshops and teacher interactions in the forum, where they responded to the intervention assignments and reacted to their colleagues’ responses. We traced changes in teachers’ understanding of classroom assessment and how they could merge AfL and assessment of learning (AoL) in their classroom. Data included pre- and post-intervention open-ended questionnaires and teachers’ forum interactions. We present the unique developmental trajectories of two EFL teacher participants to build an argument for praxis, a dialectical partnership between researchers/teacher educators and teachers, which allows these trajectories to emerge. The implications of the findings of this study are discussed with reference to teacher training programs and in-service teacher training.

Academic writing inEnglish is a special genre which requires maintaining a certain tone and adhering to conventions accepted inthe scholarly community.Writers should strive toexpress their stance appropriately byavoiding overly categorical statementsand overgeneralizations.One ofthe ways toachieve thisis using hedging strategies.Therefore, teaching hedging should bean obligatory aspect in an academic writing course todevelop EFL(English as aforeign language) students’ academic writing competence.Thisstudy aimed toexplore theEFL students’usage of various hedging types andacademic writing teachers’ perceptions of hedging instruction.Tothis end,corpus analysis ofundergraduate EFLstudents’forty academic essays was conducted toidentify hedging types according tothe framework ofSalager-Meyer,and six academic writing teachers have been interviewed toelicit their perceptions.Itwas revealed that ofall seven types ofhedges found inthe essays, students could appropriately utilize mainly two types.Thisdemonstrates that EFLlearners struggle when expressing tentative statements in academic writing.Theinterview findings also imply thatmore attention should begiven toteaching hedging explicitly and considering integrating more practice inthe syllabus forthe academic writing course.Thisstudy might behelpful inraising awareness ofthe problems associated with hedging instruction inacademic writing classes as well as contributing tothe literature inacademic writing research.

Eco-pedagogical content's impact on EFL learners' environmental attitudes and behaviors: A structural equation modeling study.

ABSTRACT The alignment of second language acquisition (SLA) theories with first language acquisition models, while sharing certain aspects like behaviourist, linguistic, cognitive, and social dimensions, diverges in additional language (AL) development contexts, notably in English as a Foreign Language (EFL) and second (L2) and third language (L3) learning contexts. Distinctions arise in input quantity, output opportunities, and acquisition sequence. Previous SLA frameworks have not sufficiently accounted for the reversed literacy-to-oracy trajectory, the scarcity of multimodal and social input, and the role of artificial intelligence (AI) mediation in AL classes including EFL, L2, and L3 contexts. To address this disparity, generative AI model for AL development is proposed, drawing from explicit instruction, implicit learning, and generative AI mediation. After reviewing first and second language acquisition theories alongside multilingual scholarship, it introduces three core principles. Generative AI for development of additional language (GenAIDAL) underscores the unique nature of AL development concerning its developmental trajectory, i.e. progressing from literacy to oracy and dynamism-oriented symbiosis, i.e. functions, uses, and users in today’s digital era. GenAIDAL model involves synergistic employment of the first language through explicit instruction and the AL through implicit learning utilising generative AI tools.

This study examines how scaffolding strategies improve the development of oral language skills, particularly speaking and listening, of Kurdish English as a Foreign Language (EFL) university students. Based on Vygotsky’s sociocultural theory and the notion of the Zone of Proximal Development (ZPD), the current study uses a quasi-experimental design to compare and contrast the outcomes of two groups, a control and an experimental. While the control group received regular instruction, the experimental group was exposed to structured scaffolding-based instruction. Moreover, during a four-month experimental course, 86 students completed IELTS-based pre- and post-tests. The data collected from the tests of both groups were analyzed using a combination of descriptive statistics and Paired–Samples t test. The findings revealed that while both groups showed improvement, the experimental group significantly outperformed the control group in both speaking and listening post-tests. Based on this, the experimental group exhibited statistically significant improvement in speaking (t(84) = 3.87, p <.001) and listening (t(84) = 3.45, p <.01). As such, the findings also affirmed the effectiveness of scaffolding strategies in enhancing oral skills, when applied consistently through gradual release of support, collaborative interaction, and constructive feedback from the teacher. This study contributes to a deeper understanding of how scaffolding supports EFL university students in developing their speaking and listening skill

Over the past decade, developments in artificial intelligence (AI) have sparked a new wave of debate and research across nearly all areas of life, including education. In English as a Foreign Language (EFL) education, AI-based technologies are also widely adopted to support learners and instructors. This trend has led to numerous studies focused on understanding AI’s role in identifying potential opportunities and challenges. This study offers a systematic review of relevant research, highlighting the benefits and obstacles of AI use in the Saudi EFL context. About 60 peer-reviewed articles were selected following PRISMA guidelines. The findings reveal multiple opportunities for AI integration in Saudi Arabia, such as improved language skills, personalized learning experiences, increased self-regulated learning, boosted motivation and confidence among learners, expanded learning opportunities, and support for pedagogy and institutional performance. Major challenges include biased and inaccurate data, students’ overdependence on technology, ethical concerns, and a lack of technological skills among users. The study also suggests future directions, including localizing AI tools, conducting long-term impact studies, providing faculty and student training, and establishing ethical guidelines within institutions.

English presentations are gradually becoming extremely important in higher education and professional environments. Despite their importance, many English as a Foreign Language (EFL) learners continue to experience difficulties when delivering presentations in English. This study investigated the attitudes, presentation frequency, and presentation difficulties of final-year English majors at Thu Dau Mot University, Vietnam. We used an online survey with 25-item questionnaire adapted from Bui et al. (2022) to collect data from 100 final-year English majors. The data were analyzed using descriptive statistics in SPSS 26. Results showed that participants generally held positive feelings toward English presentations because 98% of people recognized that English presentations are important. However, students also felt struggles related to English presentations. Among the three categories of difficulties, psychological barriers were the most serious difficulty (M = 3.42) followed by linguistic difficulties (M = 2.99) and contextual and delivery difficulties (M = 2.40). To be specific, anxiety, lack of confidence, vocabulary limitations, and unfamiliar presentation topics were identified as main challenges. The findings suggest that to improve students' English presentation skills, we need to address both linguistic development and psychological readiness.

This study aims to analyze the effectiveness of Project-Based Learning (PBL) in improving students' speaking skills in learning English as a Foreign Language (EFL) among eleventh-grade students at a public senior high school in Cirebon, Indonesia. The study was motivated by the low level of students' oral communication skills, limited opportunities to practice speaking, lack of confidence when expressing ideas in English, and the dominance of teacher-centered learning approaches in the classroom. To address these issues, PBL was implemented as an instructional strategy that encourages students to engage in meaningful communication through collaborative projects and real-world tasks. This research employed a quasi-experimental method using a pre-test and post-test control group design. The participants were divided into an experimental group, which received instruction through PBL, and a control group, which was taught using conventional teaching methods. Data were collected through speaking tests, classroom observations, and student questionnaires. The speaking assessments focused on fluency, accuracy, pronunciation, and interaction. The findings revealed that students in the experimental group showed significantly greater improvement in their speaking performance compared to those in the control group, particularly in fluency and interaction. Furthermore, students reported higher levels of motivation, engagement, and self-confidence in speaking English. Therefore, it can be concluded that PBL is an effective approach for enhancing EFL students' speaking skills and communicative competence through active, collaborative, and contextual learning experiences.

ABSTRACT This study investigates how visual storytelling supports emotional expression, engagement, and intercultural awareness among Iranian children learning English as a foreign language (EFL). Employing a qualitative, arts-based case study design, 20 upper-elementary learners (ages 9–12) participated in drawing-based storytelling activities over six to eight weeks in a private EFL classroom. Data were collected through visual artifacts, classroom observations, reflective journals, and semi-structured interviews and analyzed thematically. Findings reveal that visual storytelling enabled children to externalize emotions, construct complex narratives, and develop empathy toward peers and imagined characters. Teacher scaffolding and guided reflection further enhanced learners’ linguistic confidence, emotional literacy, and intercultural perspective-taking. The study highlights the transformative potential of integrating arts-based multimodal practices into early language learning, demonstrating their capacity to promote holistic cognitive, affective, and social development. Implications for pedagogy, limitations of the study, and directions for future research in non-Western EFL contexts are discussed.

This study investigates the integration of English as a Foreign Language (EFL) into the curriculum of the Christian Bilingual University of Congo (UCBC) as a mechanism for fostering bilingualism in the Democratic Republic of Congo. Given the growing significance of English in globalization, scientific research, business, and international communication, alongside the continued predominance of French in Congolese education, the study adopts a mixed-methods approach. Data were collected from 94 students drawn from an estimated population of 800 through questionnaires, interviews, and thematic discussions. Findings indicate that UCBC has established a structured bilingual model characterized by the progressive use of English across academic levels. Language acquisition is supported through English courses, communicative teaching practices, clubs, competitions, radio programs, and promotional activities. Most participants reported substantial improvement in English proficiency and valued interactions conducted in English. Nevertheless, the limited availability of English-speaking environments beyond the university and the shortage of bilingual teaching staff remain significant constraints. Respondents also expressed strong support for extending English across all academic programs and for leveraging technology and artificial intelligence to enhance language learning. The study concludes that UCBC constitutes a noteworthy model of bilingual higher education in the DRC, while emphasizing the need for further measures to strengthen English integration and cultivate a more conducive linguistic environment.

ABSTRACT Multimodal Artificial Intelligence (AI) technologies can influence different aspects of teaching English as a foreign language (EFL). However, the way of adopting such innovations may affect teachers’ pedagogy and readiness for a new mode of education mediated by AI tools is left underexplored. To fill the gap, this study examined 40 Chinese EFL teachers’ perceptions about the contributions of multimodal AI tools to their pedagogical effectiveness and AI readiness. Interviews were held with teachers individually and online. Thematic analysis of the gathered data indicated that AI adoption could affect pedagogical effectiveness by making their instruction flexible and creative, reducing their workload and pressure, and fostering feedback and assessment practices. Furthermore, multimodal AI tools could affect teachers’ AI readiness by developing their AI confidence, competency, and literacy and inspiring their role shift and professional development engagement. Implications are provided for EFL teachers and teacher educators to enhance effectiveness and readiness for AI-mediated education through the integration of multimodal AI tools.

This study examines the perspectives of Turkish young adult learners on LGBTQ representation in English as a Foreign Language (EFL) settings, drawing on poststructuralism, social constructionism, and queer theory. These frameworks challenge essentialist views of identity, emphasizing the socially constructed, fluid nature of sexual identities. Through a descriptive case study, the study investigates the views of 15 Turkish university students toward LGBTQ inclusion in EFL textbooks and classroom activities. 15 volunteers selected from a pool of 30 students reflected the sensitive nature of the topic in a conservative cultural context where heteronormativity is often reinforced by the education system. Data were collected through a ten-item open-ended questionnaire and analyzed using inductive content analysis. Findings show that while most participants support LGBTQ representation in educational materials, they also recognize the cultural and religious factors contributing to LGBTQ exclusion. This study contributes to research on LGBTQ inclusion in language education. It underscores the importance of critically engaged pedagogy in EFL, suggesting that educators and curriculum developers may benefit from critically examining heteronormative assumptions and promoting discussions around gender and sexuality. This study advances theoretical discussions on how queer theory can inform teaching practices and support marginalized identities in language education.

The increasing use of immersive virtual reality (VR) in English as a foreign language (EFL) education has generated growing interest in its potential to support learner engagement and skill development. However, empirical evidence explaining how engagement in VR-based learning relates to perceptual, motor, and cognitive skills remains limited. This study investigated the structural relationships among VR engagement, perceptual skills, motor skills, and cognitive skills in an EFL context. Data were collected from EFL learners who participated in VR-based English learning tasks and were analyzed using structural equation modeling with SPSS (v27) and AMOS (v24). The measurement model demonstrated acceptable reliability and validity for all constructs. The structural model revealed that VR engagement was a significant predictor of perceptual, motor, and cognitive skills, with the strongest effect observed for cognitive skills. These findings indicate that learner engagement plays a central role in shaping how VR-based activities are experienced and perceived in language learning contexts. The study contributes to immersive language learning research by offering a process-oriented account of VR use that emphasizes engagement as a key mechanism rather than treating technology as an isolated factor. Pedagogical implications highlight the importance of designing VR language tasks that foster active participation and sustained involvement.