Amid the rapid expansion of English-medium instruction (EMI) programs in non-Anglophone countries, empirical studies have increasingly explored their link with students’ English skill development. However, research focusing on EMI in the K12 sector remains scarce. This study employs data from 163 Grade 11 Chinese high school students to compare English reading comprehension, oral production quality and English learning attitudes (ELA) between those attending an EMI program and peers in traditional English as Foreign Language (EFL) program. Multiple regression analysis reveals that the non-EMI group significantly outperformed the EMI group in reading comprehension, whereas the EMI group showed better performance in several microstructural aspects of oral production. In addition, participation in the EMI program did not foster more positive English learning attitudes. Follow-up interviews offer qualitative insights into the quantitative findings and reveal the complex factors shaping secondary school students’ ELA across different instructional contexts.

This mixed-methods action research study investigates the integration of ethically designed generative AI tools as catalysts for active learning in English as Foreign Language (EFL) writing instruction. The research is situated within resource-constrained higher education contexts and is grounded in Kolb's experiential learning theory and active learning principles. The study employed a quasi-experimental design involving 148 undergraduate students from Bahauddin Zakariya University, Pakistan. Over a 15-week intervention, an experimental group utilized AI tools (ChatGPT, Claude AI, Meta AI, and Canva) within a cognitive partnership model, while a control group received traditional teacher-centered instruction. Quantitative data on writing performance was supplemented by qualitative data from semi-structured interviews to capture student experiences and the development of ethical awareness. Quantitative results show the experimental group achieved statistically significant improvements in writing performance (Z = -6.325, p < .001) compared to modest gains in the control group (Z = -2.128, p = 0.033), with notable skill progression emerging after 6-8 weeks. Qualitative analysis revealed that AI tools successfully functioned as cognitive partners, metacognitive mirrors, and equity tools. A strong majority of participants (79.7%) expressed positive views about AI integration, with 86% indicating intentions for continued use. The paper provides a practical model for embedding AI tools in collaborative-learning settings while upholding academic integrity through a disciplined process of ethical reflection. The findings challenge the presumption that technology alone drives educational improvement, demonstrating instead that it is the pedagogical structures mediating AI interaction that determine an effective and ethical educational process.

The integration of artificial intelligence (AI) in language education has gained increasing scholarly attention. However, empirical studies exploring its pedagogical use in transforming students’ written texts into multimodal representations to enhance writing literacy particularly in EFL contexts remain limited. Addressing this gap, this study investigates the impact of AI-assisted adaptation of narrative essays into multimodal videos on EFL students’ writing literacy development. Grounded in multimodal literacy theory which views meaning making as the composition of multiple semiotic resources and sociocultural theory which conceptualizes learning as mediated through tools and social interaction, this study adopts a qualitative case study design. The participants consisted of 12 second-semester undergraduate students enrolled in an English as Foreign Language (EFL) Writing course at a university in West Java, Indonesia, selected through purposive sampling. Data were collected through classroom observations, document analysis of students’ narrative essays and AI-generated videos, semi-structured interviews, and students’ reflective learning journals. AI-powered video generation tools were utilized to transform narrative texts into multimodal compositions integrating visual, audio, and textual elements. Data were analyzed using thematic analysis to identify recurring patterns related to students’ writing literacy development. The findings indicate that AI-supported multimodal transformation facilitated students’ deeper understanding of narrative structure, including plot development, character construction, and conflict resolution. Furthermore, the process enhanced students’ metacognitive awareness of writing. Students also reported higher motivation and engagement compared to traditional text-based writing tasks. This study contributes to AI-enhanced language pedagogy by proposing a pedagogical framework for integrating multimodal literacy in EFL writing instruction.

The rapid spread of hoaxes and online hate speech has intensified the need for pedagogical approaches that extend beyond linguistic competence toward critical digital citizenship, particularly in English as a Foreign Language (EFL) contexts. This study examines EFL learners’ perceptions of integrating media literacy into English instruction and evaluates its effectiveness in enhancing critical evaluation skills, confidence, and responsible online engagement. Using a descriptive mixed-methods design, the study involved 175 undergraduate students at an Indonesian Islamic university who participated in a structured two-week media literacy intervention embedded in English reading and writing classes. Semi-structured interviews were subsequently conducted with 20 selected participants. Quantitative data were analyzed descriptively, while qualitative data were examined through thematic analysis. The findings indicate that approximately 90 percent of participants reported improved ability to assess news credibility, identify misinformation, and engage respectfully in online discussions. Additionally, 87 percent experienced reduced anxiety when encountering hoaxes, and 89 percent felt better prepared to respond constructively to hate speech. Qualitative analysis revealed three interrelated themes: enhanced critical awareness, increased communicative confidence, and a strengthened sense of social responsibility as digital citizens. By addressing hoaxes and hate speech concurrently within an EFL classroom, this study fills an important empirical gap in non-Western contexts, where these issues are often examined separately. The findings demonstrate that integrating media literacy into EFL instruction serves a dual function: supporting language development while fostering ethical and responsible digital participation. These results have clear implications for incorporating culturally responsive media literacy into EFL curricula.

Psychometric evaluation of the Chinese Snyder Dispositional Hope Scale and Adaptability Scale among Chinese EFL college students.

This study aimed to investigate the impact of using Copilot AI to provide corrective feedback on the written work of language learners and compare it with the corrective input from teachers. Using a quasi-experimental design, 70 Omani English language learners with an intermediate English proficiency level were assigned to a control group (which received general corrective feedback from the teacher) and an experimental group (which received detailed feedback from the Copilot AI and extra instructions form the teacher after Copilot AI), with 35 students in each group. Two comparison-contrast writing tasks were used as pretests and posttests and scored by two markers on Task Achievement, Organisation, Grammar and Lexicon. Although the initial findings revealed improvements in writing skills in both control and experimental groups, the detailed analysis of the posttest indicated that the experimental group performed significantly better than the control group in developing writing skills. In addition, the significant size effects of both tests revealed that both groups started with similar knowledge of writing skills in the pretest, but experimental group’s performance showed larger effect sizes which reveal higher performance in written tasks. The results of the study are insightful for teachers, learners and institutions.

ABSTRACT Background The rise of artificial intelligence (AI) has reshaped English as Foreign Language (EFL) instruction, offering new opportunities for language learning. While much of the existing research focuses on AI integration in classroom settings, limited research has explored EFL learners' autonomous engagement with AI beyond the classroom. Objectives This study aims to address this gap by examining the relationships between EFL students' engagement in AI‐mediated informal digital learning of English (AI‐IDLE), growth mindset, foreign language enjoyment (FLE), and adaptability, while also exploring the factors that influence long‐term AI‐IDLE engagement. Methods Employing an explanatory sequential mixed‐methods design, this study surveyed 357 Chinese EFL students and conducted 20 post‐survey interviews. Quantitative data were analysed using structural equation modelling with SPSS 26.0 and AMOS 26.0, while qualitative data were analysed thematically with MAXQDA 24. Results and Conclusions Quantitative results indicated that growth mindset has a significant direct effect on AI‐IDLE engagement, with adaptability serving as a robust mediator. However, FLE did not significantly mediate the relationship. Qualitative results highlighted the complex nature of long‐term AI‐IDLE engagement, shaped by both external factors and individual student characteristics.

Speaking anxiety remains a widespread problem among language learners, especially for English as a Second Language (ESL) learners. The majority of students suffers from problems like lack of confidence, fear of making mistakes, and fear of being judged. This study aimed to investigate how collaborative learning reduces ESL learners' speaking anxiety. Specifically, it examined the language anxiety levels of learners before and after the implementation of collaborative learning and their perceptions of its effectiveness. The study adopted a quantitative research design with inferential and descriptive analysis. A total of 33 students from rural secondary school in Sabah participated in the study. Data were collected through pretest and posttest using the Foreign Language Classroom Anxiety Scale (FLCAS) to measure the anxiety level of the learners. In addition, an English Language Classroom Anxiety Scale (ELCAS) questionnaire was also distributed online to get feedback from the students on their collaborative learning experience. The findings portrayed that there was a significant decrease in learners’ level of anxiety after the collaborative learning intervention as majority of the mean scores reported that learners demonstrate a strong positive attitude towards the approach and perceived it as very effective in reducing their speaking anxiety. The outcomes are expected to have pedagogical significance for English foreign language instructors, particularly in the design of classroom activities so as to promote learners' communicative confidence and enhance classroom interaction and students’ language anxiety.

The emergence of ChatGPT has stimulated interest in its application to second language writing in higher education. While previous studies have compared ChatGPT feedback with that of teachers and examined student engagement with automated, teacher, and peer feedback, little attention has been paid to student engagement specifically with ChatGPT feedback. This study explores student engagement with both ChatGPT and teacher feedback in a college EFL (English as foreign language) argumentative writing class. The participants were 46 second-year English majors who completed two writing tasks. One essay received feedback from ChatGPT, generated with prompts related to both content and language, while the other received teacher feedback. Students revised their essays based on these two feedback types. Analysis of students' revisions, questionnaire responses, and interview data indicated that students actively engaged with both forms of feedback. Interviews further revealed that students found both ChatGPT and teacher feedback to be understandable and acceptable. In light of these findings, the study suggests that teachers can effectively integrate ChatGPT feedback into teacher feedback in L2 writing classrooms to enhance student engagement and writing proficiency. Received: 23 July 2025 | Revised: 10 November 2025 | Accepted: 23 December 2025 Conflicts of Interest The author declares that she has no conflicts of interest to this work. Data Availability Statement The data that support this work are available upon reasonable request to the corresponding author. Author Contribution StatementJiaying Liang: Conceptualization, Methodology, Validation, Formal analysis, Investigation, Resources, Data curation, Writing – original draft, Writing – review &amp; editing, Visualization.

This study presents a systematic review of empirical research on Communicative Language Teaching (CLT) in EFL contexts, with the aim of examining how CLT is implemented in classroom settings, how it influences students’ language proficiency, and what contextual challenges shape its effectiveness. The review followed the PRISMA 2020 framework and included studies published between 2015 and 2025 that were retrieved from Scopus and Google Scholar using combinations of keywords related to CLT, EFL classrooms, instructional effectiveness, implementation challenges, and language proficiency development. The selection process involved title–abstract screening and full-text eligibility assessment based on predefined inclusion and exclusion criteria, resulting in 18 empirical studies retained from an initial pool of 309 records. The included studies were further classified by thematic focus, research method, and research location, and three key thematic areas were identified: (1) pedagogical effectiveness, (2) impact on students’ English proficiency, and (3) implementation challenges. The findings indicate that CLT promotes interaction-oriented instruction and contributes positively to students’ communicative competence, particularly in speaking, listening, and classroom engagement, while evidence for grammar, reading, and writing development remains less consistent due to variation in instructional design and assessment emphasis across studies. The review also shows that implementation outcomes are strongly influenced by contextual constraints such as limited teacher training, mixed-ability classes, large enrollments, restricted instructional time, and exam-driven curricula. Overall, the findings suggest that CLT remains a valuable pedagogical approach in EFL contexts, and its effectiveness depends on appropriate implementation and alignment between instructional practices and learners’ proficiency levels and classroom realities.

This study examines the integration of linguistic diversity in English Language Teaching (ELT) textbooks used in Kazakhstan, to assess their effectiveness in reflecting the country's multilingual landscape. The research employed an analysis of English as Foreign Language (EFL) textbooks utilized in Kazakhstani educational institutions, as well as a survey conducted among educators. The objectives were to identify challenges and propose recommendations for improvement in the teaching and learning of English. The results showed: 1) an overview of all textbooks available for English teaching in Kazakhstan for grades 1-11; 2) the distinctive features of the textbooks currently used for the 11th grade by comparing them in terms of structural and linguodidactic features, their benefits and drawbacks; 3) the survey among fifty EFL teachers from local schools highlighting their insights into the usage of these textbooks. According to the survey results, contemporary FLT manuals face challenges, despite some notable advantages, such as comprehensive coverage of the four essential language skills and adherence to academic norms. The principal areas for improvement were the shortage of culturally appropriate information, especially regarding Kazakhstani history and culture, and the inadequate emphasis on speaking and using the language practically. “Action for Kazakhstan” offers culturally appropriate content that supports national assessment objectives and relates to Kazakhstani curricular standards, while "English in Mind. Level 4 for Kazakhstan" exposes pupils to a wider range of cultural viewpoints. Thus, this study contributes to the ongoing discourse on enhancing educational practices in Kazakhstan, promoting an inclusive environment that values and reflects the country’s linguistic richness.

Writing is one of the most important skills to practise and learn at university level. Although English Foreign Language (EFL) learners in Algeria are offered writing courses and support in all stages of their EFL education, many students still struggle with their writing skill, a fact that indicates their need for a personalised support to boost their writing to the next level. This study aimed to synthesise the insights that the researcher gained from the literature and the community of writing centres that she had consulted before establishing the first writing centre in Algeria, namely the English Writing Support Centre: Univ-Tlemcen. This study reviews all the documents and the academics regarding the literature of writing centres from a theoretical and an analytical point of view. Such a centre is worth establishing, not only in the University of Tlemcen but in all Algerian universities because EFL students are in constant need of academic writing support in order to progress academically and professionally.

Despite recent research into synchronous computer-mediated collaborative writing, little attention has been paid to dyads’ language-related episodes (LREs). By displaying dyads’ Google Docs through the Blackboard Collaborate Ultra (BBCU) videoconferencing, the present study identified the interaction patterns of 10 Saudi English as foreign language (EFL) dyads. It also examined the relationship between the interaction patterns and levels of engagement (LoE) in LREs: elaborate, partial and limited. Our analysis of the peer interactions and text construction in Google Docs captured by the BBCU records revealed five patterns of interaction: collaborative, expert/novice, dominant/dominant, dominant/passive and authoritative/responsive. The dyads produced a number of 498 LREs representing 63.4% of all negotiation episodes. Most of the LREs (N. 214/43%) were partial LREs, followed by almost similar numbers of limited LREs (N. 143/28.7%) and elaborate LREs (N. 141/28). The ANOVA tests revealed differences between the groups in their use of elaborate LREs (F(4, 45) = 494.76, p < .001, η2 = .98), partial LREs (F(4, 45) = 3.43, p = .016, η2 = .23), and limited LREs (F(4, 45) = 17.27, p < .001, η2 =.61), which suggests varying LoE in LREs across the dyads according to their patterns of peer interactions. The study findings indicate that synchronous EFL dyads’ patterns of interactions were found to be associated with their LoE in LREs in synchronous collaborative writing activities.

Abstract Project-Based Learning (PBL) has increasingly gained attention in English as a Foreign Language (EFL) instruction because it creates meaningful, student-centered learning experiences that support communicative competence. However, despite its recognized benefits, research focusing on the impact of PBL on the English presentation skills of non-English majors in General English classes remains limited, particularly within Indonesian private universities. To address this gap, this study aimed to examine the effect of PBL on non-English majors’ English presentation skills at Universitas Muhammadiyah Sinjai. A quasi-experimental design was employed involving a pretest–posttest control group. The experimental group was taught using PBL, while the control group received conventional instruction. An analytic rubric assessing content, organization, language accuracy, pronunciation, delivery, and use of visual aids was used to measure students’ presentation performance. The results indicated that students taught through PBL showed a significant improvement in overall presentation skills compared to those in the control group. The qualitative observations also revealed increased motivation, collaboration, and confidence among students in the PBL class. These findings suggest that PBL offers a more engaging and effective learning environment for developing presentation skills, especially for non-English majors who often have limited exposure to authentic English-speaking tasks. The study concludes that integrating PBL into General English courses can enhance students’ oral communication abilities and support more meaningful learning outcomes. Implications for teaching practice and recommendations for future research are also provided. Keywords: Project-Based Learning, Presentation Skills, English Foreign Language

This study aims to investigate the role of questioning strategies in developing students’ cognitive and metacognitive skills in English as a Foreign Language (EFL) learning. Through a Systematic Literature Review (SLR) approach, relevant studies published between 2015 and 2025 were systematically identified and analyzed from databases such as Scopus, ERIC, Google Scholar, and ScienceDirect. The selected studies were evaluated based on the inclusion criteria, with a focus on questioning strategies, cognitive development, and metacognitive awareness. The analysis reveals that well-structured questioning, particularly open-ended, probing, and reflective types, significantly enhances learners’ higher-order thinking abilities—including analysis, evaluation, and synthesis—while also strengthening metacognitive processes such as planning, monitoring, and self-assessment. These questioning techniques foster a deeper understanding, promote independent learning, and encourage sustained engagement among EFL students. The findings indicate that high-level cognitive and reflective questions are the most effective in fostering critical and self-regulated learning. In conclusion, the study highlights that integrating systematic questioning into classroom instruction can foster critical thinking, enhance learning outcomes, and support students in developing into autonomous and reflective learners in EFL contexts.

This small-scale study examines English foreign language (EFL) teaching in Danish upper secondary education (gymnasium), investigating the dynamics of language use among pupils in Danish upper secondary English classes. Through direct classroom observations, we explore how pupils engage with the language, particularly focussing on the prevalence of Danish versus English speech. We aim to explore how much English language spoken input upper secondary pupils receive and how much English language output pupils produce. Our findings reveal a notable tendency among pupils to predominantly use Danish during English classes or opting for silence altogether. In terms of input, we found that English is widely used by teachers in class, however, they switch to Danish when teaching grammar. This phenomenon underscores an interplay of cultural, motivational, and personal factors influencing pupil language choice and proficiency development. Our discussion considers the underlying reasons behind this linguistic behaviour, as well as the challenges and implications for language learning and teaching in Danish upper secondary education. Furthermore, we look at similar phenomena in a broader European context. We discuss the potential impact of classroom environment and pupil attitudes on language use patterns, offering insights to enhance English language acquisition and communication skills among pupils. By addressing the observed disparities between language instruction and pupil language output, this study contributes to an understanding of language learning dynamics within the Danish upper secondary context.

A growing implementation of AI (Artificial Intelligence) is regarded as an educational evolution which brings significant change into English as Foreign Language (EFL) classrooms. Google Gemini is one of generative AI tools commonly used by EFL students in which it is assumed as a double-edged sword that can either be detrimental or beneficial for students’ English proficiency. The current study was conducted to explore the advantages and challenges in integrating Gemini to enhance EFL learning. A Systematic Literature Review was used as a research design particularly by adapting PRISMA framework consisting of four stages; identification, screening, eligibility, and inclusion. There were 42 articles used as sources in which there were only 27 articles selected as the main data. Those articles were published in the reputable journals indexed in SCOPUS, WOS, SINTA, Garuda, and Crossref. The findings revealed that there were six advantages and four challenges in integrating Gemini into EFL classrooms. The advantages were increasing learning motivation, increasing learning interest, making learning efficient, directing self-learning, enhancing writing and speaking skills, and boosting creativity, meanwhile the challenges were a lack of technological resources, technical problems, ethical problems, and deterioration of critical thinking skills. These findings implicate the implementation of generative AI tools in enhancing EFL learning in which the advantages support the integration of Gemini and the challenges can be used as a consideration in optimizing its usage.

Intercultural competence (IC) has long been recognized as an important learning objective in foreign language education. This study investigates whether an asynchronous virtual exchange (VE) may be used as a tool to develop IC in secondary-level students. Two Spanish foreign language classes in Western Canada were linked with two English foreign language classes in Spain, using a virtual platform. The students conducted a six-week VE with four assignments based on Deardorff's (2006a) IC framework. Using a quasi-experimental research design, students’ perceived IC growth was measured. The results revealed a significant association between students' VE engagement and their perceived increase in IC. Additionally, the analysis found evidence that learners rated the VE activities as highly interesting, valuable to their learning, and recommendable. This adds to the corpus of research that supports the use of VEs as effective and accessible techniques for fostering intercultural learning.

The Dalton Plan, an educational approach centered on student autonomy through assignment contracts and self-paced learning, offers a potential alternative to traditional teacher-center instruction. This study examines its application within the challenging context of Chinese College English (CE) reading courses, where students often struggle with academic reading comprehension and lack self-regulation skills. A quasi-experimental design was employed to evaluate the impact of Dalton Plan-based instruction on the reading performance and learner autonomy of 31 second-year medical students. Participants were divided into a control group (n=15) receiving conventional instruction and an experimental group (n=16) receiving Dalton Plan-based instruction, which emphasized independent reading assignments with tailored teacher guidance. A mixed-methods approach collected quantitative data (reading tests, Autonomous Learning Scale) and qualitative data (thematic analysis of student self-reports). Results indicated that Dalton Plan-based instruction significantly enhanced learner autonomy; however, its effect on reading test scores was not statistically significant. Thematic analysis of self-reports revealed a developmental trajectory from initial challenges—such as time management and vocabulary inadequacy—to later progress in reading interest, strategy use, and persistence. These findings not only provide pedagogical insights for innovating reading instruction in Chinese EFL (English as foreign language) contexts but also highlight the complex relationship between fostering autonomy and achieving measurable gains in reading proficiency.

This study examines how Indonesian English as Foreign Language (EFL) teachers perceive and negotiate pedagogical change arising from the integration of Artificial Intelligence (AI) into language instruction. This research uses an interpretive qualitative approach through semi-structured interviews with seven teachers from diverse institutional backgrounds in Sumatera. Thematic analysis identified six key themes: (1) pedagogical change through AI integration, (2) evolving teacher identity, (3) reflective professional agency, (4) contextual constraints, (5) students' engagement and critical awareness, and (6) the need for instructional support and teacher training. Findings indicate that AI tools, such as ChatGPT and Grammarly, have facilitated a shift toward more student-centered, project-based, and reflective teaching practices. Teachers reported a redefinition of their roles from content transmitters to facilitators and mentors, with an increasing emphasis on assessing learning processes rather than outcomes. However, AI integration was hindered by infrastructural limitations, unequal access to technology, and a lack of AI literacy. The study reveals that technological transformation in ELT is not merely technical but also shaped by contextual realities and teacher identity. It highlights the need for context-sensitive professional development and inclusive policy support that enhance teachers' adaptive capacities in an AI-mediated learning environment.