Purpose This paper aims to describe how narratives emerged across coursework from a semester-long young adult literature class for preservice secondary English teachers (PSETs). Eco-narratives storied characters, conflicts and opportunities for agency regarding climate justice. Design/methodology/approach The study uses a case study approach and eco-linguistic discourse analysis to situate the work of three PSETs among class trends in reading responses, discussion posts and final unit plans. Findings The eco-narratives that emerged in PSETs’ coursework centered young adults as climate justice change agents in collaboration with their communities through relevant, timely and persuasive multimedia communication. Research limitations/implications What constituted community (beyond family and friends) remained largely undefined in PSETs’ instructional narratives. PSETs also did not invoke existing local organizations or movements connected to specific members of the more-than-human community. Along with relevant climate literature for young adults (CLYA), ELA teachers and English teacher educators might offer connections to local resources to support involvement in community activism for climate justice. Practical implications ELA teachers and English teacher educators may wish to consider including CLYA in their coursework as a means to inspire advocacy for climate justice. To confront the pitfalls of eco-heroism and climate anxiety, they might offer opportunities for communal activism. Social implications Climate justice narratives themselves often call out inequities and disparities in resources, especially for systemically marginalized communities, making the inclusion of CLYA in ELA curricula an act of resistance in itself. Grounding inquiry in the local community is a way for ELA teachers to safely enact eco-justice goals. Student choice also provides a safe way for educators to have students engage in climate advocacy as educators can encourage students to select and research a topic of their choosing relevant to their local environment. Originality/value This study shows how using CLYA in English teaching methods courses can help PSETs to envision climate justice education for secondary ELA students.

Contextual elements are an important part of English reading teaching, directly influencing the cultivation of students’ comprehension of texts and their language application abilities. Based on the vocational English textbooks published by Higher Education Press, this article combines contextual theory with the reality of vocational English teaching to analyze the practical difficulties in the application of contextual elements in current vocational English reading teaching. It explores the teaching effects of contextual elements in resolving vocabulary obstacles,constructing text logic, and fostering cross-cultural competence. Moreover, it proposes practical strategies such as mining teaching resources, building multimodal contexts, and designing stratified context-based tasks, aiming to fully leverage the teaching value of contextual elements, enhance the quality of vocational English reading teaching, and achieve the goal of cultivating core subject literacy.

ABSTRACT Master of Arts (MA) programs strive to equip students with advanced knowledge and skills in their field of study. Additionally, these programs help students develop their abilities to conduct research and contribute to the existing body of knowledge within their disciplines. MA programs generally consist of the completion of the coursework and a thesis. Despite students’ familiarity with the course stage, writing a thesis can be a perplexing task for them to navigate. Consequently, numerous MA students encounter many problems as they write their thesis. Despite the growing body of research on graduate education, there is a noticeable lack of studies that address the challenges MA students face. Hence, this research explored problems that MA students in an English Language Teaching (ELT) program encountered before or while writing their thesis. To this end, semi-structured interviews were conducted with students to identify these challenges, which were analysed through content analysis. The findings indicated that factors related to academic literacy, research competence, psychological states, the supervision process, and institutions and bureaucracy set barriers to the thesis writing process and sometimes caused delays. This evidence led to the development of a comprehensive model to enhance thesis outcomes and inform graduate students and program administrators.

The purpose of this study is to investigate the implementation of artificial intelligence and multiple intelligences (MI) in project-based learning (PBL) to improve English language proficiency of Chinese undergraduates. A quasi-experimental design was used, with students divided into experimental and control groups that consisted of 30 students each. The PBL treatment was tailored to each individual MI throughout 16 weeks as opposed to traditional learning in controls. Opposite to the initial hypotheses, quantitative data in the form of pre-post tests and questionnaires showed that significant results in English proficiency, motivation, and engagement were accomplished in the treatment condition. The combination of artificial intelligence and MI in PBL has a significantly greater impact in language learning results compared to the control group. It offered sound evidence to confirm the effectiveness of technology-enabled personalized PBL as a new emerging English language teaching approach in English language learning.

With the in-depth development of English language teaching reform, the effectiveness of Communicative Language Teaching Method (CLT) and its mechanism of action in Chinese colleges and universities need to be studied in depth. Based on social cognitive theory and social constructivism, this study constructed a theoretical model of “CLT classroom participation - classroom atmosphere - self-efficacy in second language acquisition - commitment to second language learning,” and through a systematic survey of 656 college students from 7 colleges and universities across the country, the study reveals the innovative path of CLT in the Chinese educational context. The study found that: (1) CLT classroom participation positively affects students’ engagement in second language learning; (2) classroom atmosphere mediates the influence of CLT classroom participation on students’ engagement in second language learning; (3) self-efficacy for second language acquisition mediates the influence of CLT classroom participation on students’ engagement in second language learning; and (4) classroom atmosphere and self-efficacy form a chained mediation path. This finding breaks through overcomes the limitations of traditional CLT research that examines instructional variables in isolation. It is the first time that social cognitive theory and social constructivism have been systematically integrated, and a model of CLT mechanism applicable to Chinese educational culture has been proposed. The dual-path intervention strategy of “creating a supportive atmosphere and enhancing students’ sense of efficacy” is proposed for teacher training based on the empirical results, and specific suggestions are provided for the localization of CLT in Chinese classrooms, which is an important guiding value for improving the quality of English language teaching in China and promoting the innovation of teaching methods.

Textbooks play a pivotal role in fostering English as a foreign language (EFL) learners’ language proficiency. Among the various skills addressed in English language teaching (ELT) materials, reading comprehension is widely regarded as an essential component for improving learners’ linguistic knowledge. Typically, reading passages are followed by a series of activities designed both to assess students’ understanding and to enhance their ability to interpret, analyze, and engage more deeply with the text. Although a substantial body of literature has examined the cognitive demands of EFL instructional content, relatively little attention has been devoted to analyzing second language reading comprehension questions and task types. To fill this lacuna, this study examined the representation of post-reading comprehension questions and tasks using Freeman’s taxonomy across nine Iranian high school English language textbooks from three successive generations in the history of ELT in Iran. The post-reading comprehension questions and tasks in each textbook were analyzed and categorized using a descriptive content analysis approach. The findings indicated that the Content category was the most prevalent across all three generations, followed by the Language and Affect categories. In addition, Generation 2 textbooks contained the highest overall frequency of post-reading comprehension question types, except for the Form question type, which occurred most frequently in Generation 1 textbooks. Across all nine textbooks analyzed, the Explicit question type emerged as the most commonly used, whereas the Evaluation question type was the least represented. The results of the chi-square tests also revealed significant differences among the three generations in terms of the frequency of different question types. The findings have several practical implications for policy makers, material writers, and English teachers.

Exploring the landscape of AI in English language teaching: A comprehensive bibliometric analysis

This study examines how Artificial Intelligence (AI) can leverage the concept of Redefinition—the highest level of the Substitution-Augmentation-Modification-Redefinition (SAMR) model—to transform the teaching of English as a Foreign Language (EFL) reading from comprehension-focused activities to inquiry-driven and effective reading and writing activities. Based on socio-cultural theory, Project-Based Learning (PBL), and theoretical frameworks of digital competence, this study conceptualizes AI as a cognitive mediating framework that supports knowledge transformation rather than task automation. Using a multi-method action research design, interventions were conducted with 130 Vietnamese university students enrolled in intermediate-level English reading courses over eight weeks. Traditional reading activities were redesigned into AI-assisted projects, including multimedia infographics, podcasts, and investigative reading tasks. Quantitative data were collected through a validated 40-item questionnaire, and qualitative insights were gathered from semistructured interviews with six purposefully selected participants. The study results indicate that AI-assisted redefined reading tasks promoted higher-order thinking, synthesis, and practical application, demonstrating the successful implementation of the SAMR Redefinition methodology. Students perceive AI as a supportive learning partner, enhancing comprehension, reducing frustration, and increasing motivation and confidence. A fairly strong positive correlation (r = 0.62) was found between purposeful AI use and student engagement and reading performance. Qualitative results further suggest that AI supports continuous reading, collaborative preparation, and multimodal knowledge building, while encouraging responsible and critical use of AI. The study proposes an AI-powered SAMR framework and a pedagogical sequence of read-interpret-transform-create, providing a scalable model for teaching English as a transformative foreign language reading.

In the digital era, the prevalence of mobile devices has spurred the extensive application of mobile learning technology. This study delves into its role in oral English teaching. By surveying 1000 students and 300 teachers from diverse backgrounds, it analyzes their use of mobile learning. Students commonly use smartphones for learning, with vocabulary apps being popular. Learning is impacted by interaction and resource quality. Teachers encounter difficulties while using apps for homework. The study develops a teaching model that takes into account a number of variables and uses trials to confirm its efficacy. It suggests methods for assisting students, instructors, and technology. In the digital age, this study provides ideas for improving oral English instruction using mobile learning.

With the in-depth advancement of China’s vocational education reform, the talent training model of industry-education integration and school-enterprise cooperation has become an important development direction. As a key carrier for cultivating technical and skilled talents’ cross-cultural communication capabilities and core vocational literacy, secondary vocational English education faces the problems of emphasizing knowledge over application and focusing on examinations over practice. To solve this problem, it is necessary to innovate and reform English teaching, thereby improving the pertinence of secondary vocational English teaching, helping students consolidate application capabilities, enhance vocational competitiveness, and transport compound talents for the high-quality development of vocational education. Based on this, this paper analyzes and studies the innovation of secondary vocational English education and teaching under the background of vocational education reform for reference.

Speaking ability in English is an essential communicative skill in responding to the demands of globalization; however, it remains a challenge for students in Indonesia, particularly at the Madrasah Aliyah level in rural areas. Low student participation in speaking English and the dominance of conventional teaching methods indicate the need for a more communicative and contextual learning approach. Therefore, this study aims to explore and describe the implementation of Communicative Language Teaching (CLT) in improving students’ speaking ability at Madrasah Aliyah Ittihadul Bayan Telaga Lebur Sekotong. This research employed a qualitative approach with a case study design. The data were collected through classroom observations, in-depth interviews with teachers and students, and documentation, and were analyzed thematically. The findings reveal that the implementation of CLT through communicative activities such as pair work, group discussions, and role play was able to enhance students’ courage, activeness, and self-confidence in speaking English. In addition, CLT created a more collaborative classroom atmosphere and encouraged students to perceive speaking as a process of communication rather than mere memorization. This study concludes that CLT is effectively implemented in the Madrasah Aliyah context and provides important implications for the development of more communicative English language teaching. Future research is recommended to examine the implementation of CLT in a broader madrasah context and to combine qualitative and quantitative approaches in order to obtain a more comprehensive understanding.

In the era of globalization, college English education not only aims to cultivate talents with English communication skills but also shoulders the responsibility of promoting and protecting traditional Chinese culture. Traditional Chinese culture, precipitated over time and accumulated by predecessors, reflects the development of the Chinese nation and embodies the great spirit of self-improvement of the Chinese people. College English is an important medium for students to contact foreign cultures at school and a main position to promote traditional Chinese culture. Taking college English teaching as an example, this paper analyzes the integration of traditional culture into such teaching for reference.

Teaching English to young learners poses challenges for non-native EFL teachers, particularly in balancing curriculum demands with fostering an engaging, supportive classroom environment. This study aims to explore the beliefs and classroom practices of non-native EFL teachers in teaching English to young learners. A narrative inquiry approach was employed to investigate how teachers’ experiences and beliefs influence their instructional strategies. The study was conducted at an international primary school in Medan, Indonesia, involving three experienced non-native English teachers. Data were collected through narrative interviews, classroom observations, and document analysis of lesson plans and teaching materials. Findings indicate that teachers’ beliefs are shaped by their personal teaching experiences, caregiving roles, and ongoing interactions with young learners. They prioritize creating enjoyable, emotionally supportive, and student-centered learning environments, which is reflected in practices such as games, songs, storytelling, movement-based activities, and positive reinforcement. Despite challenges posed by curriculum requirements and full-day school schedules, teachers adapt their strategies while maintaining their core beliefs. The study highlights that teachers’ beliefs are dynamic and enacted through classroom experiences, providing insights into the meaningful connection between beliefs and practices in EFL teaching for young learners.

Despite the widespread use of government-developed lesson plans and digital instructional tools in Philippine secondary schools, little is known about how English teachers interpret and adapt these mandated materials in combination with PowerPoint-based instruction to meet diverse classroom needs. This study examines how Filipino English teachers interpret and implement government-developed lesson plans in combination with PowerPoint-based instruction in secondary school classrooms. It explores teachers’ perceptions of the effectiveness of these instructional resources and the challenges they encounter when adapting centrally designed materials to diverse learner needs. Employing a mixed-methods design, the study involved eight English teachers from a public secondary school in the Philippines. Data were collected through non-participant classroom observations and online questionnaires consisting of both closed-ended and open-ended items. Quantitative data were analysed using descriptive statistics, while qualitative responses were examined through thematic analysis. The findings indicate a strong teacher preference for PowerPoint due to its flexibility, visual affordances, and capacity to support interactive learning. Despite this preference, textbooks remain valued for providing structure, supporting independent learning, and ensuring curriculum coverage. Government-developed lesson plans were perceived as useful for alignment with national standards, but were frequently criticised for their limited flexibility, requiring teachers to adapt them to suit classroom realities. Key challenges identified include time constraints, limited professional training, and unequal access to technological resources. The study highlights the importance of blended instructional approaches that integrate digital tools with conventional materials and underscores the need for greater teacher autonomy, targeted professional development, and improved infrastructure to support effective technology integration in English language teaching.

In today's academic context, academicians and learners experiment with various ways of incorporating ChatGPT to enhance teaching and learning experiences. While an increasing amount of research focuses on the use of chat generative pre-trained transformer (ChatGPT) in English language learning, there seems to be limited scholarly exploration that offers a thorough examination of the potential strengths, drawbacks, and tactics for the efficient integration of ChatGPT in English language teaching and learning. This study addresses this gap in the literature by concentrating on the prospects, obstacles, and methodologies associated with using ChatGPT in English language teaching and learning. It researches into the perspectives of both teachers and students regarding the utilization of ChatGPT in academic context. Additionally, the paper provides an understanding of how teachers can encourage students to maximize the advantages of ChatGPT. (N=29) EFL instructors and (N=105) undergraduate students, both male and female EFL learners studying at a public university in Saudi Arabia have participated in this study. Two sets of questionnaires consisting of closed items were distributed to teachers and students. The data were analysed using SPSS version 26. 0. Based on the findings, the paper provides recommendations for educators and learners to maximize the benefits of ChatGPT.

This study investigates the need for AI integration in English Language Teaching (ELT) curricula by analyzing the perspectives of 15 English lecturers. Utilizing a mixed-method approach, data were collected through a questionnaire focusing on perceived benefits, challenges, and institutional readiness for AI adoption. Additionally, in-depth interviews were conducted with 5 selected lecturers to gain qualitative insights into their views on AI implementation. The results reveal that 79% of respondents perceive AI as beneficial in enhancing personalized learning and improving student engagement. However, 72% expressed concerns about the lack of training and resources necessary for effective AI integration. Institutional readiness was another major challenge, with only 60% of lecturers agreeing that their institutions were prepared for AI adoption. Interview data underscored the need for continuous professional development and adequate infrastructure to support AI use in ELT. Despite these challenges, there is significant optimism about AI’s potential to transform language teaching, provided that proper support systems are established. This study highlights the importance of addressing both the technological and pedagogical needs of lecturers to ensure the successful implementation of AI in ELT curricula. The findings offer crucial insights into the practical requirements for adopting AI in education, contributing to the broader discourse on technology-enhanced learning.

This study aims to analyze the relationship between students' attitudes toward English learning and their English achievement at the senior high school level. A quantitative correlational approach was employed, with a sample of 86 high school students in Jakarta selected via simple random sampling. Data were collected using a validated 20-item Likert-scale attitude questionnaire, measuring affective, cognitive, and conative components, and documentation of academic scores from semester report cards. Pearson correlation analysis revealed a significant positive relationship (r = 0.724, p = 0.001) between students' attitudes and their academic achievement. The findings suggest that positive attitudes, encompassing interest, motivation, and self-confidence, play a crucial role in enhancing English learning outcomes by potentially lowering the affective filter and increasing engagement. This study provides practical implications for pedagogical strategies, curriculum design, and school policy, emphasizing the need to foster positive affective domains in English language teaching to enhance learning quality in the Indonesian senior high school context.

ABSTRACT This article analyzes the teaching methods and pedagogical practices related to English Language instruction for students with Autism Spectrum Disorder (ASD) in elementary education, aiming to identify the main theoretical approaches, instructional strategies used, and gaps in Brazilian academic production over the past five years. The study employed an integrative literature review with a qualitative approach, examining scientific articles, dissertations, and theses available on the ANPEd, SciELO, and Brazilian Digital Library of Theses and Dissertations (BDTD) platforms. Inclusion criteria considered publications from 2020 to 2024, with open access and direct relevance to the topic. The findings indicate a still limited number of studies directly addressing the intersection of English teaching and the inclusion of students with ASD, with research concentrated mainly in the Southeast and South regions of Brazil. A lack of replicable methodological proposals, limited articulation with educational policy documents such as the BNCC, and deficiencies in teacher training for inclusive bilingual practices were identified. Most studies prioritize theoretical discussions, with few offering practical adaptations for the specific learning styles of this student population. It is concluded that there is still much to be developed to consolidate inclusive practices in foreign language teaching, particularly for students with special educational needs. The gap regarding inclusive teacher education will be explored in future research. Keywords: Autism Spectrum Disorder. English Language Teaching. School Inclusion. Pedagogical Practices.

Conformity to masculine gender roles (hereafter CTMGR) is characterized by toughness, hardness, emotional restrictiveness, competitiveness, and dominance in general. Although it has been widely studied in other disciplines, little is known about its role in second/foreign language (L2) affective variables. Addressing this gap, this exploratory case study investigates how male Turkish undergraduate and graduate English-as-a-Foreign Language (EFL) learners perceive, experience, and interpret the intersection between CTMGR and L2 affective constructs (i.e., emotionality, willingness to communicate, and communication apprehension). Data were collected through one-on-one semi-structured interviews with male EFL learners majoring in English Language Teaching. Participants were purposefully selected for their potential to provide insights into the intersection between masculinity and L2 language. Thematic analysis using MAXQDA revealed that CTMGR was commonly associated with suppressing emotional expression and reluctance in communicative engagement. This suppression was perceived to limit male EFL learners’ willingness to communicate and escalate their L2 communication apprehension. Cultural and societal expectations in Türkiye were also found to play a significant role in shaping these perceived dynamics. This study is the first of its type in the EFL context that qualitatively reveals the intersections between masculinity and L2 affective constructs. The findings offer pedagogical insights for developing more inclusive, gender-aware, and culturally responsive L2 teaching practices.

This study investigates current tendencies in undergraduate research in English Language Teaching (ELT) in Türkiye by analysing project titles accepted under the TÜBİTAK 2209-A Research Project Support Programme for Undergraduate Students between 2021 and 2024. A total of 301 project titles were examined using qualitative document analysis and thematic analysis. The findings reveal a diverse research landscape in which undergraduate students engage with both established and emerging areas of ELT. Traditional concerns such as methods and techniques, materials development, language skills, assessment, curriculum design, and psychological constructs remained prominent. At the same time, newer orientations were observed in projects on technology and artificial intelligence, inclusivity and social justice, responses to emerging crises (COVID-19, 2023 earthquake), and alignment with the Sustainable Development Goals (SDGs). Undergraduate researchers also demonstrated attention to professional contexts through projects on English for Specific Purposes (ESP) and teacher education. These findings illustrate how undergraduate ELT research in Türkiye both reflects long-standing scholarly traditions and adapts to global, technological, and social developments. The study highlights the value of undergraduate research in fostering reflective and innovative future teachers, while recommending further inquiry through in-depth interviews and comprehensive project analysis to complement title-based thematic mapping.