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.

ABSTRACT While the relationship between teacher attributes and the motivation and achievements of language learners has been extensively studied in the past decades, the relevant research that addresses the evolving educational context of China has been relatively limited. This study fills this knowledge gap by identifying distinctive attributes of English teachers shaped by China's traditional and modern educational context. These attributes are categorised into three main groups: teacher attitudes, teaching performance and teacher–student interaction. In this mixed‐methods study, a questionnaire on teacher attributes was designed to survey the perceptions of 417 students regarding what teacher attributes they found motivating. Qualitative data was obtained from semi‐structured interviews with 36 students. We explored the teacher attributes perceived as motivational by the students, considering the backdrop of cultural factors and educational policies in China. The findings revealed not only internationally recognised motivating attributes but also teacher attributes particular to the Chinese context. These perceptions can guide educators in providing both effective and enjoyable language learning experiences in the given cultural context, while also informing school authorities in designing teacher training programmes and evaluation systems. The findings are also valuable and enlightening in other Asian countries, where exam‐oriented education and Confucian heritage prevail.

With Norway facing a need for qualified foreign language teachers, a continuous professional development (CPD) course was developed by six universities in Norway, Germany, Spain, and France to enhance the French, German or Spanish skills and subject didactic knowledge of Norwegian in-service teachers. In this paper, the aim is to present data on the professional wellbeing of foreign language teachers participating in the CPD-course, with a focus on foreign language teaching anxiety. Data was collected from in total 10 teachers attending the course in French, German or Spanish either at the end or the beginning of their academic year. Foreign language teaching anxiety was measured using the Foreign Language Teaching Anxiety Scale (FLTAS) (Ipek, 2006). The results indicate generally low levels of teaching anxiety for Norwegian foreign language teachers. However, less experienced teachers reported higher anxiety scores, a correlation that should be interpreted cautiously given the limited sample size. These findings are discussed in relation to future research on foreign language teaching anxiety in the Norwegian context.

This study examines the effectiveness of pronunciation training by comparing two instructional methods: native speaker-led instruction and artificial intelligence (AI)-driven pronunciation tools. The research aims to determine whether AI-assisted pronunciation training can serve as an effective alternative or complement to traditional instruction. This is particularly relevant for language programs where access to native speakers is limited. The study employs a quantitative research design, analyzing pronunciation accuracy, intelligibility, and listening comprehension among A1-level French learners. A statistical comparison of learners’ performance in both groups was conducted, including Chi-square tests and standard deviation analysis. The findings suggest that AI-based pronunciation training is at least as effective as native speaker-led instruction, with students in the CAPT group performing even better, particularly in intelligibility and intonation. The reduced performance variability among AI-trained learners suggests that these tools provide a structured and uniform learning experience. These insights contribute to optimizing pronunciation teaching methods, highlighting the potential of AI as a scalable and accessible pronunciation training solution in foreign language education.

Abstract. Problem. The article explores the concept and significance of the intercultural approach in teaching a second or third foreign language—specifically German and French, based on English—to students specializing in applied linguistics. It examines the role of the teacher in intercultural education, as well as the recommendations and underlying principles outlined in the Common European Framework of Reference for Languages (CEFR). Particular attention is given to various dimensions of intercultural competence within the context of contemporary foreign language learning. Further work should be based on the principles of Future efforts should be grounded in the principles of intercultural pedagogy, which emphasizes the reciprocal relationship between language and culture. The goal is to foster authentic communicative abilities in students. To achieve this, each foreign language class must become a space for discovery, exchange, and reflection—encouraging learners to cultivate openness and a composed, respectful attitude toward cultural difference. Goal. To develop a deeper understanding of the challenges and opportunities involved in implementing the intercultural approach in practice. Methodology. The following research methods were employed to address the objectives: theoretical analysis and systematization of pedagogical and methodological sources related to language teaching, as well as the generalization of students' experiences in learning the culture of the target-language country. The term intercultural communication refers to specific processes of interaction between individuals from different cultural and linguistic backgrounds. Since teaching language and culture is inseparable from a didactic reflection on intercultural competence, an intercultural approach must consider the learner’s perspective—particularly their future interactions with members of the target culture. This approach is especially vital in the context of teaching French or German as a second language at the university level. Its importance lies in fostering students’ genuine capacity to understand and engage in meaningful communication with people from other cultures. Originality: The intercultural approach in foreign language teaching is often limited to its cultural dimension. This study highlights the need for dedicated support and teaching methods that deepen understanding of the intercultural cooperation process and assist future professionals in developing these essential skills. Practical value. The intercultural approach fosters the development of practical knowledge and interpersonal skills that enhance effective interaction. Since the goal is to acquire intercultural competence, using the first foreign language as the medium of instruction makes intercultural learning accessible even to beginners.

A mixed-methods framework for assessing differentiated instruction implementation barriers in EFL secondary education contexts.

This article analyzes the shifts occurring in foreign language education due to advances in science and technology, specifically examining the application of the teacher-centered instruction model within the Azerbaijan education system. The rapid proliferation of English, driven by globalization and strengthening international relations, has introduced numerous innovations into language pedagogy. The article highlights the gradual transition from the traditional teacher-centered approach towards a student-centered model. The key advantages of teacher-centered instruction are noted, particularly in the initial stages of language acquisition in primary grades (ages 5-6), where the teacher's role as a guide and resource is crucial. Concurrently, the disadvantages of this approach, including passive participation, restricted student freedom, and the potential use of outdated materials—are discussed. The paper also explores the application of teacher-centered elements across different age groups (primary, 5-9, and 10-11 grades) and the importance of specific methods in inclusive education, such as individualized training, repetition, and emotional support for students with special needs. The conclusion emphasizes the necessity of integrating an optimal and flexible mix of methods, leveraging technological innovations, and tailoring instruction to the students' ages and needs to ensure the effectiveness of modern language teaching. In the contemporary world, various changes have been occurred in recent years, including shifts in the teaching of second or target languages. Advances in science and technology have given rise to numerous innovations in teaching methods. The traditional teacher-centered approach is gradually giving way to a more student-centric teaching model, which, in turn, has led to alterations in teaching methods for educators.

The aim of our research is to show psychological justification of types of creative activity of a foreign language teacher. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of analysis, systematization, modeling and generalization. The experimental method was used as the method of organizing empirical research. The results of the research. We have attributed to the reconstructive-variative type of creative activity: individual activity with those students who are studying; erudition, general culture; the ability to teach the material; and the authority of the teacher. This choice of criteria can be justified in such a way: the activity attributed to this type requires the presence of a base of information, knowledge, operating with which the teacher achieves the set of tasks. We have included the activation of learners, contact with the audience, culture of communication, the ability to optimize the learning process and education in the learning process to the heuristic level of creative activity. Conclusions. We proved that the types of creative activity, such as reproductive and reconstructive-variative types of activity, involve a high level of the development of analytical and synthetic abilities and skills, searching for the solution beyond the limits of the model already well-known to a human. We have attributed to the creative level such criteria of pedagogical skills as: improvement of pedagogical skills; a high level of preparation for pedagogical activity; psychological and pedagogical diagnostics, independently, without the help of a school psychologist; high intellectual development of a teacher. These criteria involve developing fundamentally new solutions, consolidating independent search for knowledge and a high level of motivation for the creative activity.

Aims and Objectives: This study examines how differential object marking manifests across different adolescent acquisition settings: (1) German foreign language learners of Spanish, (2) heritage speakers (L1 Spanish and German), (3) L1 acquisition with a geographical component (Spain vs. Argentina). Approach: a -marking rates are examined mainly in the variable non-human animate domain by comparing two referents in direct object position with distinct degrees of animacy (dog and frog) across all participant groups. In addition, a -marking patterns for frequent verbs occurring with the frog in direct object position are analyzed, considering its changing animacy throughout the task as it acquires human-like attributes. Data and Analysis: This study is based on a dataset comprising written productions from 99 participants, totaling approx. 70,500 words and 1,629 direct objects available for analysis. Conclusions: The findings support the validity of the school grammar rule, as taught in grammar books for German learners of Spanish, which mandates a -marking for all animate direct objects, as evidenced by the productions of L1 speakers from Spain and Argentina. Originality: The learner productions are compared not only with an abstract Castilian standard norm, as is usually the case, but also with productions from peer bilingual L1 (heritage) speakers and monolingual L1 speakers from both Peninsular and Hispano-American (Argentine) Spanish (L1 control groups). Significance: The data suggest that heritage speakers are strong representatives of the Castilian standard. In contrast, monolingual L1 speakers are surprisingly strong representatives of the grammar rule taught in schools within the context of foreign language didactics, which mandates a -marking for all animate direct objects (both human and non-human). These findings challenge critiques that argue the school grammar rule is overly simplistic and impedes learners from fully acquiring differential object marking.

The rapid advancement of innovative technologies has had a profound impact on foreign language teaching (FLT), reshaping the way languages are learned and taught. In recent years, digital tools such as mobile applications, online learning platforms, artificial intelligence (AI)-driven tutors, and immersive technologies like virtual reality (VR) and augmented reality (AR) have become essential components in modern language education. These technologies facilitate personalized learning experiences, increase student engagement, and provide opportunities for cultural immersion, thus enhancing both linguistic proficiency and cultural understanding. This article explores the multifaceted role of these technologies in FLT, focusing on their ability to support self-directed learning, adapt to individual learner needs, and provide real-time feedback. Drawing on current research and case studies, the article examines how digital platforms like Duolingo, Babbel, and Memrise utilize gamification to motivate learners, while AI tools such as ChatGPT and Google Translate assist in language practice and correction. Moreover, it explores how VR and AR technologies are transforming traditional language classrooms by simulating real-world environments where learners can interact with native speakers. The findings suggest that while these tools offer numerous benefits, such as improved accessibility and flexibility, they also raise challenges related to over-reliance on technology, the quality of content, and privacy concerns. Ultimately, the article argues that when used thoughtfully, innovative technologies can significantly enhance the language learning experience, making it more interactive, efficient, and inclusive. However, it also emphasizes the need for careful integration of these technologies into existing curricula to maximize their potential and ensure balanced, effective language acquisition.

Background and Aims: This study investigates the development and implementation of a Japanese language blended teaching model specifically designed for Chinese university students, leveraging advanced digital technologies. The integration of online and offline learning modes is vital in language education as the educational landscape evolves. This research aims to address the innovative challenges faced by students and educators in the Japanese language major within Chinese universities. The study proposes a blended teaching model that combines traditional face-to-face instruction with digital learning tools. Methodology: This study used a mixed-method approach, utilizing pre- and post-tests to assess language proficiency, surveys to evaluate student engagement and satisfaction, and learning analytics to track digital platform usage. Expert reviews were also conducted to ensure instructional quality and validate the blended teaching model’s implementation outcomes Results: The results of the study showed that there was a significant increase in student engagement, language proficiency, and overall satisfaction with the learning experience under this blended learning model. The study also highlighted the importance of flexibility, interactivity, and personalized learning pathways in enhancing language acquisition through blended learning. Conclusion: Integrating digital technology and adopting a blended teaching model in Japanese language teaching in Chinese universities meets the language learning needs of students at different levels and improves the effect of language learning. It also cultivates students' digital literacy and learning autonomy and motivation, thus further improving the quality of foreign language learning and teaching. This research contributes to the growing body of literature on blended learning in language education and offers practical insights for educators seeking to innovate their teaching practices. Future research should examine adaptive learning or conduct comparisons with alternative language teaching models.

Despite much interest in the flow experienced by English as a Foreign Language (EFL) teachers, there is less research on flow re-engagement and pre-service teachers at the crucial phase of career development. This study aims to examine flow dynamics among pre-service and in-service EFL teachers in China during teaching. Six Chinese EFL teachers (three pre-service and three in-service) engaged in two rounds of interviews over the course of one year, which were analyzed using a thematic narrative approach. The findings indicate that immediate feedback, clear goals, and a challenge-skill balance were key antecedents of flow. In-service teachers highlighted principal’s teaching-focused philosophy, technology support, teaching experience and curiosity. All participants reported a sense of control, deep absorption, and time distortion. Two experienced teachers further claimed a loss of self-consciousness. The flow of participants was impeded by student-related factors, strong self-consciousness, and technological breakdowns. In-service teachers noted more complicated causes. To re-enter a state of flow, pre-service teachers favored avoidance strategies, whereas in-service teachers employed more flexible approaches. Flow enhanced instructors’ teaching confidence, shifted pre-service teachers’ career motivation and fostered in-service educators’ professional well-being, post-class reflection, and self-improvement. Administrators and teacher educators should provide a teaching-oriented working environment for in-service teachers and offer flow-focused training to pre-service teachers, thus promoting their flow experiences and fostering sustainable professional development.

Focusing on intergenerational conflicts in climate fiction for young adults, this article argues that disputes between adult and child perspectives in children’s books take a more radical turn in the dystopian young adult (YA) novels The Interrogation of Ashala Wolf (2012), The Marrow Thieves (2017) and A Children’s Bible (2020). In the context of English as a foreign language (EFL) teacher education aimed at upper secondary school, these novels raise issues of adult failings and intergenerational conflict in relation to apocalyptic scenarios, and exemplify how adults characterized as evil or naïve fail to shoulder even basic responsibilities, thereby leaving children to fend for their own survival. The portrayal of children as exposed, vulnerable or even expendable is shown to undermine common didactic impulses to invest hope in the capacity of future generations to amend the shortcomings of the present. Further, disrupted narrative chronologies undermine the idea of futurity as linear progression; instead, it is left to the child characters to incessantly look backwards to restore fragments of lost culture, stories and language. In drawing an analogy between the novels and Modernist narratives, it is suggested that reading practices that creatively and collaboratively deal with cultural historical perspectives as well as narrativity connect the present to the past and build resilience through an understanding of how stories shape our perception of the future. We argue that a heightened awareness of narrativity and discourse can contribute to perspective changes that may be necessary in response to contemporary challenges in the Anthropocene.

Creating a functional disciplinary discourse in a FLT context is a challenge for foreign language teachers who should problematize issues contributing to the foundation of the disciplinary discourse such as the specialization of voice depending on the type of production, written or oral, and genre students should be able to generate. Raising awareness in students about the specialization of passive voice in describing the technical processes in the case of engineering students is a key element to learning how to produce adapted and successful pieces of texts that serve the purpose of emphasizing technological processes, which is characteristic of the scientific discourse. Consequently, this piece of research aims at bringing evidence in support of the hypothesis that by constant training and practice students become aware of the cognitive connection between the use of passive voice and the informed production of disciplinary discourse. In order to do so, we have conducted an empirical study which verifies students’ capacity of adjusting the voice depending on the contexts, thus demonstrating a clear cognitive separation between a daily regular discourse and a technical engineering one. The results of the study indicate a straightforward correlation between the task genre and the voice selected by students, which is an essential element in proving awareness of their belonging to a disciplinary discourse which they have taken in and used accordingly.

The use of artificial intelligence (AI) technologies has been indicated to influence various aspects of second or foreign language (L2) education across diverse contexts. Nevertheless, how the adoption of AI may influence the professional wellbeing of English as a foreign language (EFL) teachers in under-resourced settings has received limited empirical attention. To address this gap, the present study implemented an experimental design to investigate the impact of AI technologies on Turkish EFL teachers’ professional wellbeing during a semester-long intervention. A total of 76 teachers completed the professional wellbeing scale before and after participating in a course mediated by AI tools. The participants were assigned to control and experimental groups. The results of ANCOVA revealed a significant improvement in the experimental group teachers’ professional wellbeing from the pretest to post-test, indicating the effectiveness of the intervention course. The study highlights the need for professional development programs powered by AI technologies to enhance under-resourced EFL teachers’ AI literacy and wellbeing.

One of the main goals of foreign language instruction is the development of writing skills. In order for texts in a foreign language to be written clearly and appropria tely, it is necessary to master the various ways in which cohesive devices are used. Explicit cohesive devices include coordinating conjunctions, subordinating co njunctions and adverbial connectors. Previous research has shown that the use of connectives in second language (L2) writing is characterized by limited variation, often accompanied by overuse, underuse, or inappropriate use of specific conne ctives (e.g., Granger & Tyson, 1996; Bagarić Medve & Pavičić Takač, 2013; Pon & Kramarić, 2017; Breindl, 2018; Maamuujav et al., 2021; Bagarić Medve & Karlak, 2023; Pon, 2024; Karlak & Šarić Šokčević, 2024a). Studies also show that additive connectives are the most frequently used type in texts written by learners of Ger man and English as foreign languages (e.g., Mihaljević Djigunović & Vickov, 2010; Mohamed-Sayidina, 2010; Muddhi & Hussein, 2014; Breindl, 2016; Pon & Krama rić, 2017; Bagarić Medve & Karlak, 2023; Karlak & Šarić Šokčević, 2024a). The aim of this study is to analyze how Croatian students of German and English express additive semantic relations between sentences and to identify which connectives they use most frequently, as well as the types of errors they make. The corpus com prises a total of 120 argumentative essays, 60 of which constitute the German L2 subcorpus and 60 the English L2 subcorpus, all written at the B2 level according to the CEFR. The results show that German studies students use additive connectives in argumentative writing more frequently than English studies students, while also making considerably more errors, especially syntactic ones.

Intercultural competence has become increasingly vital in multilingual, multicultural societies, especially in schools where language is used to resolve cultural differences. In Indonesia, a country with more than 700 languages and 1,300 ethnic groups, applied linguistics has enormous potential to promote inclusive and culturally responsive education. However, the state of intercultural research in Indonesian applied linguistics remains fragmented, thematically limited, and methodologically constrained. This study performed a mixed-methods systematic literature review (SLR) of 93 peer-reviewed publications from 2000 to 2024, utilizing the PRISMA framework as a guide. The results show that research output has risen sharply since 2019, but the field is mostly made up of qualitative methods and lacks experimental or longitudinal designs. The majority of published research concentrates on foreign language education, with scant emphasis on curriculum development, educator perspectives, or policy integration. Researchers rarely use established models, like Intercultural Communicative Competence and Deardorff’s Process Model, and they seldom utilize advanced analytical methods. These gaps highlight the necessity for methodological diversification, theoretical integration, and expansive thematic investigation. By linking global frameworks to the Indonesian context, this study enhances international dialogue on intercultural education and provides strategic guidance for forthcoming research, policy formulation, and pedagogical advancement.

The aim of this study is to examine the relationship between learner autonomy and lifelong learning skills of secondary students in foreign language education. The study employed a correlational survey model, one of the quantitative research methods. The population consists of students attending secondary schools in the district of Yunusemre in Manisa province in 2024. The study sample comprises 647 secondary school students, selected using convenience sampling, one of the purposive sampling methods. As data collection tools, the "Learner Autonomy Scale" developed by Orakçı (2017) and the "Lifelong Learning Skills Scale" developed by Çiftcibaşı et al. (2020) were utilized. Data analysis was conducted using SPSS 25.0 statistical software, and Pearson Correlation analysis was performed to determine the relationship between students' learner autonomy and lifelong learning skills. One-Way Analysis of Variance (ANOVA) and Independent Samples T-test were conducted to determine whether or not participants' learner autonomy and lifelong learning skills differed according to various variables. The findings revealed that students' learner autonomy levels were at a high level, while their lifelong learning skills levels were at a moderate level. Based on the correlation analysis conducted, a statistically positive, and low-level significant relationship was found between learner autonomy in foreign language education and lifelong learning skills of secondary school students.

In recent years, with the advent of the artificial intelligence era, AIGC technology has been widely applied in the field of education, and studying the influencing mechanism of cognitive load among college foreign language learners has gradually become an important topic at present. The application of AIGC technology in college foreign language teaching not only affects the cognitive load of foreign language learners but also changes the channels through which they process learning information and acquire foreign language knowledge. Furthermore, it can maximize the quality of college foreign language teaching and continuously improve learners’ foreign language proficiency. Therefore, it is necessary to select representative research subjects, adopt scientific and reasonable research tools, comprehensively examine the impact of AIGC on the cognitive load of college foreign language learners, and deeply explore its internal laws. In this regard, this paper first conducts an empirical analysis on the influencing mechanism of AIGC on the cognitive load of college foreign language learners. Then it puts forward corresponding educational implications and suggestions, in order to provide certain references for relevant researchers.

ABSTRACT Artificial intelligence (AI) is reshaping foreign language education by enabling personalized feedback, real-time assistance, and scalable interaction. However, existing reviews have seldom anchored these developments in a coherent theory of learning. Framed by Connectivism, this study synthesizes recent empirical evidence to examine how AI tools, particularly large-language-model chatbots and adaptive systems, support four core dimensions of networked learning: network formation, information access and sharing, adaptive learning, and learner autonomy. The synthesis indicates that AI not only augments access and personalization but also reconfigures learning networks by introducing an active ‘AI node’ that routes, generates, and curates knowledge. This reconfiguration strengthens weak ties, accelerates feedback cycles, and expands learners’ opportunities for participation across contexts. Implications include network-oriented instructional design, assessment practices aligned with autonomy, and safeguards for privacy and transparency. The review highlights the need for longitudinal and cross-context studies that evaluate the scalability and ethics of AI-mediated networked learning. Overall, situating AI within a Connectivist lens clarifies both its pedagogical promise and the conditions under which it can reliably enhance language learning.