The purpose of the research is to analyze the application of a communicative and cognitive approach in teaching a foreign language (English) the language of undergraduate students of a non-linguistic training profile. The relevance of the research is determined by the requirements of federal state educational standards for the results of mastering bachelor's degree programs, as well as the main task of mastering a foreign language – the implementation of communication. As a result of studying the literature, definitions of cognitive and communicative-cognitive approaches were considered. It also describes the principles of a communicative and cognitive approach to teaching a foreign language and the result of integrating the techniques of a communicative and cognitive approach into the educational process.

The article presents a study of the role of educational debates in the training of future foreign language teachers. It is noted that the generation of educational debates based on artificial intelligence helps to introduce students to the culture of oral foreign language performance, the formation of evaluative judgments and value consciousness, the use of their own knowledge and pedagogical experience. The functional capabilities and characteristics of generative platforms for debates are considered. The experience of organizing educational debates for teachers of the Department of Foreign Languages of the South Ural State Humanitarian and Pedagogical University is described, the author's scenario for holding a debate-format lesson is proposed. The risks and difficulties of working with neural networks are identified. Practical recommendations for the most effective and safe implementation of generative intelligence in the process of training future foreign language teachers are proposed.

In English as a Foreign Language (EFL) contexts, academic writing remains a challenging skill for students, particularly in evaluating writing quality and monitoring learning progress. To address this issue, self-assessment and peer-assessment have been implemented as formative assessment strategies in writing instruction. This study aimed to investigate students’ perceptions of self- and peer-assessment in academic writing courses. A descriptive quantitative research design was employed. Data were collected through a closed-ended questionnaire consisting of 18 Likert-scale items, administered to 100 third-semester students of the English Education Study Program at Tadulako University. The data were analysed using descriptive statistics, including frequencies and percentages. The findings revealed that most students held positive perceptions of self- and peer-assessment. These strategies were perceived as helpful in identifying strengths and weaknesses, enhancing awareness of the writing process, and improving writing quality. However, a few students expressed neutral perceptions, indicating a need for clearer guidelines and a more structured implementation. Overall, the results suggest that self-assessment and peer-assessment are effective approaches for developing EFL students’ academic writing skills.

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.

The article is devoted to analyzing the possibilities and effectiveness of integrating information technology into classical methods of teaching foreign languages. It considers the main principles of traditional methods, reveals their strengths and weaknesses in the modern educational context. An overview of current IT tools and resources applicable to linguodidactics is provided, ranging from interactive online platforms and multimedia tools to artificial intelligence and virtual reality. Special attention is given to models and practical examples of integrating IT into grammatical, translational, direct, audio-lingual, and communicative teaching methods. The article also presents results from an empirical study that included a survey of teachers and students. This allowed us to assess the current level of application of IT, identify perceived advantages, and main challenges from the perspective of direct participants in the educational process. Based on the data obtained, conclusions are formulated about the potential of blended learning and practical recommendations are proposed to teachers, educational institutions, and developers of IT solutions for further improvement of foreign language teaching methods in the context of digitalization.

This article examines public speaking anxiety (PSA) among university students presenting in English as a foreign language. Public speaking is widely recognized as an essential academic and professional skill, yet many learners experience significant stress when asked to perform in front of an audience. The study draws on data from a questionnaire and from students’ self-reflection journals written during a Master’s-level presentations course at a Czech university. The findings show that anxiety manifests in multiple ways, including physical symptoms, negative thoughts, and loss of confidence. Students reported that presenting in a second language made them especially self-conscious, as they worried about vocabulary, grammar, and pronunciation. At the same time, the journals revealed important strategies for coping, such as thorough preparation, supportive peer feedback, and positive classroom atmosphere. Over the course of the semester, many students described gradual improvements in their ability to manage nervousness and to view presentations more positively. The study argues that PSA is not only an individual challenge but also a pedagogical issue that can be shaped by course design. It concludes that fostering a safe environment, normalizing anxiety, and encouraging reflection are effective ways to help students build resilience and develop greater confidence as speakers.

Practical Approaches to Implementing Ideological and Political Elements in Foreign Language Classroom Teaching

Artificial Intelligence is a new dominant technological trend in the process of education. It is proved to be effective in enhancing learning process and promote learners’ engagement. Consequently, the effective use of AI requires a skillful teach who has the required pedagogical and conceptual competencies to use the applications effectively. Thus, the present research tries to explore EFL teachers' competencies in using AI for teaching and learning. Following the descriptive analytical method of research, the research uses an observation sheet as a main instrument to investigate (15) university teachers’ competencies of using AI applications in EFL instruction. Those teachers are a staff at Salahaddin University-Erbil who teach EFL for the first year at the faculties of Engineering, Science, Agriculture, Economy and Management. Results of the observation sheet reveals that demonstrated a deep practice and use of AI applications, particularly in content development, lesson planning, test generation, lesson delivery, language skills development, vocabulary and grammar instruction, classroom automation and self-directed and personalized practice using adaptive platforms. However, the observations also revealed weak performance and less ability in foundational AI knowledge, especially regarding core concepts such as machine learning, natural language processing, and algorithmic bias.

This qualitative study explores how the production-oriented approach in British literature instruction may influence the development of humanistic qualities among undergraduate English majors in China. The research involved 19 junior English majors at Suqian University in China who participated in a 16-week production-oriented approach intervention. Data were collected through semi-structured interviews to examine participants’ experiences and perceptions of how the production-oriented approach influenced their humanistic development, particularly in critical thinking, intercultural competence, and moral identity. Three main themes emerged from the analysis. First, participants described connections between literary knowledge acquisition through the production-oriented approach and perceived improvements in their humanistic qualities, reporting that deeper engagement with literary content fostered personal reflection and growth. Second, students perceived productive tasks and selective learning as meaningful contributors to their humanistic development, reporting enhanced critical thinking, intercultural awareness, and moral identity through these methods. Third, participants reported that their enhanced humanistic qualities positively influenced their real-life experiences, including decision-making processes, intercultural interactions, and moral beliefs. This research provides insights into how foreign language education approaches in China may support humanistic development goals, contributing to understanding of pedagogical methods that foster graduates’ global perspectives, critical thinking, and ethical awareness. The findings suggest several directions for future research, including multi-institutional studies with diverse participants, experimental designs with validated instruments, and longitudinal investigations of production-oriented approach’s cross-cultural applicability and lasting effects.

Digital technology has ignited new expectations for educational transformations, with generative artificial intelligence (GenAI) at the forefront. As GenAI-driven technologies have permeated multiple aspects of foreign language (FL) pedagogy, research has predominantly probed its effectiveness while paying little attention to the learners' acceptance and usage. The present study delves into this issue. Grounded in the Unified Theory of Acceptance and Use of Technology (UTAUT) model, the study explores the interconnection between UTAUT constructs (i.e. Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, Behavioral Intention, Actual Usage) and potential variables, namely participants' demographics, emotions, AI literacy and AI self-efficacy. Collecting a total of 409 valid replies of Chinese FL learners from various universities, the study employed Structural Equation Modeling and moderating effect analysis to examine the hypothetical relationships. Results indicate that Performance Expectancy and Social Influence emerge as significant predictors of Behavioral Intention, and Actual Usage is significantly influenced by Behavioral Intention, emotions, AI literacy and AI self-efficacy. Additionally, gender and region demonstrate a moderating effect on specific paths within the overall model. These findings validate and expand the UTAUT model into a bigger picture, enhancing the understanding of FL students' acceptance of GenAI technology from both theoretical and practical perspectives.

The development of affective characteristics is crucial for learning foreign languages. Among these affective characteristics is motivation, which guarantees a student's interest in the language of instruction and their constant endeavor to acquire it. The main motor for starting and continuing learning a foreign language is motivation. Given its significance, this study aims to identify the motivational barriers that low-motivated students at Imam Hatip middle schools encounter when attempting to acquire Arabic as a foreign language and to provide recommendations for overcoming these barriers. An explanatory sequential mixed research model was used in the study. Students at Imam Hatip middle schools were asked to complete the "Motivation Scale for Learning Arabic" to determine their motivation levels for learning the language and to identify those who lacked it. A semi-structured interview was performed to identify the motivating barriers. The participants of the study were 34 students with “negative” and “very negative” motivation out of 434 students who filled out the scale and 9 Arabic teachers who taught these students. As a result of the analysis, it was determined that students encountered a total of 14 different motivational barriers under internal and external factors. Students' most frequent internal motivational challenges include aimlessness, low self-efficacy beliefs, difficulty in language skills, negative attitudes toward the course and language, and difficulty in cognitive perception. These findings are largely consistent with similar studies in the literature.

The travel and tourism sector is dynamic and constantly changing. The success of the tourism industry depends on training and certification programs for tour guides because they enhance professionalism, service quality, cultural awareness, sustainable tourism, the local economy, and the perception of the destination. The significance of training programs intended to qualify tour guides has not received much attention. Thus, the purpose of this study was to examine the training programs-curricula-for tour guides in Jordan, understand the basic professional standards for tour guides, and identify the difficulties that the training programs face by identifying their shortcomings and determining whether the academic education outcomes are compatible with the demands of the tour guide job. In order to achieve this, the study has taken a qualitative approach that is founded on content analysis of the available curricula for tour guiding training and education, personal observation, interviews with academics and professional tour guides, and a checklist. According to the study, tour guide training programs in Jordan are reasonably balanced, combining theoretical and practical elements to give guides professional guiding skills and general knowledge. However, there are certain obstacles that these programs must overcome, including foreign language proficiency, practical training shortcomings, job placement, and tour guide licensing. This study concludes by offering some insights and suggestions about training and qualification programs, such as the necessity of regularly updated curricula and training initiatives based on collaboration between academics and professional tour guides to improve training programs and increase emphasis on field trips and the practical aspect.

This article examines the psychological and pedagogical features of teacher–student communication in the process of foreign language teaching. Effective interaction between teachers and learners is considered a key factor in enhancing learners’ communicative competence, motivation, and emotional engagement. The study analyzes theoretical approaches to pedagogical communication and highlights the role of psychological factors such as motivation, anxiety reduction, and positive classroom climate in foreign language acquisition. Based on pedagogical observations and analytical methods, the article identifies essential characteristics of effective teacher–student interaction and proposes methodological recommendations for improving communication in foreign language classrooms.

This study explores the integration of Artificial Intelligence (AI)-based tools in supporting university students’ development of argumentative writing skills in an English as a Foreign Language (EFL) context. Writing an argumentative text requires students to construct clear thesis statements, justify arguments with credible evidence, and ensure logical coherence throughout the text. A qualitative descriptive design was employed involving undergraduate EFL students who utilized AI-supported applications, such as AI writing assistants and automated feedback tools, during a series of writing activities. Data were gathered through students’ written products, classroom observations, and semi-structured interviews. The results show that the use of AI-based tools enhances students’ accuracy, idea organization, and lexical choices, particularly in improving their argument clarity and cohesion. However, the findings also reveal students’ dependency on AI suggestions, indicating the need for critical awareness in using AI responsibly. The study concludes that AI-based tools can serve as effective learning support when used under guided instruction, promoting students’ argumentative writing competence and autonomy.

In the field of English as a Foreign Language (EFL), the authenticity of classroom tasks is crucial in facilitating effective language learning. Authentic tasks allow learners to experience the language in a manner that is close to how the language is utilized in real life, thereby fostering communicative competence and learner motivation. "In the Türkiye setting, English language education is guided by a common national curriculum, and textbooks are prepared under the auspices of the Ministry of National Education (MoNE). Textbooks are authored by subject specialists and are implemented uniformly in state schools. However, despite their wide usage, relatively limited research has been conducted to evaluate these materials through the lens of task authenticity, which is a vital component of effective language learning. This study evaluates and compares the 8th-grade MoNE English coursebook and the internationally used Headway Pre-Intermediate textbook through the lens of Tomlinson’s (2012) framework of authentic tasks. The analysis focuses on task design, the type of language elicited, and the extent to which tasks promote meaningful communication. Two tested assessment tools—Demir and Ertaş's (2014) ELT Coursebook Evaluation Checklist and Arıkan's (2008) Teacher Textbook Evaluation Form—were adapted and applied to both textbooks. The original binary YES/NO scores of the checklists were converted to 5-point Likert-scale means to allow for more nuanced comparison. Ersöz's (n.d.) authenticity level framework was also utilized to further place the analysis in an empirical context. Findings reveal that while the Headway textbook integrates a wider range of communicative, open-ended, and contextually rich tasks, the MoNE textbook relies heavily on mechanical activities such as translation, gap-filling, and controlled drills. These tasks expose learners to extremely narrow actual language use and provide little room for actual language use and do not address learners' genuine real-life communication skills. The study concludes by emphasizing the imperative need to develop task authenticity in nationally published textbooks so that language teaching is brought nearer to communicative and learner-centred teaching ideologies. The study highlights a pressing need for locally developed coursebooks to incorporate higher levels of task authenticity in order to better support learner engagement and the development of communicative skills in EFL classrooms in Türkiye.

ABSTRACT Translanguaging has attracted growing attention in foreign language education; however, despite generally positive student and teacher attitudes, empirical evidence remains limited, particularly in third language (L3) learning. Addressing this gap, the present study examines how translanguaging pedagogy supports multilingual development by investigating additional language developers’ L3 German spoken skills development and perceptions of translanguaging classroom practices. Grounded in translanguaging theory and complexity theory, the study adopts a mixed-methods design. Ninety-nine high school students participated in a nine-week A1-level spoken German course. Participants were assigned to a monolingual German-only condition or to bilingual (Turkish – German) and trilingual (Turkish – German – English) translanguaging conditions. Quantitative data were analyzed using ANOVA, while qualitative data were thematically analyzed. Results indicate significantly greater gains in L3 German spoken skills for learners in translanguaging conditions, with the trilingual group demonstrating the strongest improvement. Qualitative findings reveal that the bilingual group primarily exhibited cognitive and affective development in contrast to monolingual group reporting minimal strategic reflection, ongoing uncertainty, and affective barriers. The trilingual group showed more explicit, systematic, and strategic meta-level reflections. Implications are discussed.

Background: College students often struggle with integrating sources because of unclear academic expectations and limited instruction. This study examines these challenges to inform the development of more effective pedagogical support. Objectives: The purpose of this research is to analyse the challenges faced by English as a Foreign Language students in applying APA-style citation and referencing, as well as in summarising and paraphrasing. Using assessment data drawn from the institutional course learning outcomes (CLOs) dashboard, the study evaluates the extent to which these academic writing skills have been mastered and, in turn, determines the efficacy of current teaching strategies. Methods: Data from 60 ENG101 students at the Modern College of Business and Science in Muscat, Oman, were analysed quantitatively using a standardised assessment rubic to assess source-integration skills. Institutional CLOs’ dashboard figures were also reviewed to validate rubric scores, and to identify citation and paraphrasing trends. Results: Although participants demonstrated stronger summarising and paraphrasing skills (78% and 80%, CLO 5), they struggled with citation and referencing (67% and 65%, CLO 4), with errors in accuracy, integration, and formatting. These weaknesses compromise research credibility and highlight the urgent need for targeted instructional strategies. Conclusion: Students showed stronger summarising and paraphrasing skills, but weaker citation and referencing performance. These findings underscore the need for integrated pedagogy and adaptive feedback tools. Future research should also examine broader contexts and citation styles. Contribution: The study contributes to academic writing pedagogy by identifying English as a Foreign Language students’ challenges with source-integration skills, including citation, referencing, summarising, and paraphrasing, and by proposing targeted instructional strategies that foster ethical source use, strengthen academic integrity, and prepare learners for advanced research.

ABSTRACT This study investigates the impact of age on foreign language aptitude (FLA) constituents and their underlying cognitive‐affective mechanisms. We recruited 85 Chinese‐English bilingual participants, categorized into two age groups: 44 adolescents aged 13–17 and 41 adults aged 18–25. Results revealed a double dissociation: adolescents outperformed adults in implicit language aptitude (ILA), while adults excelled in explicit language aptitude (ELA). Mediation analyses showed that selective attention (SA) fully accounted for age differences in ELA, whereas time perception partially mediated the age‐ILA relationship. These findings suggest that age influences FLA through distinct cognitive and affective pathways, with positive effects on ELA and negative effects on ILA. Based on these results, we propose the dual‐pathway model of age‐driven FLA (DP‐AFLA), which provides a framework for understanding how distinct cognitive‐affective mechanisms shape age‐related FLA patterns. This study advances theoretical understanding of age‐related FLA dynamics and offers practical insights for age‐tailored language instructional strategies.

Introduction The present study investigated the relationship between family background and English as a Foreign Language (EFL) teachers’ feedback literacy on the critical thinking styles of undergraduates in Chinese universities. Methods We collected data from 1,454 undergraduates using the validated measures of the validated measures of the University of Florida Critical Thinking Inventory (UFCTI) and the EFL Teacher Feedback Literacy Scale. In addition, they reported on family background indicators, including parental education level, family income and family educational capital. We conducted chi-square tests and multivariate binary logistic regression analyses with two types of critical thinking styles as dependent variables. Results The study revealed the following findings: (1) Students from more advantaged families were more likely to be Engagers, whereas students from less advantaged backgrounds were more likely to be Seekers. (2) Higher EFL teacher feedback literacy was associated with a greater likelihood of the Seeker style. (3) There was a significant interaction between family educational capital and EFL teacher feedback literacy; specifically, the effect of EFL teacher feedback literacy on critical thinking styles in students from families with lower educational capital was enhanced. Discussion The results of this study indicate that critical thinking styles are contextually sensitive cognitive approaches, which impacted by both an individual’s family background and the ecology of feedback received in EFL classes. Besides, educators and policymakers should design feedback and support systems that recognize style diversity while mitigating inequalities linked to family background.

Moodle-based assessment, a widely used form of e-assessment, offers a comprehensive list of assessment tools and features that support student-centered teaching and has been increasingly adopted in Vietnam, especially since the COVID-19 pandemic. This study aimed at examining the effectiveness of Moodle-based assessment in final exams within the Faculty of Foreign Languages, HCMC University of Foreign Languages – Information Technology (HUFLIT). The study involved the participation of 1558 students from the Faculty of Foreign Languages. A mixed-methods approach, incorporating a 5-point Likert-scale questionnaire and focus group interviews, was employed to collect the data. The results revealed a high level of effectiveness of Moodle-based assessment in final exams across four aspects: reliability, validity, practicality, and acceptability. Alongside its benefits, one of the most common challenges students face is the risk of academic dishonesty and technical difficulties with Moodle-based final exams. From the findings, some pedagogical conclusions were drawn to increase the overall effectiveness of Moodle-based final exams while simultaneously addressing and minimizing their inherent constraints.