Effective writing instruction depends on quality feedback, yet teachers often face barriers such as heavy marking workloads and limited feedback literacy (Lee, 2021), leaving students without adequate support. Generative Artificial Intelligence (GenAI) is emerging as a promising tool to address these challenges and offers automated writing evaluation for timely feedback. While existing scholarship on GenAI has largely focused on older learners in tertiary contexts, its potential for school writing remains underexplored (Tseng & Warschauer, 2023). Concerns persist that younger students may lack the maturity and language proficiency to use GenAI effectively, and that misuse could hinder their development. Although many schools restrict independent use of GenAI by children under 13, young learners increasingly encounter these tools beyond the classroom. Yet, literature on GenAI’s application in school writing contexts remains scarce. This article explores the benefits, limitations, and challenges of GenAI as a feedback tool in schools. It offers guidelines for teachers to leverage GenAI at different stages of the writing process to support students’ development in school. The discussion emphasizes balancing GenAI integration with human intervention to ensure ethical and effective instruction, contributing to the growing scholarship on GenAI with a focus on supporting teachers and students in school contexts.

Progressive white scholars, particularly at the juncture of anti-racist ideals and the academic context, can often perpetuate, rather than challenge, racial harm. Unlike the overt racism of the radical right, which can be easily recognised and condemned, the subtle operations of aversive whiteness are far more difficult to confront. Lorde convincingly argued that “the master’s tools will never dismantle the master’s house,” which creates questions such as: Can white scholars use the inevitable credibility and access granted by whiteness to challenge racism? More importantly, can we afford not to? Within the South African higher education system—functioning as a Western institution in the global South—this dilemma becomes especially pronounced. The system embodies the ongoing tension between entrenched colonial legacies and the pursuit of decolonial transformation. This article takes a qualitative approach, drawing on the theoretical perspective of critical studies in whiteness to explore the paradoxical position of white academics who both benefit from, and seek to challenge, systemic racism. Through a combination of literature engagement and auto-ethnographic reflection, it considers how entrenched institutional cultures continue to shape notions of transformation. The article calls for a move beyond performative inclusion towards active, intersectional participation in dismantling whiteness within the academy, specifically situating this inquiry within the context of ongoing efforts towards decolonial curriculum and institutional transformation at Unisa. These reflections mark the starting point of a broader project exploring how white academics can participate in decolonial work without reinscribing coloniality.

This paper proposes a framework for vertical integration in language education, addressing the discontinuity between secondary foreign language instruction and tertiary professional language development. Drawing on Content and Language Integrated Learning (CLIL) methodology and English for Specific Purposes (ESP) theory, the framework conceptualizes the secondary-tertiary transition as progression along a continuum rather than movement between disconnected educational stages. The paper adapts the CLIL 4Cs framework (Content, Communication, Cognition, Culture) for university ESP contexts, demonstrating how integrative principles validated in secondary education can inform tertiary professional language instruction. Central to the framework is a subsystem of exercises organized according to three-stage text engagement (pre-text, text, post-text) and mapped to Bloom’s taxonomy levels, ensuring systematic cognitive progression from lower-order to higher-order thinking skills. Empirical grounding derives from pedagogical research on the integrative elective course “History of Ukraine in English”, which demonstrated significant gains in foreign language competence among secondary students using the proposed methodology. The paper presents design principles for ESP courses that maintain methodological coherence with secondary approaches while addressing the distinct demands of professional language education, discusses implementation considerations including curriculum alignment, instructor preparation, and assessment approaches, and identifies directions for future research. The framework contributes to scholarship on educational transitions by offering specific mechanisms through which vertical integration in language education can be achieved.

From Reading a Text to Becoming the Text: Towards Deeper Engagement in Philippine Literature through Reader Response–Subjective Interpretation in a Tertiary Context

This comprehensive literature review critically examines the evolving role of lecturers in empowering tertiary education students to become autonomous learners. Situated within the broader context of educational transformation and the imperative for lifelong learning capabilities, this analysis explores how traditional lecture-based approaches are being challenged by constructivist and learner-centered paradigms. Drawing upon extensive research from educational psychology, applied linguistics, and higher education studies, this review synthesizes current understanding of learner autonomy development across multiple theoretical frameworks including self-determination theory, sociocultural theory, and constructivist learning theory. The analysis reveals significant gaps between theoretical understanding and practical implementation, highlighting the complex interplay between lecturer practices, institutional constraints, and student characteristics. Key findings suggest that effective promotion of student autonomy requires fundamental shifts in lecturer roles from knowledge transmitters to facilitative guides, supported by appropriate institutional frameworks and pedagogical approaches. The review concludes with evidence-based intervention strategies that address systemic, institutional, and individual levels of practice. This analysis contributes to the growing body of literature supporting educational transformation in tertiary contexts, providing comprehensive insights for researchers, educators, and policy-makers committed to fostering autonomous learners in higher education environments.

In the current digital era, the use of technology in education is not uncommon. However, in the context of blended learning, the perspective of the teacher is often overlooked as research in the field mainly focused on the learners. This oversight highlights the importance of teacher cognition, which examines the congruence between teachers’ beliefs and their instructional blended learning practices. Therefore, the present study investigates the congruence between teachers' self-efficacy beliefs and their blended learning practice in the Malaysian primary English as a Second Language (ESL) classroom, an area that has received little attention compared to secondary or tertiary contexts. This research used the mixed-method approach where questionnaires, semi-structured interviews, and classroom observations were utilized to collect data. 144 Malaysian primary ESL teachers were from the district of Port Dickson, Malaysia were chosen as participants. Firstly, the quantitative findings indicated that teachers have high self-efficacy beliefs towards blended learning implementation whereas the qualitative findings showed that teachers’ self-efficacy beliefs were in congruence with their blended learning practices. All five teachers reported and displayed high self-efficacy in employing blended learning in their classrooms, as evidenced by their high confidence and consistent integration of technology in their blended learning classroom. Consequently, these results highlighted the significance of fostering strong self-efficacy beliefs among language teachers, particularly in the realm of blended learning, which will lead to more effective learning experiences for pupils in the Malaysian primary ESL classroom context.

Exploring the relationships among perceived AI ability, academic self-efficacy and independent learning disposition in the tertiary contexts

The rapid evolution of digital tools and heightened expectations for technology-enhanced learning are driving academics to continually upskill and adopt emerging digital tools in their teaching. However, the support systems surrounding these tools have often been fragmented, reactive, and insufficiently integrated into our institutional structures. Offering limited opportunities for staff to build the confidence and capability needed to use educational technologies effectively and independently. Moreover, the absence of systemic coordination contributes to staff anxiety and disengagement. For example, teaching staff reported feeling overwhelmed with troubleshooting the Moodle gradebook during peak assessment periods, uncertainty about who to contact and frustration with inconsistent, incorrect or delayed responses from vendor support. Those less confident with the technology often reverted to manual workarounds or avoided adopting new tools and features altogether. To address these challenges at our university, we developed the Cyclic EdTech Support Model: a unified, collaborative framework that shifts from traditional siloed EdTech support to a connected, scalable and feedback-driven ecosystem. Informed by constructivist learning theory, socio-technical systems thinking and continuous improvement principles, the model focuses on moving from dependency to empowerment. Giving staff the confidence to navigate the EdTech ecosystem independently while still feeling supported. It emphasizes community learning, distributed expertise, and the importance of feedback loops in complex systems to enable scalable innovation. It operates on six interconnected elements: Capacity-building at the Start: where staff and students are onboarded through training and workshops(e.g. Hands-on workshops on key edtech tools prior to the start of the term for staff, Orientation Week demo for students) Self-help Enablement: using digital resources and chatbot support to reduce barriers encourage just-in-time help-seeking(e.g. Scribe step-by-step guides on web resources which can be updated real-time, Chatbots directly accessible within Moodle) First-Level Internal Support: via a new in-house team replacing the previous vendor-based service, staffed by knowledgeable professionals who provide fast, contextual troubleshooting and triage (e.g. In-house EdTech level 1 team supporting via phone, chatbot escalation and webform) Second-Level Expert Intervention: through advanced troubleshooting, trend analysis, local faculty collaboration and resource development(e.g. Team of technical SMEs, Power BI reports on inbound enquires) Systemic Escalation: where vendor-facing teams manage issue resolution and patch deployment(e.g. Coordination with Moodle, Turnitin, Echo360 vendors to resolve bugs) Ongoing Improvement & Automation: to streamline processes and maintain up-to-date knowledge base and chatbot responsiveness(e.g. Transition from email enquiries to webforms and then to PowerApp, monthly update of Chatbot knowledge base, automated notification on system/ reported issue updates) To ensure long-term sustainability and support for new tools, the model is also incorporated into a standardised university EdTech change management framework via a project-to-operations checklist, allowing newly introduced EdTech platforms and features to be transitioned into ongoing support with aligned training, documentation, and escalation pathways. Since implementation, the model has significantly improved coordination, service delivery, and confidence among staff. It places user experience at the centre, drawing on automation, data trends and stakeholder networks to deliver more than just ‘support’ - it enables digital confidence and capacity across the university. User satisfaction has consistently exceeded 95%, based on post-support survey from over 7600 enquires in the last 24 months. Satisfaction was measured using standardised feedback form asking users to rate their experience on a 5-point scale. Feedback from users frequently described the service as approachable, prompt, knowledgeable, clear and solution oriented. This case exemplifies how Technology Enhanced Learning practices can be augmented through operational innovation by embedding collaboration, shared responsibility and upskilling into a sustainable support structure. Its platform-agnostic and modular design makes it readily transferable across tertiary contexts, particularly for institutions aiming to streamline support and foster digital independence among staff.

The rapid rise of Generative AI (GenAI) tools is reshaping conversations about assessment and feedback in higher education. While much institutional attention focuses on detection, compliance, and academic integrity (Cotton et al., 2024), this presentation shifts the lens to educators and how they are actually using GenAI in assessment practice. We present findings from a grant-funded initiative at UNSW that explores educator-led innovation through a Postcards of Practice approach. The Postcards of Practice are one-page, practice-based narratives where educators document their use of GenAI tools. These postcards highlight applications including formative feedback generation, student prompting literacy, assessment redesign, and co-creation with AI. They reveal how educators are experimenting with GenAI to support student learning while navigating ethical concerns, transparency, and pedagogical alignment. Our study uses a qualitative interpretive methodology, combining thematic analysis of the postcards with follow-up interviews. The analysis draws on theoretical frameworks including feedback literacy (Carless & Boud, 2018), dialogic assessment (Nicol, 2010), and new paradigm feedback design (Winstone & Carless, 2020). We also apply institutional and national GenAI guidelines (Liu & Bridgeman, 2023; Perkins, 2023) to surface shared values such as authenticity, inclusivity, and responsible innovation that guide educators’ decisions. The aim of this study is to explore how educators are experimenting with GenAI in assessment and feedback, and to capture their emerging practices and reflections through the Postcards of Practice initiative. The central research question guiding this work is: How are educators integrating GenAI into assessment and feedback, and what opportunities, challenges, and support needs arise from these practices? This work advances Technology Enhanced Learning (TEL) by providing empirical insights into how GenAI is actually integrated at the coalface of teaching. Educators describe how GenAI supports more frequent, personalised feedback and builds student agency in learning. At the same time, they raise concerns about over-reliance, AI hallucination, and the need for clear pedagogical scaffolding. These reflections point to the need for professional development that is discipline-sensitive, responsive, and grounded in practice. The postcard approach also functions as a professional learning intervention. It prompts reflection, encourages cross-disciplinary dialogue, and helps build a local community of practice around GenAI use. Through this model, we demonstrate an innovative and scalable method of capturing and supporting TEL innovation in real time. The findings suggest GenAI is prompting a rethinking of assessment: from summative, compliance-driven models to more transparent, formative, and student-centred designs. Educators begin to embed feedback literacy, ethical AI use, and critical prompting into their teaching, with clear implications for program-level assessment and graduate capability development. To strengthen clarity, we propose a concise diagram mapping the emerging practices captured in the postcards against the theoretical frameworks of feedback literacy, dialogic assessment, and new paradigm feedback design. This visual representation illustrates how practical insights align with, extend, or challenge these frameworks, making the study’s contribution accessible across diverse tertiary contexts. This proposal offers exemplary innovation in TEL by foregrounding bottom-up, practice-led experimentation with GenAI. It is grounded in strong theoretical frameworks and applicable across diverse tertiary contexts. The Pecha Kucha format will present key insights through rich visual storytelling, including excerpts from the postcards themselves. We conclude by proposing future directions for research and institutional strategy, including how to embed GenAI into assessment ecosystems in ways that enhance learning, uphold integrity, and empower educators to lead digital transformation from within.

This study explores the attitudes of 147 Thai undergraduate university students towards native English teachers (NETs) and non-native English teachers (NNETs) in various areas of English language instruction, namely: fluency, cultural knowledge, empathy, grammar, learning materials, classroom relationships, and motivation. Quantitative and qualitative data were gathered through an online questionnaire. Findings have shown that participants remained neutral in all areas of language instruction except for fluency and cultural knowledge, whereby they exhibited preferences in favor of NETs. Moreover, the results revealed that the participants mostly referred to teachers’ personal pedagogical skills and knowledge, attributing to the quality of their teaching performance, which justified the participants’ choices in favor of neutrality. These findings suggest that all teachers should be evaluated based on their personal pedagogical skills and knowledge rather than on their first language(s) backgrounds and/or nationality. Moreover, the findings suggest that both groups of teachers should be given opportunities to enhance their teaching expertise by redirecting their attention towards the diverging and multifaceted roles that a teacher plays.

Aims: Although many studies have explored the association between reading motivation and reading ability across diverse educational settings, few have focused on Chinese English-major undergraduates. This study aims to examine the relationship between reading motivation and reading ability within this specific context at a Chinese university. Study Design: A cross-sectional design was employed to explore the association between the two constructs. Methodology: Data were collected from 148 English-major undergraduates using measures of the Test for English Majors (Band 4) and the Adult Motivation for Reading Questionnaire. The statistical analysis of Pearson Correlation focused on the strength and direction of the relationship between motivation and proficiency across reading comprehension. Results: The results revealed a significant positive and moderate correlation (r = 0.40, p < .001) between reading motivation and reading ability, indicating that higher motivation is associated with greater reading proficiency. Conclusion: These findings enlighten English language teaching practices in tertiary contexts, highlighting the integration of motivational strategies into literacy instruction when designing language curricula. Recommendations for future research include longitudinal and experimental designs to clarify causal directions, the use of objective and qualitative measures to triangulate motivation data, and cross-cultural studies to explore contextual factors shaping reading motivation and ability.

While catering to over a third of tertiary education students in China, English instruction within polytechnic colleges has surprisingly garnered limited attention. This article offers an observational overview of English writing instruction tailored for English majors at a Polytechnic College in China. The investigation uncovered that English writing primarily emphasized the final product, with process-oriented elements present in the curriculum documentation but occupying a marginal role in actual teaching practices. Nonetheless, indications of educators exploring innovative approaches were discernible in their underlying beliefs. Teachers consistently voiced a prevailing emphasis on idea generation and writing precision, yet observed instructional methods demonstrated scant attention to generating ideas, placing a significant focus on language-focused exercises. The study further observed that, owing to large class sizes and the prevalence of online automatic feedback tools, English teachers tended to deliver feedback on several representative text samples openly in class rather than providing personalized feedback to individual students, and the integration of peer feedback was infrequent. These findings prompt a discussion on their implications and potential modifications to writing instruction in Chinese tertiary contexts.

Although exposure to English has broadened across Oman, many undergraduates still struggle with the linguistic, rhetorical and cultural demands of academic writing in tertiary settings. Building on calls for evidence based approaches to feedback, this quasi experimental study examines whether timely teacher feedback (within 48 hours) significantly improves the academic writing quality of Omani English as a Foreign Language (EFL) students. One hundred first year undergraduates (50 male, 50 female) enrolled in Academic Writing I were randomly assigned to an experimental group receiving rapid feedback and a control group receiving feedback after one week. Pre and post tests were marked with a validated analytic rubric covering coherence, cohesion, vocabulary and grammar (inter rater reliability α = .87). Independent samples t tests and a mixed two way ANOVA revealed statistically significant post intervention gains for the experimental cohort across all domains (p < .001), with the largest effect in vocabulary (Cohen’s d = 1.12). Findings align with sociocultural views of feedback as contingent mediation and underscore the need for responsive, culturally sensitive writing support frameworks in Gulf tertiary contexts. Implications centre on institutionalising 48 hour feedback cycles, training faculty in efficient written commentary techniques, and embedding iterative, discipline linked writing tasks across the curriculum.

Using Digital Tools and Storytelling for Transforming the English Language Pronunciation in Thai Tertiary Contexts

This study investigates the influence of Task-Based Language Teaching (TBLT) on Japanese university students’ self-confidence in using English, an affective factor essential for communicative competence yet underrepresented in English as Foreign Language (EFL) research (Cadiz-Gabejan, 2021; MacIntyre & Gardner, 1989). Despite TBLT’s proven effectiveness in improving speaking proficiency, vocabulary acquisition, and learner engagement (Harris & Leeming, 2021; Newton, 2001; Aubrey, King, & Almukhaild, 2020), limited empirical research has examined its role in confidence development within Japanese tertiary contexts. Using a mixed-methods approach, the study collected data from 93 first-year university students through closed- and open-ended questionnaires. Results indicated increased classroom-based confidence due to repeated speaking opportunities, interactive tasks, and reduced anxiety (Tridinanti, 2018; Willis & Willis, 2007). However, confidence remained low in real-world communication, particularly in initiating spontaneous conversations with foreigners (Jeon & Hahn, 2006; Ulla, 2020). Qualitative findings highlighted a perceptual shift from English as an academic subject to a communicative tool. The study underscores the need for designing TBLT tasks that simulate authentic, high-stakes interactions to bridge the gap between classroom learning and real-life language use (Richards, 2001; Pietri, 2015). Pedagogical implications and recommendations for contextually grounded TBLT practices in EFL settings are discussed.

In many English as a Foreign Language (EFL) contexts, including Algeria, Task-based Language Teaching (TBLT) has been increasingly promoted as a potentially efficient approach to for English language instruction. Nevertheless, there is limited evidence regarding the instructors’ attitudes towards it in higher education and the challenges they face when implementing it in real classroom settings. Thus, the purpose of this paper is to explore the perspectives of instructors on TBLT use and to identify the main obstacles that hinder its effective incorporation in EFL tertiary contexts. To achieve this, both a survey and semi-structured interviews were conducted with a sample of forty-five university English instructors. The quantitative data were examined through descriptive statistics (frequencies, relative frequencies, means, and standard deviations), while the qualitative data were analysed using content analysis method. The results demonstrate that teachers hold favorable attitudes towards the implementation of TBLT due to their advanced comprehension of TBLT principles. However, they face challenges such as teaching large classes and assessing students’ performance in task-based activities. Therefore, recommendations are offered in light of the results to assist teachers implement TBLT more efficiently in EFL tertiary contexts. The study’s conclusions have various potential implications. The perception of TBLT by instructors significantly influences its implementation in the classroom. The favorable attitudes of teachers towards TBLT are essential for its effective implementation due to their crucial role in guiding and supporting students’ learning. Teachers’ attitudes may be enhanced by participating in continuous professional development programs, which would assist them in addressing the challenges of adopting TBLT in their classrooms.

The leveling up of English as a Foreign Language (EFL) academic writing necessitates multiple criteria, among which clarity and coherence earn a place. Such a criterion can be fulfiled by means of cohesive devices (CDs), tools that connect texts semantically. While numerous international studies have examined CDs in EFL writing, research focusing on Vietnamese tertiary contexts, especially in argumentative essays, is limited. This study, therefore, was set out to explore the use of CDs in argumentative writing by English-majored students in a university in Vietnam. A manual analysis was accordingly conducted on 30 argumentative essays, written under a 45-minute time constraint during a writing course, to investigate the frequency of CDs and pinpoint their usage errors. The results shed light on the distribution of CDs, wherein grammatical CDs reigned dominance. Among these, reference devices were the most frequently used items, followed by conjunctions. Advanced cohesive forms like substitution and ellipsis were scant, and lexical cohesion was confined to basic reiteration, predominantly repetition. Regarding errors, unnecessary addition occurred most often, trailed behind by misuse, omission, and redundant repetition. Reference, especially demonstrative reference, represented the majority of errors. These patterns are indicative of a reliance on foundational cohesion strategies and thus suggest instructional needs for broader CD usage to enhance writing coherence and ultimately academic proficiency.

As the demand for Arabic proficiency grows in an increasingly interconnected world, fostering autonomous learning becomes essential for students. This study investigates the level of autonomous learning among Arabic language learners in a tertiary context. A quantitative survey is employed using Murase’s (2015) Measuring Instrument for Language Learner Autonomy (MILLA) with a 5-point Likert scale. One hundred forty-four diploma students majoring in Islamic Studies at Universiti Islam Antarabangsa Tuanku Syed Sirajuddin (UniSIRAJ), Malaysia, attempted the questionnaire and was analyzed using SPSS. The results indicate a high level of autonomous learning among the participants, with sociocultural, technical, political-critical, and psychological factors significantly contributing to this autonomy. This study highlights the importance of fostering an environment that encourages autonomous learning and contributes to more effective and engaging Arabic language education. The implications of these findings suggest actionable strategies for educators and institutions to enhance autonomous learning, thereby improving language outcomes for tertiary-level students.

As learning a foreign language encompasses a number of challenges, such as requiring strong motivation, determination, collaboration with others, and coping with foreign language learning anxiety, and since international students experience many of the challenges during their first year in the host country, the affective states of the international students play a crucial role in their learning outcomes. Thus, this study is a qualitative investigation into the international English language learners’ feelings of relatedness, which is accepted as one of the basic psychological needs of second language learners. The study was carried out with international EFL learners in the Turkish tertiary context. A total of 12 participants took part in the study, and the data collected through semi-structured interviews were analysed using thematic analysis in order to come up with relevant codes and themes. The findings suggest that positive and non-discriminative attitudes of the instructors and other staff seem to contribute considerably to the participants’ sense of relatedness, while weak friendship ties, homesickness, and financial factors such as tuition fees and living expenses reduce it. Some participants recommended that social activities, extracurricular tasks, and speaking clubs could increase relatedness perceptions, and thus contribute to their motivation to learn English. The pedagogical implications are expected to pave the way for the stakeholders to gain more insight regarding the field of English Language Teaching at the higher education level in Türkiye. In this regard, policies and actions contributing to the feelings of relatedness are expected to increase their retention and achievement in the higher education programs.

The fundamental principle of positive psychology relies on the fact that becoming a happier person should be among the primary objectives of any educational activity. Adopting this basic tenet, this study aims to investigate whether a dialogic second language(L2) intervention on an interactive digital landscape can boost the social emotional wellbeing of young adult learners while helping them cope with the academic difficulties of acquiring a second language in the foundation year of an extremely competitive publicuniversity in Türkiye. An embedded experimental design was used to incorporate qualitative data within experimental research. Eighty-seven learners participated in this research and completed the Psychological Wellbeing Scale (Ryff & Keyes, 1995) both at the beginning and end of the 14-week study. The experimental group received a dialogic intervention involving the dialogic use of L2 in discussing critical and taboo social issues, conventionally avoided in mainstream English language teaching textbooks, conducted in internet-mediated dialogic space, namely, Google Classroom, in addition to regular L2 instruction. The dialogues were specially designed and revised according to the curricular requirements of the institution. To investigate learners’ emotional regulation and wellbeing, 10 digital classroom dialogues with emotional reactions of the participants were collected and analyzed using inductive content analysis. Analysis of wellbeing scale data indicates statistically meaningful differences between the groups in favor of the experimental group with a medium effect size. Qualitative findings show personal growth through discussing socially relevant and critical issues, building self-efficacy through increased practice in the target language, and building a more positive outlook through increased foreign language enjoyment (FLE), among other aspects relevant in positive psychology. Pedagogical implications are also discussed in the study.Keywords: dialogic education; second/foreign language acquisition; interactive digital landscape; dialogic intervention; positive psychology; emotional regulation; social emotional wellbeing