ESL/EFL Writing

Artificial Intelligence (AI) is transforming the way school teachers and university lecturers evaluate English writing in EFL contexts. This study explores key principles for AI-based assessment through a case study approach, employing qualitative analysis, supplemented by numerical data, to identify student performance trends in writing courses. The dataset includes archived scores from Writing 1 (2015/2016) and Writing 2 (2016/2017 and 2017/2018), representing writing classes prior to the COVID-19 pandemic. The quantitative analysis examines scoring patterns, while a review of rubrics highlights institutional influences on classroom-level evaluation. Findings indicate that no universal rubric can be applied consistently in EFL writing instruction, necessitating adaptability from educators. Institutional dynamics significantly shape grading practices and must be considered to ensure fairness. Additionally, this study underscores the potential value of AI in supporting instructors while cautioning against over-reliance, as human flexibility remains essential in this context. The study proposes five key principles for integrating AI into EFL writing evaluation: the pedagogic/andragogic principle, the EFL-specific principle, the honesty principle, the fairness principle, and the flexibility principle, suggesting that harmonising technological advancements with sound pedagogical practices can enhance the integrity of assessing student writing across diverse educational settings.

The main goal of this study is to determine the grammatical proficiency of the subjects covered in the academic portfolios of the Grade 10 students at Libagon National High School, including verb, expressive expressions, conjunctions, direct and indirect expressions, and expressing purpose or feelings. In order to determine which grammatical skills were the weakest, content, organization, vocabulary, usage, and mechanics were examined. The method used in this research was descriptive using descriptive statistics and anova to analyze the data. Forty-five (45) students were made participants. By contrasting the weaknesses of the skills found in each subject lesson, the differences in grammatical abilities of the subject lessons were examined. According to the findings, the direct and indirect expression topic was found to be deficient in grammatical use, while the conjunction subject was found to be lacking in grammatical substance, organization, vocabulary, and mechanics abilities. Additionally, it was found that while there is a slight significant difference in the grammatical organization skill of only one percent and there is no significant difference in the substance, vocabulary, use, or mechanics of the grammatical abilities included in the students' academic portfolios. These results led to the conclusion that students struggled with Filipino subject, especially when it came to consonance. Their inability to recognize consonants will make it more difficult for them to write compositions or any other kind of writing. An intervention was devised to assist students with their deficiencies based on the findings and conclusions.

Grounded in pedagogical stylistics, Literary Awareness has been systematised and described as an educational programme oriented towards sensitising readers to the emotive potential of verbal art by means of exposing students to what we have called experiential stylistic patterns. Based on this methodology, readers become aware of the linguistic choices responsible for certain effects after they experience the text for themselves. In doing so, the programme stimulates language learning, creative writing and critical thinking by encouraging students to explore their own reactions and substantiate their experience with linguistic evidence. Throughout the years, it has been adapted to a variety of educational and cultural contexts, to various teaching modes (in person or online), and to participants of different ages and levels of English proficiency. Many of these applications have been validated by empirical studies and have shown that the methodology adheres to the three basic principles of stylistics: it is rigorous, replicable, and retrievable. A follow-up from previous works that assess particularly two postgraduate workshops held in Ukraine (2023-2024), this paper innovates in that it focuses on participants' productions and illustrates how two patterns from each year were presented and how participants created their own texts, thus providing further empirical evidence for the contribution this programme brings to an aesthetic and emotional literary experience, to creative writing, and to critical reading and interpretation.

In the evolving landscape of Teaching English to Speakers of Other Languages (TESOL), data-driven writing (DDW) has emerged as a transformative approach, particularly in Arab English as a Foreign Language (EFL) and English as a Second Language (ESL) contexts. DDW leverages learner performance metrics, error patterns, and feedback analytics to tailor writing instruction, addressing the unique linguistic and cultural challenges faced by Arab learners. These challenges include linguistic transfer from Arabic, limited exposure to authentic English contexts, and cultural differences in academic norms. By integrating traditional and post-method pedagogies with artificial intelligence (AI)-empowered tools, DDW aligns with the objectives of the book Revolutionizing TESOL Pedagogy: Integrating Traditional and Post-Method Approaches in the AI-Empowered ELT Era. This chapter synthesizes recent research, presents case studies, highlights global findings, and proposes practical classroom applications, supported by robust citations and references.

There has been a growing body of research in the few past decades on the role of metacognition in learning. In line with the evolution of research in the area of metacognition in education, there is a growing need for the better understanding the nature of the construct in foreign language (FL) teaching especially writing skill. In an attempt to develop a model of writing metacognitive awareness, based on both Flavel's (1987) and the two-dimensional dichotomy of knowledge and regulation of cognition (Brown, 1987;, 59 English as a foreign language (EFL) learners with different proficiency levels were divided into two novice and expert groups. After writing an essay, the participants took part in a semi-structured interview. The content analysis of the data as well as the related literature revealed a model for Iranian EFL learners' writing metacognitive awareness in which knowledge of cognition with four subcomponents and regulation of cognition with five sub-components emerged.

This study has explored teacher agency and curriculum modification in high-stakes testing settings in East Asian EFL settings. Using narrative inquiry and quantitative survey as research methods, the study investigated how 180 EFL teachers in South Korea, Japan and Taiwan overcame curriculum limitation and professional autonomy. All the data were collected online using structured questionnaires (n=168), semi-structured Zoom interviews (n=15), reflective journals, and digital artifacts within a period of six months. The SPSS quantitative analysis indicated that there was a significant difference in the agency levels between countries, positive moderate relation between teaching experience and the frequency of curriculum adaptation. The qualitative analysis by utilizing the narrative framework by Clandinin and Connelly found that there are six main themes, including strategic compliance, creative resistance, assessment-driven pedagogy, collaborative adaptation, contextual constraints, and professional identity negotiation. Results found that teachers adopted a variety of approaches to strike a balance between testing requirements and pedagogical ideology and commonly adjusted curricula by making micro-level choices on a macro-level scale. The researchers established that teacher agency was a continuum and not a dichotomy, and it was determined by the support of the institution, the cooperation of colleagues, and cultural norms. Findings also assist in comprehending how EFL teachers can preserve professional identity in the context of working with constraining testing regimes which can serve policy makers and educators working in the same settings.

It aims at helping EFL/ESL students of different proficiency levels, with different cultural backgrounds and educational settings, in different parts of the world develop their writing skills and share knowledge and experiences though several writing tools readily available for them. It is free of charge. Students participate voluntarily. Participating students, instructors, leaders, moderators and tutors come from different countries and are native and non-native speakers. Attendees will gain knowledge about OWCP components, writing tools and resources, discussion forums, know the difference between OWCP and Blackboard. They will learn how to join OWCP, advantages of OWCP to EFL students and instructors, how it can be used to develop students' writing skills, and students' views. Outline • OWCP consists of Moodle-type e-courses, in addition to threaded discussion forums, an Advanced Educational Center, an Interactive Learning Center, Live chat, Live Tutoring, a writing tutorial that offers basic writing lessons, peer review help, online writing assistant and others. OWCP has 97 writing tutors who provide onto one tutoring. Students and instructors are free to post a thread about anything of interest, respond and interact at their own convenience. They can post queries and receive answers. They can use a nickname. It can be used for credit and non-credit.

A high proportion of Canadian population growth is occurring in the suburban areas of large metropolitan areas, which are often poorly equipped, in both physical and social terms, to serve their rapidly growing and increasingly diversifying populations. As both federal and provincial spending on social services has declined significantly over the past two decades, it is crucial to explore the conditions of services to vulnerable groups in the suburbs. This paper focuses on the recent immigrant population in York Region, an outer ...

This paper investigates the complex relationship between engineering students' attitudes toward AI-integrated English language learning and their academic outcomes. As AI tools increasingly reshape educational paradigms, understanding student dispositions is crucial for effective pedagogical integration. Conducted in the Indian higher education context, the research employs a sequential mixed-methods design, beginning with a quantitative survey of 250 engineering students, followed by semistructured interviews with 25 students and 15 English language educators. Quantitative findings reveal a significant paradox. While students report high perceived utility of AI and strongly value human instruction, a moderate negative correlation (r=-0.42, p<.001) exists between an attitude of over-reliance and academic performance. Furthermore, regression analysis shows that students' confidence in detecting AI errors is more strongly predicted by their technical discipline than their demonstrated language proficiency, indicating a critical overconfidence dilemma. The qualitative data substantiates these findings, with educators expressing alarm over skill atrophy and the uncritical acceptance of AI-generated "hallucinations", a tendency students confirmed. The study argues that for engineering students, this overconfidence, born from their technical identity, creates a significant blind spot, leading them to outsource foundational critical thinking and writing skills. While AI offers powerful tools, its unmanaged integration risks promoting intellectual passivity and undermining long-term communicative competence. The study concludes by recommending the integration of AI within structured pedagogical frameworks that balance technological support with active, teacher-led development of critical evaluation skills. For engineering educators, the findings highlight the need to embed structured AI literacy, critical evaluation of machinegenerated text, and teacher-guided verification practices into ESL coursework to prevent skill atrophy and promote long-term communicative competence.

Automated Writing Evaluation (AWE) tools have emerged as potential pedagogical aids, leveraging technology to support students' writing. Despite their growing presence, research on students' perceptions of AWE in higher education remains limited. This study examines the autonomous use of AWE tools by Moroccan English as a Foreign Language (EFL) students. A closed-ended questionnaire was administered to 61 EFL students to collect quantitative data on their independent use of AWE tools, motivations for adoption or avoidance, usage patterns, and satisfaction. Statistical analysis revealed that most students view AWE feedback favorably, recognizing its benefits in vocabulary, spelling, and punctuation. These findings align with previous studies highlighting the effectiveness of AWE tools in enhancing writing skills. Insights from non-users highlight barriers to adoption. The findings suggest that integrating AWE tools into writing instruction improves students' writing proficiency while fostering critical thinking and self-editing skills.

The rapid expansion of generative artificial intelligence has prompted higher education systems worldwide to reassess the pedagogical, ethical, and institutional implications of ChatGPT. However, empirical evidence from conflict-affected and under-resourced educational settings remains limited. This mixed-methods study investigated Afghan lecturers’ awareness, usage patterns, perceived effectiveness, and concerns regarding ChatGPT at Kandahar University. Quantitative data were collected from 98 lecturers using a validated survey instrument, complemented by semistructured interviews with 10 purposively selected participants. Findings revealed a notably low and uneven adoption of ChatGPT, with most lecturers engaging with the tool only rarely or not at all. Respondents acknowledged its usefulness for research drafting, translation, and academic writing, concerns regarding plagiarism, student
overreliance, inaccurate outputs, and fabricated references significantly undermined acceptance. Correlation analysis indicated that perceived effectiveness positively predicted usage, whereas concerns exerted a suppressive effect. Qualitative insights further contextualized these trends, showing that institutional ambiguity, limited digital readiness, and ethical uncertainty weakened perceived usefulness and ease of use. The study extends the Technology Acceptance Model (TAM) by demonstrating that contextual and ethical risk perceptions can override cognitive acceptance determinants in low-resource systems. Practical implications include the urgent need for institutional policies, targeted professional development, and AI literacy initiatives to ensure responsible integration.

Writer-reader interaction is considered a crucial component of a well-written academic text, largely achieved through the use of metadiscourse resources. This paper investigates the frequency and range of 'attitude markers', i.e. one of the five sub-categories of interactional metadiscourse resources (Hyland and Tse 2004) in two learner corpora composed of Czech (L2) and native speaker (L1) university students' academic texts. The survey has shown that research-oriented attitude markers are preferred over topic-oriented ones in both corpora, with the former being used mainly to evaluate the writer's own research and its findings. Attitudinal adjectives were identified as the most frequent and most varied category in both corpora, followed by attitudinal nouns, adverbs, and verbs in their respective order. The results also indicate some interesting differences, for example, that Czech students, unlike L1 students, tend to overuse attitudinal adverbs in the sentence initial position. By highlighting the similarities and differences in the use of attitude markers in L2 and L1 student writing, the study may be of value to both students and their tutors and help to raise students' awareness of the dialogic and interactional character of academic texts.

The language of the research Marathi is a morphologically rich language that does not have dedicated research in Grammatical Error Correction (GEC) although other languages have made significant progress in NLP. The reason of this gap can be mainly explained by the impossibility of publicly available datasets and benchmarks of Marathi GEC. To fill this gap, we have done the extensive review of Marathi NLP literature, comparing datasets and language models as well as language issues. We also examined GEC projects in other languages to determine effective methodology and state-of-the-art models that can be used in the Marathi. Through these observations, we have built a high-quality dataset of incorrect-correct sentence pairs in a systematic way, and we were initially interested in basic Subject-Object-Verb (SOV) types of sentences. To assess how well three transformer-based models, IndicBART, Marathi-T5, and Varta-T5 perform in Marathi GEC, we optimized them on this dataset. The performance analysis based on the BLEU measure shows that IndicBART and Varta-T5 are much higher than Marathi-T5 with a BLEU score of 0.98. Moreover, both models are characterized by the high precision and recall, which means that they are accurate on detecting and correcting grammatical mistakes of the predetermined scope of the dataset. This study will give Marathi GEC a basis that will not only offer a benchmark set, but also a robust one at that. Baseline models, which are a part of further elaboration of Marathi NLP applications.

Lesson planning is one of the most crucial ingredients of a successful lesson. It is a process through which the teacher meticulously orchestrates the activities, sequences, and tools that would lead learners to achieve the defined objectives by the end of the lesson. Considering the importance of this intricate process, many frameworks have approached language lesson planning using different theories and visions of what a language lesson should include in order to be successful. Among the most widely used language lesson planning frameworks are the PPP model, OHE, and ESA. The latter is the model this article aims to elaborate on in the coming lines. The ESA model was introduced by the ELT pioneer Jeremy Harmer in his book How to Teach English. According to Harmer, any language lesson should include elements or characteristics that make learning engaging and, most importantly, meaningful. These characteristics are: Engage, Study, and Activate.

Although today the Internet use in EFL learning has brought great advantages to students, resistance to employ such technology in classrooms by many EFL teachers remain high. This study examined EFL teachers' perspectives and perceptions towards Internet-based EFL instruction at the language center at Yarmouk university. Data was collected using a questionnaire which includes : participants' background information; a four-point Likert scale to measure the participants' perspectives and perceptions towards using the Internet in the classroom; and open-ended questions to gather richer data on the participants' beliefs, attitudes, willingness, and concerns towards the use of the Internet into EFL instruction. The findings of the present study indicated that most of the participants showed positive attitudes and willingness to integrate the Internet into the classroom. However, factors such as large classes, limited time to finish the textbooks, lack of training on the use of the Internet, and lack of facilities could be possible impediments to the use of the Internet in the classroom. Based on the findings, some suggestions and recommendations were provided.

This study aimed to investigate the effect of integrating the bring-your-own-device (BYOD) approach into an intensive English course for Ukrainian military personnel at a higher military educational institution. The research focused on assessing the impact of BYOD on the service members’ English proficiency and their perception of its implementation. The experimental study applied a mixed-method research design combining quantitative and qualitative approaches and involving a survey of the participants, collecting evidence through the proficiency test and questionnaires, and statistical data processing. The study procedure consisted of three stages: preliminary, enactment and evaluation. During the preliminary stage, the service members’ experience with using portable electronic devices and their readiness for the BYOD approach were examined. The enactment stage involved the implementation of the experimental training, while the evaluation stage focused on assessing the effect of BYOD incorporation into an intensive English course for Ukrainian military personnel. The results demonstrated that the BYOD approach had a positive influence on the service members’ English proficiency. Regarding the participants’ perceptions, they expressed overall approval of BYOD implementation during the course. Among the BYOD-integrated activities, they found beneficial tasks aimed at developing listening skills, information searching, checking meaning of new words and spelling, vocabulary acquisition, testing, sharing information, communicating with groupmates, as well as personal consulting and assisting from the instructor. The participants also highly evaluated positive influence of the BYOD approach on their English proficiency, vocabulary acquisition, listening, speaking and searching skills. However, they expressed some disagreement regarding its beneficial effect on critical thinking, motivation, self-discipline, communicative skills, cooperation abilities and creativeness. The findings contribute to the development of practical recommendations for integrating BYOD into foreign language courses at higher military educational institutions.

Artificial intelligence (AI) has increasingly changed the way language learning is tested and taught in schools. The introduction of AI-based assessment tools in English language education, such as automated writing assessment systems, AI-generated feedback platforms, and speech recognition technologies, has made it easier and more consistent to assess how well students are developing their language skills. These systems use natural language processing (NLP) and machine learning algorithms to analyze linguistic features and provide automated feedback. This allows teachers to review many student submissions more quickly. These technologies are especially important in English as a Foreign Language (EFL) settings, where teachers often struggle to provide students with timely and personalized feedback (Hussein et al., 2019; Liu, 2024; Maknun et al., 2024; Mualim et al., 2025). Furthermore, AI-assisted assessment systems have shown promise in enhancing evaluative accuracy and providing immediate feedback that fosters students' language development and engagement (Dong, 2024; Zheng et al., 2024). One of the most widely discussed applications of AI in language assessment is automated writing evaluation (AWE). These systems can automatically score essays, detect grammatical errors, and provide revision suggestions to learners. Recent studies indicate that AI-based scoring can achieve considerable levels of accuracy and reliability, particularly when supported by clearly defined rubrics and linguistic features. In some cases, AI-generated scores have shown substantial alignment with human ratings, suggesting that AI can serve as a complementary tool to assist teachers in writing assessment (Mizumoto & Eguchi, 2024; Taşçı, 2025; Maknun et al., 2024). Nevertheless, AI systems tend to focus more effectively on surface-level linguistic features such as grammar, vocabulary, and syntax, while struggling to evaluate deeper aspects of writing such as coherence, argumentation, and rhetorical quality (Setiyowati & Ardaniah, 2024; Margana et al, 2026). These limitations indicate that AI-based assessment cannot yet fully replace human evaluators but may instead function best as part of a hybrid assessment model combining machine efficiency with human judgment. Despite the growing adoption of AI in language assessment, several unresolved issues remain. Concerns regarding the reliability and validity of automated scoring, potential bias in algorithmic decision-making, and ethical implications related to academic integrity have sparked significant debate among researchers and educators. Some studies also highlight that AI-generated feedback may be inaccurate or misleading, potentially negatively influencing students’ learning when used without critical evaluation (Steiss et al., 2024; Chowdhury et al., 2024). Consequently, integrating AI into English language assessment requires careful consideration of pedagogical, methodological, and ethical dimensions. This chapter, therefore, explores the role of AI-based assessment in English language teaching by examining key areas such as automated writing feedback, AI-supported speaking assessment, AI-generated feedback systems, reliability and validity, and the ethical challenges associated with AI use in language assessment.

Acquiring a foreign language requires navigating the persistent influence of one's mother tongue, a challenge that is especially pronounced when the two languages belong to distinct typological families. This paper investigates cross-linguistic influence (CLI) in English language production among Kazakh-speaking students at a Kazakhstani university. Unlike prior studies that treat language transfer in general terms, the present work concentrates on three analytically separable dimensions of CLI: phonological, grammatical, and lexical. Empirical material was gathered through written tasks, oral recordings, and a structured grammaticality judgment instrument administered to sixty first-and second-year undergraduates. The analysis reveals that interference from Kazakh is systematic rather than random, and that specific structural mismatches-notably the absence of articles and grammatical aspect in Kazakhgenerate high-frequency errors that endure into intermediate proficiency stages. The paper argues that pedagogical approaches grounded in explicit cross-linguistic comparison are better suited to addressing these difficulties than communicative methods alone, and it outlines several classroom strategies with direct applicability for instructors in Central Asian educational settings.

In the contemporary era defined by rapid technological advancements and shifting educational paradigms, the integration of artificial intelligence (AI) into learning environments has emerged as a transformative force (Hassan, 2023). This research article explores the role of generative AI as a catalyst for innovative collaboration in group projects among Saudi students in digital learning environments, highlighting its potential to foster creativity, engagement, and effective teamwork. The landscape of education in Saudi Arabia is evolving, particularly with the increasing emphasis on digital learning platforms. As universities and educational institutions adapt to the demands of a globalized economy, there is a pressing need to cultivate skills that prepare students for the complexities of the modern workforce (Sporn & Godonoga, 2024). The effectiveness of group projects can often be hampered by challenges such as unequal participation, communication barriers, and varying levels of engagement among group members (Fittipaldi, 2020). Generative AI can enhance the collaborative process and empower students to engage more meaningfully with their peers and course materials. Furthermore, the application of generative AI aligns with Saudi Arabia's Vision 2030, which seeks to foster innovation, enhance the quality of education, and prepare the next generation for a technology-driven future (Saudi Vision 2030). This study aimed to investigate how generative AI can be leveraged to enhance collaborative projects among Saudi students, focusing on the benefits, challenges, and best practices associated with its implementation in digital learning environments (Bamasoud et al., 2025). By examining the perceptions and experiences of students who engage with generative AI tools in group projects, this research seeks to contribute valuable insights into the evolving role of technology in education. The findings of this study shed light on providing actionable recommendations for educators and policymakers aiming to enhance student engagement and success in an increasingly digital academic landscape. Ultimately, this research endeavoured to position generative AI as a key driver of innovative collaboration, equipping Saudi students with the skills and experiences necessary to thrive in a rapidly changing world.

In the contemporary era defined by rapid technological advancements and shifting educational paradigms, the integration of artificial intelligence (AI) into learning environments has emerged as a transformative force . This research article explores the role of generative AI as a catalyst for innovative collaboration in group projects among Saudi students in digital learning environments, highlighting its potential to foster creativity, engagement, and effective teamwork. The landscape of education in Saudi Arabia is evolving, particularly with the increasing emphasis on digital learning platforms. As universities and educational institutions adapt to the demands of a globalized economy, there is a pressing need to cultivate skills that prepare students for the complexities of the modern workforce . The effectiveness of group projects can often be hampered by challenges such as unequal participation, communication barriers, and varying levels of engagement among group members (Fittipaldi, 2020). Generative AI can enhance the collaborative process and empower students to engage more meaningfully with their peers and course materials. Furthermore, the application of generative AI aligns with Saudi Arabia's Vision 2030, which seeks to foster innovation, enhance the quality of education, and prepare the next generation for a technology-driven future (Saudi Vision 2030). This study aimed to investigate how generative AI can be leveraged to enhance collaborative projects among Saudi students, focusing on the benefits, challenges, and best practices associated with its implementation in digital learning environments . By examining the perceptions and experiences of students who engage with generative AI tools in group projects, this research seeks to contribute valuable insights into the evolving role of technology in education. The findings of this study shed light on providing actionable recommendations for educators and policymakers aiming to enhance student engagement and success in an increasingly digital academic landscape. Ultimately, this research endeavoured to position generative AI as a key driver of innovative collaboration, equipping Saudi students with the skills and experiences necessary to thrive in a rapidly changing world.

The implementation of AI-based educational video production projects presents several pedagogical and practical challenges that require careful consideration. One major issue concerns the quality of engagement, as research shows that the effectiveness of instructional videos depends heavily on learners’ active cognitive interaction rather than passive viewing (Kuhlmann et al., 2024). Additionally, while interactive and multimedia-enhanced videos can significantly increase engagement and learning outcomes, poorly designed implementations may fail to achieve these benefits (Haerawan et al., 2024). Another concern is the potential cognitive overload resulting from the simultaneous integration of language pedagogy, video production, and AI tools. Furthermore, inequities in digital competence among pre-service teachers may lead to uneven participation and learning outcomes. Ethical considerations, such as authorship, bias, and responsible AI use, also complicate the design of such projects. These challenges underscore the importance of carefully structured instructional design, incorporating scaffolding, iterative feedback, and reflective practices. Research on technology-enhanced learning environments confirms that well-designed digital interventions can significantly improve motivation and performance, but only when aligned with pedagogical goals (Muali & Karlina, 2025; Staneviciene & Žekienė, 2025). Consequently, a design-based and project-oriented approach is essential to ensure that AI-integrated video production projects are pedagogically meaningful, cognitively manageable, and educationally impactful.

This mixed-methods, quasi-experimental pilot study examined free nonpremium AI-conversational apps' impact on Omani English-as-a-foreign-language learners' speaking proficiency and confidence. Over 16 weeks, 140 learners completed speaking assessments and interviews, with experimental groups using AI apps. Results showed significant gains in fluency and pronunciation among advanced learners (fluency: F = 10.034, p = .0032; pronunciation: F = 13.934, p < .001). Intermediate learners improved in pronunciation (F = 5.169, p = .026), while lexical and grammatical skills had minimal change. Anxiety decreased from M = 3.70 to M = 3.09, with analysis showing increased confidence and engagement. Intermediate learners reported reduced fear and improved speech, while advanced learners noted enhanced self-regulated learning aligned with the AI-self-regulated speaking development model. Despite limitations in accent recognition and feedback, learners valued AI tools as supplements to instruction. The study concluded that AI apps could support oral proficiency when integrated with instruction and practice.

In this study we investigated an editing strategy to develop effective proofreading skills (i.e., mechanics and substantive revisions) within electronic texts through an experimental pre-and posttest group design with random assignment. Fifteen college students with intellectual and developmental disabilities participated in this investigation. The results of this study reveal a significant positive difference for the EDIT Strategy instruction group when compared with the non-intervention group for the total number and type of editing errors corrected in the posttest and follow-up 5 and 12-week maintenance phases. The findings support the use of the EDIT Strategy with study participants in improving the editing skills of postsecondary learners with intellectual and developmental disabilities.

In this study we investigated an editing strategy to develop effective proofreading skills (i.e., mechanics and substantive revisions) within electronic texts through an experimental preand posttest group design with random assignment. Fifteen college students with intellectual and developmental disabilities participated in this investigation. The results of this study reveal a significant positive difference for the EDIT Strategy instruction group when compared with the non-intervention group for the total number and type of editing errors corrected in the posttest and follow-up 5 and 12-week maintenance phases. The findings support the use of the EDIT Strategy with study participants in improving the editing skills of postsecondary learners with intellectual and developmental disabilities. Over the past decade there has been an everincreasing emergence of postsecondary educational programs for students with intellectual and developmental disabilities (IDD) within the United States...

El presente trabajo fue desarrollado a fin de proveer herramientas innovadoras de ensenanza para el desarrollo de las destrezas de escritura. Considerando que la tecnologia, en este caso el internet, esta tomando un rol mas importante en la educacion, fue clave buscar nuevas herramientas que este recurso ofrece. Como resultado, las aplicaciones digitales comicas fueron seleccionadas para el proceso de ensenanza-aprendizaje, especialmente para el area de escritura. Para esta presente investigacion, cinco aplicaciones digitales comicas fueron seleccionadas:Storybird, Toondoo, BitstripsforSchools, Digital Storytelling y Boomwriter. Como la principal meta fue proveer hechos sobre las ventajas y limitacionesdel uso de estas aplicaciones en el desarrollo de las destrezas de escritura basado en diferentes estudios aplicados, fue importante hacer un analisis exhaustivo de cada uno. Tomando esto en cuenta, se utilizo el metodo de investigacion bibliografica para escoger una de ellas como la ...

This paper examines the gaps between the objectives of the curriculum and actual practice in the English Language Teaching (ELT) in Bangladesh. The English curriculum used in the country is based on Communicative Language Teaching (CLT), but in most cases, the lessons are conventional and test-oriented. This restricts learners’ ability to achieve communicative competence. Surveying 40 secondary and higher secondary English teachers and 107 pupils through structured questionnaires, and semi-structured interviews with 10 teachers, constituted a mixed-methods approach to the survey.

The quantitative data reveal that very often communicative activities are not used at the classroom. The qualitative data, on the other hand, reveal numerous interconnected problems, including pressure to perform well on tests, a high number of classes, teacher training, and low student competency. These variables make it harder to put CLT into practice and keep the gap between the planned curriculum and what really happens in the classroom.

The research shows that the relationship between the intended curriculum and students’ classroom activities remains tenuous and systemic. According to it, the only solution to this issue is significant and includes incorporating communicative skills into the assessment system, providing intensive, practical teacher training, and aligning Communicative Language Teaching (CLT) with current school practices in the region.

 

Keywords: Bangladesh, classroom practices, Communicative Language Teaching, English Language Teaching, and implementing curriculum into practice.

Foreign language speaking proficiency is closely linked to cognitive strategies and self-regulatory processes; however, it remains unclear which aspects of individual awareness most strongly predict speaking self-efficacy. This study examines the relationship between emotional intelligence and metacognitive awareness and foreign language speaking self-efficacy. It aims to determine whether students' metacognitive awareness and emotional intelligence affect their speaking selfefficacy. The study designed using an explanatory research design, a type of correlational research method, employed a purposive sampling method, a nonrandom sampling method. The study aimed to reach students who were learning Turkish as a foreign language at university, knew enough Turkish to provide the necessary data, and were continuing their education to become fluent in Turkish. 113 students studying at B1 level at Bolu Abant İzzet Baysal University in the 2024-2025 academic year participated in the study. The Emotional Intelligence Scale, Metacognitive Awareness Inventory, and Speaking Self-Efficacy Scale for Turkish as a Foreign Language Learners were administered to the participants, and multiple regression analyses were conducted on the collected data. The analysis results showed a significant and positive relationship between the students' speaking self-efficacy and metacognitive awareness, while no statistically significant relationship was found between emotional intelligence and speaking self-efficacy. These findings highlight the crucial role of metacognitive awareness in enhancing foreign language speaking self-efficacy and provide insights for designing instructional practices that foster learners' self-regulation in language learning contexts.

There are undeniably some contributions of AI to language learning, yet it is still unclear how such technology should be used with known language learning techniques to improve instruction. To address this gap in our understanding, a survey concerning metacognitive, cognitive, and socio-affective learning strategies was given to 511 Chinese EFL learners, along with another survey about using AI for different parts of the writing process (brainstorming, research, outlining, writing, and revision). Results were then correlated using the Spearman rho formula. Findings revealed that metacognitive strategies were linked to a reduction of AI for preliminary planning of writing (brainstorming and research). Specific metacognitive strategies related to goal setting were also associated with less use of AI for outlining. In contrast, cognitive language learning strategies were more closely associated with AI use throughout the writing process, which included finding research, writing an outline, and writing essays or homework assignments. Socio-affective learning strategies appeared to reduce the amount of AI used to revise writing content. Overall, results appear to suggest that targeted metacognitive strategies can help to promote individual autonomy and reduce overreliance on AI. Limiting AI to revision may also promote metacognitive strategy development during other stages of the writing process.

Purpose This paper aims to explore how artificial intelligence (AI) tools and immediate training in literacy can improve a set of English language skills among adult ESL students, overcoming the limitations of traditional feedback mechanisms. The study focuses on the role of AI-based corrective feedback and timely literacy training in enhancing writing accuracy and fostering learner independence in second language acquisition. Research Methodology A quasi-experimental design was employed involving 40 adult ESL learners aged 25 and above, attending language centers in Sargodha, Pakistan. During the 8-week intervention, participants engaged with ChatGPT to receive corrective feedback and were trained to craft effective AI prompts. Data were collected through pre-and post-intervention writing tasks, self-efficacy questionnaires, and learner reflections. Findings The results revealed a significant reduction in grammatical errors-from 12.29 to 7.37 errors per 100 words-and an increase in self-efficacy scores from 3.22 to 4.43. Moreover, 70% of participants demonstrated improved error recognition, while 87.5% showed enhanced promptcrafting abilities. These findings indicate substantial improvements in writing accuracy, confidence, and learner autonomy.

This study investigates syntactic complexity and lexical density in academic writing by Arabic L-1 learners of English as Foreign Language (EFL) through a corpus-based methodology. A 350, 000-word dataset of argumentative essays was compiled from learners at CEFR B1, B2, and C1, evenly distributed across humanities and material sciences. Automated analysis was conducted using the L2 Syntactic Complexity Analyzer (L2SCA) and AntConc, with Stanford POS tagging applied to calculate 14 syntactic indices and lexical density via the Ure formula. Results revealed a progressive developmental trajectory: mean length of T-unit increased from 12.87 at B1 to 19.04 at C1, while complex nominals per clause rose by 84%, surpassing clause elaboration. Lexical density also advanced from 48.7 to 56.3 with a competitive relationship at B2 (r =.32) shifting to positive synergy at C1 (r =.56). Humanities learners at higher proficiency levels produced more nominal structures than science learners. Multiple regression identified complex nominals and lexical density as predictors of writing quality, accounting for 58% of variance. Findings show phrasal complexity as a key marker of the academic writing maturity and designate B2 as a critical stage of linguistic restructuring. The research contributes to second language development theory and informs EFL pedagogy by emphasizing nominalization, lexical sophistication and disciplinary writing performance.

Aim. This research investigates the effectiveness of constructivist-based learning in developing the writing skills of EFL students. Methods. A sample of 60 second-year students from the Department of English Language at "Aleksander Moisiu" University was selected. The sample was divided into two groups, an experimental group (n=30) and a control group (n=30), on the basis of English proficiency levels. The instruments used for this study include an EFL writing skills test (pre-and posttest) and the Writing Quality Scale (Stuart and Barnett, 2024) for scoring the written essays. The control group received instruction through a traditional teaching method, whereas the experimental group was taught in a constructivist learning environment. The analysis focused on the integration of new linguistic input into students' writing tasks, assessing the lexical, grammatical, and textual elements they utilised to enhance their writing techniques. Results. A comparison of the scores between the two groups revealed statistically significant differences in favour of the experimental group in terms of EFL writing skills. The findings suggest that students' writing skills improved over time with the implementation of the constructivist approach. Conclusion. This study views the constructivist approach as a successful framework for teaching writing skills. However, the study's limitations should be addressed, and other areas of learning should be explored to further verify the positive effects of constructivism in language education.

The translingual approach has become an increasingly popular pedagogy in writing education to respond to linguistic diversity in the past decade. It emphasizes nonstandard language varieties and encourages learners to employ all linguistic repertoire. Writing scholars and educators proposed various research from different viewpoints to investigate how the approach can affect writing pedagogy and practice. However, so far, limited attention has been given to the potential influence of translingual writing in China’s classrooms. Exploring the young and fast-growing landscape is necessary, and adapting the translingual approach to the Chinese context. To fill the gap, the purpose of this paper is to present a critical review of the literature investigating translingual writing in China. Hopefully, the paper can facilitate the English as a foreign language (EFL) writing instructors who plan to adopt a translingual approach in China.

This study examines the integration of technology in English Language Teaching (ELT) at the tertiary level in Bangladesh from learners’ perspectives. It explores students’ attitudes toward technology-based learning tools, their accessibility, the challenges faced, and possible solutions. A mixed-methods approach was used, involving a questionnaire survey of fifty students from public and private universities, including Bangladesh University of Business and Technology (BUBT). The findings indicate that most students hold positive views about using technology in learning English, reporting that digital tools significantly improve their learning experience. Smartphones and laptops are the most commonly used devices, while platforms like YouTube and educational websites are widely preferred. Although many classrooms are equipped with technological facilities such as projectors and computers, teachers’ proficiency in using these tools remains a concern, often rated as average or below average. Major challenges include slow internet speed and the high cost of paid educational resources. Despite these issues, the benefits—such as authentic learning opportunities, instant feedback, and time efficiency—are considered more significant. The study recommends enhancing teacher training, improving internet affordability, increasing institutional support, and promoting effective use of technology to strengthen ELT practices.
Keywords: English Language Teaching (ELT), Technology Integration, Tertiary Level, Bangladesh, Learners’ Perspectives, ICT in Education, Mobile-Assisted Language Learning (MALL), Computer-Assisted Language Learning (CALL)

This study explores the evolving landscape of English as a Second Language (ESL) education, emphasizing the need for a holistic and experiential approach that addresses the complex needs of ESL learners. The paper distinguishes between ESL and English as a Foreign Language (EFL), highlighting the importance of context in shaping effective teaching strategies. It argues that ESL education should move beyond rote language acquisition to foster cognitive engagement and academic language proficiency. Through a case study of the University of the Potomac's revamped ESL program, the article demonstrates the integration of experiential learning, translingual strategies, and personalized support to enhance language acquisition. By emphasizing real-world engagement, cultural integration, and critical thinking, the article presents a model for ESL education that prepares students for success in both academic and professional settings.

As one of the pioneering applications of machine learning for quantitative data analysis in applied linguistics, this study investigates the predictive power of linguistic features on English as a Foreign Language (EFL) writing quality. To overcome the limitations of traditional linear regression, specifically multicollinearity and non-normal data distributions, we employed a Multilayer Perceptron (MLP) neural network to analyse 96 essays from Chinese secondary school students. The model evaluated the relative predictive importance of various lexical, syntactic, fluency, and accuracy features. Demonstrating exceptional fit, the neural network accounted for approximately 80% of the variance in overall writing scores with no evidence of overfitting. Sensitivity analyses revealed that lexical diversity was the most robust predictor of writing quality (100% normalised importance), followed by grammatical accuracy (60.4%). Conversely, syntactic complexity, text length, and lexical sophistication exhibited comparatively minimal influence. These findings underscore the critical role of vocabulary diversity in evaluating adolescent EFL writing, while successfully establishing neural networks as a powerful, innovative methodological tool for future applied linguistic research.

Artificial Intelligence, or ‘AI’  has become ubiquitous in many areas of professional and academic life. Despite this, almost no work has been undertaken to rigorously evaluate the accuracy of AI in an educational context. This paper examines ‘essays’ produced by in terms of two Generative AI open access services, Google Gemini and ChatGPT and evaluates them for accuracy and quality of references cited. The latter are compared to a manually-searched ‘hitlist’ from a leading UK university library. The full text articles retrieved from this are used to assess the veracity of the AI generated essays and highlight errors and omissions. A valuable bi-product of this is to produce an account of how AI is, in fact, being used in the teaching of EFL. The poor performance of both Generative AI services was apparent, although and the authors’ offer suggested uses, even for AI generated ‘essays’, from the research and the literature they examined.

Artificial Intelligence (AI) continues to reshape the educational landscape, particularly in the field of the science education. Its capacity to support personalized learning, automate instructional tasks, and provide immediate access to information introduces both opportunities and challenges. This paper explores the evolving role of science teachers in the context of AI integration, emphasizing their functions as facilitators of learning, promoters of scientific reasoning, ethical mediators, and adaptive professionals. While AI enhances instructional processes, it does not replace the human elements essential to education. Science teachers remain central in guiding learners toward critical thinking, responsible action, and meaningful comprehension of scientific concepts. The integration of AI should therefore be seen as a partnership rather than a replacement.

Recent examination reports from the Examination Department and the Ministry of Education have identified weak performance in the composition section as a key reason for low GCE Ordinary Level (O/L) English results. In response, this study explores the use of Computer‑Generated Imagery (CGI) as an innovative approach to improving creative writing skills among secondary school learners. Using a pre‑test–post‑test experimental design, the study involved 60 Grade 10 second‑language learners from a semi‑government boys’ school in Colombo. Students were randomly assigned to an experimental group, which completed six narrative writing tasks using CGI, and a control group, which completed the same tasks using traditional methods supported by still pictures during 2025. Convenience sampling was used based on participant accessibility. In addition to the writing tasks, student surveys and teacher interviews were conducted to gain deeper insight into learner engagement and instructional effectiveness. A paired sample t‑test revealed that students who used CGI demonstrated significantly greater improvements in writing performance compared to those taught through conventional visual support. Survey responses indicated that students found CGI‑based tasks engaging and helpful for generating ideas, while teacher feedback highlighted CGI’s potential to encourage student‑centered learning and creativity. Overall, the study suggests that computer‑generated imagery is a promising tool for enhancing creative writing among intermediate‑level learners. The findings highlight practical implications for educators, encouraging the integration of CGI into writing instruction to stimulate imagination, motivation, and meaningful narrative development.

This research examines the educational impact of artificial intelligence (AI) technologies on the development of writing skills in secondary education, an area that has been little studied despite the transformative potential of these digital tools. Our study, which is qualitative and reflective in nature, is part of a self-study approach focused on the personal use of AI-based writing assistants, namely: Deepseek, Qwen AI and Monica AI. Through critical analysis of our own writing and revision process, we explore the real effects of these tools on the development of writing skills among secondary school students, while assessing the challenges and opportunities they present. The results are very satisfactory and confirm the potential of these AI models to help students improve their writing skills. In addition, this study takes stock of the adoption of these tools by teachers. The conclusions of this study open up avenues for reflection and formulate useful recommendations for teacher training and the effective integration of AI technologies into teaching.

Academic writing has been a principal issue in Indonesian universities since students are required to write in English effectively. University students and graduates were found to have low writing ability and do not have sufficient English writing skills. Studies in EFL writing in Indonesian universities mostly focus on the effectiveness of certain approaches by looking at the result of students&#39; written tests. This paper discusses current issues and research trends in EFL writing in Indonesia and offer recommendation for further research which should address students and other stakeholders which significantly influence the teaching of EFL writing in Indonesia.

This paper presents a personal memoir detailing the transformative experiences of an Educator in the realm of Teaching English as a Foreign Language (TEFL). Spanning a Decade of diverse teaching environments, this narrative unravels the intricacies of An intercultural communication, pedagogical growth, and the profound impact that Such an endeavour can have on both the teacher and the students. Drawing from a Plethora of anecdotal evidence and supported by academic research, the author Reflects on the evolution of their teaching philosophy, the challenges encountered, and The rewards reaped from this global linguistic odyssey.

ClassPoint, an interactive presentation tool, was integrated into a Year 1 university-level English for Academic Purposes (EAP) course in Hong Kong to foster real-time participation, boost critical engagement, and hone students' academic literacies during face-to-face classes. Students were asked to use their own devices to interact directly with PowerPoint slides, responding to quiz questions, submitting digital annotations, contributing to live word clouds, and participating in paraphrasing exercises. In this article, we explain the pedagogical rationale for adopting ClassPoint and the pedagogical implications of doing so. We aim to assist L2 teachers in leveraging in-class technology to enhance student engagement, provide immediate feedback, and create a more dynamic and responsive language learning environment.

The purpose of the present study was to investigate foreign language attrition in Saudi Arabia. It focused on the attrition of English grammar and reading comprehension of university students whose formal learning of English had ceased between one and four years prior to the study. The participants were non-English major Saudi undergraduate female students at a Saudi university who had completed an English course in order to fulfill college requirements. The study adopted the kind of design commonly used in language attrition studies, i.e. a combination of longitudinal and cross-sectional approaches. Various measurements of L2 attrition were conducted, including tests, questionnaires, and can-do scales. The findings suggest that (1) attrition due to ack of use of English did occur, (2) attrition sets in quickly and then levels off after four years of non-use, (3) reading comprehension is more vulnerable to attrition than grammar, and (4) no significant differences between participants were found due to the length of time English had not been used.

This study examines the psychological and educational challenges affecting the English fluency of 29 fourth-year Libyan English as a Foreign Language (EFL) students at Omar Al-Mukhtar University (OMU) in Al-Bayda City. A mixed-methods approach was used, combining qualitative and quantitative data collection and analysis. Data were gathered through a student questionnaire and classroom observations. The study found that no single factor had a dominant impact on students' oral English fluency. Instead, educational and psychological factors interacted, each influencing the others. The educational factors encompass student absenteeism, the lecturer's speaking dominance, vocabulary knowledge, grammatical mistakes, use of the native language, insufficient English practice, class activities, and instructional resources. The psychological factors comprise fear of making mistakes, shyness, diminished drive, and a deficiency in self-confidence.