Abstract: This study contrasts 33 Japanese English-as-a-foreign-language learners’ experiences using writing groups and artificial intelligence technology (ChatGPT-3.5) for editing and proofreading academic writing assignments. Recent advancements in artificial intelligence technology have significantly influenced academic writing, teaching and learning, prompting researchers to explore the practical application of these technologies in educational settings. In this study, participants edited and proofread their writing in class by using a writing group and experimenting with ChatGPT. After each activity, participants answered a questionnaire about their experiences. In the final questionnaire, participants compared their experiences of each activity and reported on which one they preferred. The results indicate that students mostly prefer using artificial intelligence technology for editing and proofreading. However, they acknowledge some value in writing groups. They assert that technology provides effective feedback, improving clarity and cohesion in their writing. Additionally, the findings reveal preferences for specific prompts to enhance their writing. Overall, this research demonstrates how teachers can use artificial intelligence in language classrooms to improve writing and practices, while emphasizing the importance of ethical implementation.

Abstract: The complex relationships between emotions experienced by learners and learners' personality traits, such as grit, that influence students' willingness to communicate in a second language (L2 WTC) have come under increasing attention. To date, investigators have focused primarily on WTC and the role of emotions in traditional face-to-face settings rather than in blended learning environments. To expand this research, we examined whether grit, foreign language enjoyment (FLE), and foreign language boredom (FLB) among university-level EFL students would be predictive of L2 WTC in a hybrid online and face-to-face learning setting. We studied 345 participants (252 females and 93 males) enrolled in English courses in a blended learning environment from three public universities in Saudi Arabia. We utilized structural equation modeling (SEM) to test a model that combined grit with two emotions (enjoyment and boredom) and L2 WTC. Our results revealed that FLB had the largest relationship to students' L2 WTC followed by FLE and grit, respectively. In this paper, we discuss these results and present some pedagogical implications of these data for teachers and learners of English as a foreign language (EFL).

Abstract: Introduction. The development of students' foreign language creative writing skills is a component of the goal of foreign language teaching in higher education. The effectiveness of the development of students' writing skills is largely determined by the method and tools of teaching. Artificial intelligence (AI) tools are able to provide learners with evaluative feedback that can be used to finalize written creative works in a foreign language. The aim of the paper is to develop a method of teaching students to write foreign language creative works on the basis of evaluative feedback from artificial intelligence, to test its effectiveness in the course of experimental training. Materials and methods. The study involved 1st year students (N=50) of Derzhavin Tambov State University (Russian Federation), majoring in English as a Foreign Language. In order to test the effectiveness of the authors’ method, stages of training were developed during which students received evaluative feedback from the AI tool in order to further refine their papers. Students of the control group developed writing skills using the traditional method. The objects of control were: a) content of the paper; b) organization and structure; c) support of ideas and arguments; d) vocabulary; e) grammar. The data analysis was carried out using the Student’s t-test. Research results. It was found that the method of teaching students foreign language creative writing on the basis of evaluative feedback from artificial intelligence is more effective in comparison with the traditional method in terms of the following criteria: a) content of creative paper (t=2,75; p≤0,05), b) organization and structure (t=3,05; p ≤ 0,05), and c) argumentation (t=2,44; p ≤ 0,05). At the same time, statistics did not reveal any growth in the development of students' lexical (t=2,13; p>0,05) and grammar (t=2,13; p>0,05) skills, which is explained by the individual nature of AI recommendations and the objectively lack of sustainability in the lexical component of the teaching content when studying different topics within the framework of one academic course. Conclusion. The novelty of the study includes the development of stages of teaching students foreign language creative writing based on evaluative feedback from artificial intelligence. The results obtained can be used in the development of methods of teaching foreign languages with the use of AI-technologies.

Abstract: Abstract Informed by some relevant theories of positive psychology, the current study examined the interrelations among teacher support, grit, and L2 willingness to communicate (WTC), focusing mainly on the mediating role of foreign language enjoyment (FLE). A sample of 619 university students in China participated in this cross-sectional survey. Structural equation modeling (SEM) was used to analyze the gathered data. The results showed that grit could directly and positively predict L2 WTC. Furthermore, teacher support and grit could affect L2 WTC via the mediating role of FLE. These findings served as empirical evidence from the second language acquisition (SLA) domain for positive psychology, revealing the influential mechanism shaping the interconnectedness among all the constructs. The study concluded with a discussion of pedagogical implications and suggestions for future research.

Abstract: Self-regulated learning (SRL) has been integrated into English-as-a-Foreign Language (EFL) reading instruction to enhance students’ reading achievement. Evidence indicates that providing personalized support is critical to SRL. However, providing personalized support is time-consuming and challenging to implement in language classrooms. Although personalized support has been built into many online reading systems, the support is often delivered in a one-way manner, with little chance for follow-up discussions. This innovation in practice introduces an artificial intelligence (AI) chatbot developed to provide personalized SRL support for EFL students in reading. The AI chatbot was designed as a reading companion to facilitate active, out-of-class reading that expands in-class instruction. By giving autonomy to students to engage with appropriate reading materials and receive personalized self-regulated reading (SRR) guidance, the innovation empowered learners to overcome challenges in the reading process and facilitated their use of SRR strategies. The pedagogical values of the innovation were explored from students’ perspectives. Future pedagogical directions for AI-supported SRR instruction is also discussed.

Abstract: Proverbs and sayings are the spiritual property not only of a nation, but of all mankind. It is desirable to study them comparatively not only in Russian and Uzbek, but also in many other languages. Also, their wide use and teaching in the educational process, first of all, starting with similar proverbs, sayings and expressions, will lead to further increase of interest and passion for the language being studied in foreign language students.

Abstract: Thanks to the continuous development of artificial intelligence (AI), more and more tools are available to help students to practice their language skills. Nowadays, there are various ways of using AI-driven technology in the process of language learning, one example is the use of chatbots. This pilot study aims to investigate the impact of the conversational chatbot on learning a foreign language and to understand learners' perceptions of using a chatbot as a complementary language tool. Altogether 58 university students learning English as an applied foreign language with B2 and C1 levels of English proficiency participated in the experiment during the period of one month. The qualitative results show a significant improvement in the student's language skills thanks to the use of smart AI. Furthermore, the questionnaire survey reveals positive perceptions of this additional learning tool. Therefore, the findings indicate that working with this AI-driven technology can contribute to improving language skills and its perceived usefulness in the process of second language acquisition at the university level.

Abstract: Abstract Positive psychology (PP) is the study of the role of positive emotions in optimizing performance. In response to a dearth of research on harnessing the potential of PP in enriching language teacher education, the present study aimed at integrating PP into an English as a foreign language teacher education program to assess its effects on the development of positivity among teachers and possible improvement in their instructional practice. To that end, first the PERMA-Profiler was administered to 25 teachers, who were about to attend a teacher training course. The results of this phase revealed the need for an intervention to raise three focal participants’ awareness of the tenets of PP since they scored below the mean on the scale. During the second phase, the three focal participants were trained in the principles of PP for six weeks. They were also asked to write reflections about the instruction they received on a weekly basis. Thematic analysis of their reflections indicated that the teachers formed positive emotions, engagement, relationship, meaning, and accomplishment, which resulted in their enhanced instructional practice. Moreover, the participants believed that the intervention helped them actively engage with the main teacher training course. The findings imply that PP has the potential to enrich teacher education programs.

Abstract: Purpose Education is widely recognized as a key domain for the promotion of the sustainable development goals (SDGs), prompting an increased focus on sustainable development in foreign language education. Despite increased attention, guidelines about SDGs are often primarily policy-based without concrete guidance, and the integration of education for sustainable development (ESD) within higher education curricula has been slow. This paper aims to mitigate this gap by providing an outline for the curriculum development for three elective English courses integrating SDG themes. Design/methodology/approach The paper begins by introducing the SDGs, ESD and its application to language education. From there, this paper outlines three content and language integrated learning courses that integrate global issues into their curriculum. Finally, there is a discussion and consideration of various factors to consider when implementing global issues into an English language classroom. Findings Following practical examples of how to integrate global issues into an English language classroom, considerations such as socio-cultural context, teaching context and the expertise of the instructor are discussed. Originality/value This paper covers a variety of social topics related to sustainable development in addition to the often addressed environmental topics. Many guidelines about integrating SDGs into education are policy-based without concrete guidance, so this paper aims to provide practical examples and considerations.

Abstract: This study examines the effectiveness of animated movies (AM) in increasing students’ vocabulary and determines what students think about English language learning in Pakistan. Particularly in the education field, vocabulary is an essential factor for foreign language learning in academic achievements. This research aimed to determine whether using animated images/movies aid students in learning new vocabulary by helping them to make connections between the words they know and real-world occurrences. The research used pre-tests and post-tests to examine the impact of AM on vocabulary acquisition. Total participants ( N = 64) were 12th-grade students in Lahore, Pakistan, separated into controlled and experimental groups to make a judgment. In the second semester of college, half the students ( N = 32) utilized AM to acquire English vocabulary, while the control group employed the conventional technique. The results were evaluated using a t-test for an independent sample to detect significant differences between the groups. The vocabulary exam was constructed and verified as a pre and post-test. The findings revealed a statistically significant difference in receptive vocabulary, productive vocabulary, and overall score in favor of the experimental group owing to the use of (AM). It added to the growing body of information by investigating how animated videos might support EFL education.

Abstract: The emergence of large-scale language models such as ChatGPT has presented unprecedented challenges and opportunities in foreign language education. On one hand, artificial intelligence poses a disruptive crisis; on the other hand, it offers new educational insights, methodologies, and resources. Faced with these challenges and opportunities, university foreign language teachers must seize the opportunity to integrate intelligent technology into their teaching practices to enhance their teaching abilities and the quality of talent development. This study aims to investigate approaches for integrating artificial intelligence into foreign language teaching at the university level to improve teaching effectiveness and talent development outcomes. Through literature analysis and related research, the study identifies best practices and strategies for utilizing artificial intelligence in university foreign language education. The findings suggest that integrating artificial intelligence into foreign language teaching at the university level can significantly enhance teaching effectiveness and talent development. Thus, it is recommended that university foreign language teachers actively explore and implement artificial intelligence technology to enhance the quality of foreign language education and student talent development

Abstract: Lecturers play a huge role in the teaching of foreign languages across universities. As such, their training in language diversity and variation remains a significant tool in enhancing pedagogical strategies for multilingual foreign language classroom. This study focused on the analysis of different ways in which the training of foreign language lecturers can enhance pedagogical practices for multilingual foreign language classrooms. A total of 151 lecturers and 112 university non-academics staff members drawn from departments of foreign languages participated in this quantitative survey. Data was gathered using digitally developed questionnaire. There was a wide diversity of viewpoints from participants on instructional methods, such as peer instruction, outlining objectives explicitly, and continuing one's education. There are major and far-reaching implications of this research. One major takeaway from the research is how vital it is that lecturers of foreign languages get diversity training as part of their ongoing training and certification. Recognizing the need of such training allows schools to proactively provide lecturers with the tools they need to accommodate a student population that is becoming more diverse. In conclusion, this research sheds light on the difficulties and potential of teaching a foreign language to a population with a wide range of linguistic background. The research sheds light on the need of training for language diversity and the difficulty of maintaining order in a multilingual classroom. Lecturers and universities may better prepare students for success in a globalized world by addressing these issues and developing more welcoming, responsive, and successful foreign language classes.

Abstract: Abstract The available classifications of self-regulated learners may not be applicable to second or foreign language writing due to the contextual nature of self-regulated learning. This study intended to fill the gap by exploring the profiles of English as a foreign language (EFL) learners’ writing self-regulation and their association with writing-relevant individual differences. A total of 391 tertiary students from Southwest China were recruited to participate in the current study, including freshmen, sophomores, and juniors. Their writing self-regulation was measured by the Writing Strategies for Self-Regulated Learning Questionnaire. Latent profile analyses discovered two profiles of self-regulated learners in EFL writing: “highly self-regulated group” and “moderately self-regulated group”. Moreover, ANOVA and Welch’s Test showed that the participants assigned to the two profiles differed significantly in L2 grit, writing achievement goals, and writing self-efficacy rather than language aptitude and working memory. Perseverance of effort, mastery goals, and self-regulatory self-efficacy are found to predict profile membership significantly. Additionally, the results of path analyses revealed that the profiles varied in the predictive effect of individual differences on EFL learners’ writing regulation. These findings contributed to furthering our understanding of classification of self-regulated learners and the role of individual differences in the classification.

Abstract: Receptive skills, particularly reading and listening comprehension, are crucial components of foreign language acquisition. This study explores the interplay between these skills and their significance in language learning by utilizing the scientific literary and analytical–synthetic method. The literature suggests that reading proficiency can enhance other language skills, whereas listening comprehension facilitates foreign language learning through various activities and the use of Information and Communication Technology (ICT). Specific learning disorders, auditory functioning, and instructional materials can influence the development of receptive skills. The relationship between short-term memory (STM) and listening comprehension was also examined, highlighting the importance of enhancing STM capacity in improving listening skills. Additionally, vocabulary knowledge is central to both listening and reading comprehension. The research collectively underscores the importance of targeted strategies and resources to enhance the receptive skills of learners in foreign language contexts. However, individual learner characteristics and prior language experiences may require tailored approaches for effective improvement. While receptive skills are crucial for understanding, some argue that a balanced approach that incorporates both receptive and productive skills may lead to better language outcomes. Although receptive skills are certainly important for comprehension, it can be argued that a more holistic approach to language learning, which includes both receptive and productive skills, may ultimately result in more effective language acquisition. The basic aspects of teaching listening skills involve understanding the cognitive and pedagogical underpinnings of listening comprehension and applying effective strategies, such as top-down and bottom-up processing and a metacognitive approach, to enhance this skill.

Abstract: Written corrective feedback (WCF) is crucial in foreign language learning, helping learners identify and rectify writing errors. However, manual WCF can be time-consuming for educators. Artificial general intelligence (AGI), exemplified by ChatGPT, offers a promising solution via automated WCF, addressing learners' intricate linguistic demands. While effective in English learning, the suitability of AGI-powered automated WCF for other languages with complex grammar remains uncertain due to the English-centric training of many large language models. This study examines the reliability and acceptance of ChatGPT-generated WCF within a German as a foreign language (GFL) context. Through a 200-essay analysis, we explore two questions: (1) How does ChatGPT-generated automated WCF compare to teacher-provided WCF? (2) How do GFL learners respond and interact with WCF from both sources? Our findings revealed different behavioral, cognitive, and affective engagements between ChatGPT-provided WCF and teacher-provided WCF. ChatGPT has greater potential for providing diverse lexical, grammatical, structural, and content feedback, facilitating GFL learning. However, students' emotional perceptions of ChatGPT-generated WCF vary, sometimes even negative, hindering language learning. We further explored the advantages and challenges of integrating ChatGPT-generated WCF into foreign language learning. Our findings underscore the potential of integrating AI-powered automated WCF into foreign language learning and writing development.

Abstract: This paper conducts a comprehensive review of the undergoing ideological and political education integrated into curriculum development in China and discusses the practice of it based on the case of EFL teaching at the tertiary level.It is claimed that a synergistic effect amongst its objectives, content, implementation, and evaluation will facilitate the reform.It is suggested that in order to address the challenges faced by different stakeholders during the course of the curriculum development, factors of EFL teaching force, textbook design, teaching content selection, as well as institutional support should be taken into consideration.

Abstract: Although enthusiasm is an important characteristic of teachers' psychological growth, scant research attention has been given to English as a foreign language (EFL) teachers' enthusiasm and its outcomes in the field of foreign language education. In addition, in spite of the criticality of foreign language teaching enjoyment (FLTE), little is known about its role in mediating the effect of enthusiasm on job satisfaction. Therefore, the current study aimed to investigate whether Turkish EFL teachers' FLTE could mediate the relationship between their enthusiasm and job satisfaction. The participants (N = 314) completed three scales and the data were analysed through structural equation modeling (SEM). The results of the mediation analysis revealed that a. EFL teachers' enthusiasm significantly predicted their job satisfaction and b. FLTE partially mediated the relationship between EFL teachers' enthusiasm and job satisfaction. Therefore, enthusiasm would, directly and indirectly, through teaching enjoyment, result in teaching satisfaction. The findings of this study highlighted the broadening capacity of teacher enthusiasm in offering positive outcomes. Finally, implications and suggestions for future research were offered.

Abstract: Abstract This study aims to integrate the technology acceptance model, classroom environment theory, and positive psychology theory to explore the relationships among learners' technology acceptance (TA), perceived online classroom environment (POCE), emotional states (enjoyment, anxiety, boredom, and burnout), and academic achievement in online classes. Six hundred and sixty‐two university students learning Chinese as a foreign language participated in the survey and completed the reading test. The results of partial least square‐structural equation modeling reveal that TA influences reading achievement directly and indirectly through anxiety (with the reversed mediating effect) and enjoyment, and the online classroom environment mediated the relationship between TA and learning emotions (except anxiety). These findings suggest that technology factors may shape the affordance of online classrooms and penetrate environmental and emotional variables to impact FL learning outcomes. Multigroup analysis with different self‐online learning time underscores that enjoyment and anxiety differ in two different effect paths (POCE‐enjoyment) and (TA‐anxiety), implying enjoyment may be more environment‐related while anxiety may be more technology‐related in the online foreign language classroom. This study provides both theoretical and pedagogical implications.

Abstract: ABSTRACT How teachers understand their learners’ engagement and in-class behaviours affects their approaches to teaching, thereby making their beliefs critical mediators of their pedagogical and didactic practices. Yet, research on teachers’ beliefs about student engagement (SE) is scarce, especially in the context of adult language learning. To fill this gap, a qualitative study was conducted, using semi-structured, in-depth interviews, with nine teachers working in adult language teaching in Austria and Spain. The interviews explored teachers’ conceptualisations of engagement, their perceptions of fake and authentic engagement, their beliefs about factors affecting SE as well as their beliefs about engagement in contexts beyond the classroom and online. The findings revealed how these teachers’ beliefs impacted on their practices, their need for training about how to promote engagement in online learning spaces, their sense of lack of agency in connecting with learners’ lives beyond the classroom, and the challenges they face in distinguishing between fake and authentic engagement in person and online.

Abstract: As digital technologies continue to permeate all aspects of contemporary society, the educational domain, particularly foreign language teaching, has also significantly transformed. During the 1990s, the introduction of information and communication technologies (ICT) into language teaching was initially met with enthusiasm among educators. However, what originally started as integrating multimedia resources into the learning environment soon escalated into a comprehensive transformation, which included innovations such as online platforms and adaptive learning systems that became part of language teaching curricula. This evolution led to fundamental changes in pedagogical approaches, teacher-student communication, and the overall educational setting within classrooms. As digital technologies evolved and diversified, so did the attitudes of language teachers, whose initial enthusiastic welcome transformed into growing doubt. This research aimed to investigate how digital technologies within the domain of language instruction are utilized and to explore the prevailing attitudes regarding their implementation. The study spanned two decades: the periods from 1990 to 2000 and from 2013 to 2023. Semantic literature analysis of 300 scientific publications was used to determine the educators’ reactions toward the application of ICT, which were categorized into positive, negative, mixed, and research-oriented attitudes. Additionally, a survey of 88 foreign language teachers was conducted to collect empirical data. A clear trend is observed in how language educators perceive and apply technologies in their classrooms. The authors concluded that these tools remain popular among educators despite increasing skepticism and caution regarding ICT efficacy.

Abstract: Abstract In global trends and current curricular policy reforms in second language (L2) education, there is a great emphasis on repositioning of teachers as assessors and teachers’ role as responsible agents in assessment. However, various factors affect the agency of teachers as assessors in the classroom. This study explored the ways English as a Foreign Language (EFL) teachers perceived the impact of the language assessment teacher education course on their agency as assessors. Likewise, it scrutinized the challenges and opportunities teachers confronted in leveraging the acquired knowledge and skills to enhance their assessment agency and contribute to their overall professional development. As for dataset, this phenomenological study targeted 50 EFL teachers, with 25 participants completing an open-ended questionnaire and the other 25 composing narratives. The research findings, using MAXQDA software (v. 20) for content and thematic analysis, revealed that EFL teachers perceived a significant positive influence of language assessment teacher education courses on their agency as assessors in the classroom. This led to their increased confidence and competence in assessment practices. They found limited institutional support and resources as their main challenges. However, they claimed opportunities would arise from collaborative professional networks and tailored mentoring to effectively apply knowledge and skills gained from language assessment teacher education courses for their professional development. The findings offer valuable implications for language assessment teacher education and professional development initiatives, illuminating the potential predicaments and expediters in enhancing teachers’ assessment agency and fostering their continuous professional growth.

Abstract: Dörnyei’s (2005) research radiates positivity, emphasizing the crucial role of motivation in language learning beyond traditional methods. The study investigated 261 undergraduate students in Thailand studying languages other than English (LOTEs), utilizing Dörnyei’s L2 motivational self-system (L2MSS) theory. Employing a mixed-methods research approach, the study explored participants’ motivational profiles through questionnaires and voluntary interviews. The findings reveal high motivation levels among LOTE students, with ideal L2 self, L2 learning experience, instrumentality–promotion, international posture, and cultural/community interest as significant predictors. Notably, L2 learning experience emerged as the most influential predictor across all LOTE groups, offering a promising avenue for educational advancements. It advocates a dynamic teaching approach, fostering positive environments, emphasizing practical benefits, integrating cultural elements, and addressing online classroom challenges. Optimistic recommendations include ongoing teacher development, collaboration among educators, and parental involvement for a vibrant and motivating educational experience. The study’s upbeat tone suggests potential expansion through increased sample sizes and incorporating a diverse array of less commonly taught languages (LCTLs).

Abstract: In line with the multilingual turn in language education, this chapter targets prospective teachers in two European multilingual contexts whose most common Dominant Language Constellation includes the local minority language, the State language and English as the primary foreign language learned at school. The two contexts under consideration are the Basque Autonomous Community (BAC) in Spain and Friuli Venezia Giulia (FVG) in Italy. We intend to look into one aspect of future teachers' multilinguality in particular: their attitudes towards the majority language (Spanish in the BAC and Italian in FVG), the minority language (Basque and Friulian respectively) and the foreign language (English in both contexts). Quantitative data were collected via a questionnaire that was filled out by 553 participants from both settings. The aim of the study is twofold. First, attitudes towards the three languages in contact are examined to see if the significant differences observed between the two contexts when the traditional monolingual approach was used to measure attitudes persist once a holistic/multilingual approach is implemented. Second, the impact of relevant factors (e.g., gender, L1, or school type) on language attitudes is investigated from both a monolingual and a multilingual, holistic perspective.