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- PaperIELTS Partnership Research Reports
Exploring the possibilities of integrating communicative AI into the IELTS test preparation process
This study explores how communicative AI can be integrated into IELTS test preparation, examining potential benefits and challenges.
- PaperIELTS Partnership Research Reports
The road to understanding in lecture listening
This study explores the cognitive processes and strategies involved in achieving comprehension during lecture listening, focusing on challenges faced by second language learners.
- PaperIELTS Partnership Research Reports
A concordance study of CELPIP General and IELTS General Training
A concordance analysis of the CELPIP General and IELTS General Training tests was conducted to evaluate score alignment between the two assessments.
- PaperIELTS Partnership Research Reports
An investigation of the language assessment interests and needs of professional registration bodies in the UK: An unconsidered perspective?
This study explores the language assessment interests and needs of professional registration bodies in the UK, highlighting a previously overlooked perspective in the field.
- PaperIELTS Partnership Research Reports
Safeguarding equity, access and inclusion in IELTS
This paper examines strategies to ensure fairness and inclusivity in the IELTS test, addressing potential biases and barriers for diverse test-takers.
- PaperIELTS Partnership Research Reports
Aligning scores of language proficiency tests: A score concordance study between IELTS Academic and TOEFL iBT
This study establishes score concordance tables between IELTS Academic and TOEFL iBT, enabling direct comparison of proficiency levels across the two tests.
- PaperIELTS Partnership Research Reports
Comparing New TOEFL 2026 with Former TOEFL 2023 and IELTS
This paper compares the upcoming TOEFL 2026 test with its 2023 predecessor and the IELTS, highlighting key differences in structure and scoring.
- PaperSystemForthcoming · 1 Aug 2026
Spatial machine heuristic: Effects of agent type and interaction environment on foreign language speaking anxiety and willingness to communicate
Shunan Zhang, Yincen Li, Stevany Stevany, Joo-Wha Hong
This study examines the Spatial Machine Heuristic, exploring how the type of conversational agent (human or machine) and the interaction environment affect foreign language learners' speaking anxiety and willingness to communicate.
- PaperSystemForthcoming · 1 Aug 2026
The effects of collaborative planning on CALF metrics and textual coherence in L2 writing under varying task complexity
Chongrui He, Eerdemutu Liu
This study investigates the impact of collaborative planning on complexity, accuracy, lexical diversity, and fluency (CALF) metrics as well as textual coherence in L2 writing, while also considering the role of varying task complexity.
- PaperSystemForthcoming · 1 Aug 2026
Empathy, executive function, and dynamic L2 lexical inferencing in emotionally charged contexts: Predicting performance, inferencing potential, and retention
Bangxin Hu, Yanhui Zhang, Haomin Zhang
This study examines how empathy and executive function predict dynamic L2 lexical inferencing performance, inferencing potential, and retention in emotionally charged contexts. Findings suggest that individual differences in empathy and executive function significantly influence the ability to infer word meanings from context.
- PaperSystemForthcoming · 1 Aug 2026
“I Haven't felt AI writing is taking away my agency as a person”: A longitudinal study of ESL students' use of GenAI in academic literacies development
Xiao Tan
A longitudinal study of ESL students reveals that using generative AI for academic writing does not diminish their sense of agency, but rather supports academic literacies development.
- PaperSystemForthcoming · 1 Aug 2026
Cognitive diagnosis of EFL integrated writing under interactive noise input conditions: A G-DINA model approach
Kezhen Li
This study applies the G-DINA cognitive diagnosis model to examine EFL learners' integrated writing skills under interactive noise input conditions, revealing distinct skill profiles and noise effects.
- PaperSystemForthcoming · 1 Aug 2026
Navigating language learning choices: How Chinese students adapt out-of-school English learning choices in a constrained EFL context
Yaqing Shi, Kevin Wai Ho Yung
This study examines how Chinese students adapt their out-of-school English learning choices within the constraints of an EFL context.
- PaperSystemForthcoming · 1 Aug 2026
How vocalization affects spoken word acquisition: The moderating role of phonological working memory
Xin Yuan, Xuan Tang
This study investigates how vocalization (saying words aloud) affects spoken word acquisition, with phonological working memory as a moderating factor.
- PaperSystemForthcoming · 1 Aug 2026
Fostering ethical AI literacy and academic integrity through CEFR-based mediation pedagogy in secondary EFL classrooms
Miranda Karjagdi Çolak, Özgür Çelik
A CEFR-based mediation pedagogy is proposed to foster ethical AI literacy and academic integrity in secondary EFL classrooms.
- PaperSystemForthcoming · 1 Aug 2026
Translanguaging optimizes the developmental trajectory of beginning-level L2 writing: A sequence analysis study with an experimental design
Muzi Li, Yunlu Zhao
An experimental design with sequence analysis reveals that translanguaging enhances the developmental trajectory of beginning-level second language writing.
- PaperSystemForthcoming · 1 Aug 2026
Multilingual identity and English achievement: A moderated mediation model of self-regulated learning strategy use and gender among Chinese EFL learners
Qingyao Dan, Karen Forbes, Barry Bai, Sihan Zhou
This study proposes a moderated mediation model examining the relationship between multilingual identity and English achievement among Chinese EFL learners, with self-regulated learning strategy use as a mediator and gender as a moderator.
- PaperSystemForthcoming · 1 Aug 2026
A scoping review of Global Englishes Language Teaching research from 2020 to 2025: Mapping trends, tensions, and adaptations
Yifeng Chen, Hong Zhang, Xilu Chen
This scoping review maps trends, tensions, and adaptations in Global Englishes Language Teaching research from 2020 to 2025.
- PaperSystemForthcoming · 1 Aug 2026
A structural topic modeling analysis of positive psychology in EFL teacher education from 2010 to 2025
Pelin Derinalp
A structural topic modeling analysis examined the integration of positive psychology in EFL teacher education research from 2010 to 2025.
- PaperSystemForthcoming · 1 Aug 2026
Assessing L2 legal writing through a plain English lens: Insights on complexity, accuracy, and fluency
Yiran Xu, Xiaowan Zhang, J. Elliott Casal
This study applies a plain English framework to evaluate complexity, accuracy, and fluency in second language legal writing, offering insights for assessment in legal English contexts.
- PaperSystemForthcoming · 1 Aug 2026
The multimodal organisation of teacher feedback: A multimodal (Inter)action analysis
Jingjie Li
This study examines the multimodal organization of teacher feedback, analyzing how various modes such as speech, gesture, and writing are coordinated in feedback interactions.
- PaperSystemForthcoming · 1 Aug 2026
“It's Putonghua-accented English”: Language ideologies of mainland Chinese English teachers in Hong Kong
Yi Cui, Seyyed-Abdolhamid Mirhosseini
Mainland Chinese English teachers in Hong Kong articulate language ideologies that both challenge and reinforce the status of Putonghua-accented English in the TESOL context.
- PaperSystemForthcoming · 1 Aug 2026
Holding presenters accountable for their posters during post-presentation discussions in a project-based EFL classroom
Marwa Amri
A method for holding presenters accountable for their posters during post-presentation discussions was investigated in a project-based EFL classroom setting.
- PaperOpenAlex — TESOL researchForthcoming · 1 Jan 2031
Depth of Processing, learner aptitude, and the acquisition of L2 English grammatical structures
Shweta Nigam
This study investigated how task-induced Depth of Processing (DoP) affects the acquisition of third conditionals and comparatives among 108 Grade 8 EFL learners in India, with language aptitude (LLAMA B, D, F) as a predictor. Results showed structure-specific effects: deeper processing improved explicit knowledge of comparatives but only increased frequency of use for third conditionals, while aptitude did not significantly predict gains.
Original abstract
Depth of Processing (DoP) is central to several models of instructed second language acquisition (ISLA) (Leow, 2015). While DoP has been extensively examined in vocabulary learning (e.g., Laufer & Hulstijn, 2001), its role in the acquisition of grammatical structures, particularly through oral and audio-visual modalities remains comparatively underexplored. Drawing on the Levels of Processing framework (Craik & Lockhart, 1972), this study investigated whether task-induced processing depth influences the acquisition of third conditionals and comparatives, and whether language aptitude (LLAMA B, D, F) predicts learning gains. Using a pretest–posttest design, four intact classes involving 108 Grade 8 EFL learners in India were assigned to one of the three experimental conditions differing in level and type of processing: Low DoP, High DoP Explicit, and High DoP Implicit. The treatment task required the participants to listen to an audio-visual story containing the target structures (third conditionals and comparatives) and complete analytic tasks (varying in different groups) before listening to the story for a second time. The oral performance of the participants was analysed for accuracy, and frequency of use of the target structures. A grammaticality judgement test (GJT) and an elicited imitation task (EIT) were used to assess the participants’ gains in the knowledge of the target structures. In addition, language aptitude (LLAMA B, D, F) was measured and modelled as a predictor of gain scores. Results showed a significant effect of processing condition on GJT performance with the High DoP Implicit group outperforming the High DoP Explicit group on total scores and comparatives. In contrast, ANCOVA analyses indicated no significant group differences on EIT outcomes once pretest performance was controlled, with pretest scores strongly predicting posttest performance. In oral production, processing effects were structure-specific: the Low DoP group showed greater accuracy gains for comparatives, while both High DoP groups revealed increased frequency of use of third conditionals. However, across all four measures, multiple regression analyses indicated that LLAMA B, D, and F did not significantly predict gain scores. Overall, the findings support a processing-by-structure pattern: deeper processing benefits were most evident for the more salient structure (comparatives) on an explicit, written measure, whereas complex, low-salience forms (third conditionals) showed limited accuracy change but increased frequency of use under deeper processing.
- PaperOpenAlex — TESOL researchForthcoming · 1 Dec 2026
Future of AI in English Language Education: Trends and Predictions
Prof. Jagadeesh Nerlekar, K Munianjinappa
This paper synthesizes current AI developments in English language education, identifying key trends such as personalized feedback, adaptive pathways, automated formative assessment, realistic speaking/listening practice via conversational agents, and AI-assisted material creation. It predicts that hybrid systems combining large language models with pedagogical scaffolding and teacher mediation will have the most near-term impact. The paper also addresses challenges including bias, privacy, over-reliance on automation, and the need for teacher training, offering recommendations for educators and policymakers.
Original abstract
Artificial intelligence (AI) is transforming English language education (ELE) by enabling personalized learning, automated assessment, adaptive content generation, and immersive practice environments. This paper synthesizes current developments, identifies emergent trends, and offers evidence-informed predictions about how AI will shape classroom practice, curriculum design, assessment, teacher roles, and policy over the next decade. Drawing on interdisciplinary literature from computer-assisted language learning (CALL), intelligent tutoring systems (ITS), natural language processing (NLP), and educational policy, the paper argues that the most significant near-term impact will stem from hybrid systems that combine large language models (LLMs) with pedagogically informed scaffolding and teacher mediation. Key trends discussed include (1) ubiquitous personalized feedback and adaptive pathways; (2) automated, formative assessment with rich analytics; (3) realistic speaking/listening practice via multimodal conversational agents and immersive virtual environments; (4) AI-assisted material creation and differentiation for diverse learner needs; and (5) data-driven teacher support and professional development. Predictions address likely improvements in scalability and access, as well as persistent challenges: bias and fairness in language models, privacy and data governance, over-reliance on automated feedback, and the need for robust teacher training and curricular alignment. The paper concludes with practical recommendations for educators, institutions, and policymakers to harness AI’s affordances while safeguarding equity, transparency, and pedagogical quality. These include adopting hybrid human–AI workflows, emphasizing explainability and interpretability in tools, developing clear data-ethics policies, investing in teacher capacity building, and prioritizing research-practice partnerships. The analysis aims to be actionable for practitioners and decision-makers planning for an AI-augmented future of English language learning. Keywords: artificial intelligence, English language education, adaptive learning, large language models, assessment, teacher role, ethics
- PaperLanguage Teaching Research25 Jul 2026
Classroom Relationship Profiles: Links with English-as-a-Foreign-Language Students’ Academic and Social Goals and Self-Regulated Learning Strategy Use
Qingyao Dan, Barry Bai, Xuan Zang
Using a person-centered approach, this study identified four distinct classroom relationship profiles among EFL primary school students: Supportive, Teacher-oriented, Moderate, and Isolated. Students in Supportive and Teacher-oriented profiles had higher English proficiency and more frequently adopted achievement goals and self-regulated learning strategies.
Original abstract
Classroom relationships represent a complex and dynamic system, in which students’ relationships with teachers and peers are intertwined with each other. A person-centered approach was used to investigate how multiple characteristics of a good-quality relationship (i.e., validation, caring, and instrumental guidance) with teachers and peers combined to form English-as-a-foreign-language primary school students’ classroom relationships profiles. Four distinct profiles of classroom relationships were identified: Supportive, Teacher-oriented, Moderate, and Isolated. Whether students’ gender and English proficiency level significntly predicted their likelihood of belonging to each profile was tested. The profiles were analyzed to see if there was a link to academic and social achievement goals and self-regulated learning in English language learning. The results indicated that the students in the Supportive and Teacher-oriented profiles were more likely to have a higher English proficiency who adopted achievement goals and used self-regulated learning strategies more frequently than those in the Moderate and Isolated profiles in English learning.
- PaperLanguage Teaching Research25 Jul 2026
The Effectiveness of Multilingual Versus Monolingual Approaches to L2 Teaching and Learning: A Meta-Analysis of Learning Outcomes
Meixiu Zhang, Amanda Brown
A meta-analysis of 24 studies (2,138 learners) found that multilingual approaches (codeswitching, translanguaging) significantly outperformed monolingual (immersive L2-only) approaches in L2 learning outcomes (between-group effect d=0.49, within-group d=1.63). The advantage held across ages and proficiency levels but was especially strong for beginning learners, speaking skills, longer treatments, foreign language settings, intact classrooms, and when teachers and students used L1.
Original abstract
The debate on multilingual (codeswitching) versus monolingual (immersive, target-language only) approaches to second language (L2) teaching has received renewed attention in recent decades. Both approaches are employed in L2 teaching and learning, supported by competing philosophies regarding the need for maximal L2 input and the facilitative potential of first language (L1) inclusion. Given a growth in experimental research comparing the effectiveness in terms of learning outcomes of the two approaches in L2 classrooms, this meta-analysis study investigates the effects of multilingual versus monolingual approaches on outcomes as measured by language assessments and examines the variables (age, proficiency, learning context, target skill area, and procedure for learning) that moderate such effects. We conducted a comprehensive search for empirical investigations of the topic, resulting in 24 studies comprising 30 samples with a total of 2,138 learners after the application of inclusion and exclusion criteria. Through aggregating the effect sizes from this sample, analyses revealed that compared with a monolingual approach, a multilingual approach better facilitated L2 learning with a weighted between-group effect size of d = .49 and a within-group effect size of d = 1.63. The analyses of moderator variables revealed that the positive effects on the learning of skills and language content areas of a multilingual approach appear to hold across all ages and proficiencies, especially for beginning-level learners and in conditions where both teachers and students employed their L1 in L2 teaching and learning. Also, a multilingual approach showed a larger effect in studies where speaking was the target skill area, or where the treatment was longer, was conducted in foreign language settings, was conducted in intact classrooms, or was administered by a teacher or teacher-researcher. Our findings contribute evidence supporting the effectiveness in terms of learning outcomes of a multilingual (codeswitching, translanguaging) over a monolingual (immersive, L2-only) approach and provide insights into the nuances involved. These include the skill areas and proficiency levels benefiting the most, and the importance of involving teachers as agents of research in their classrooms.
- PaperTESOL Quarterly24 Jul 2026
Mixed‐Methods Research on English‐Medium Instruction in Higher Education: A Systematic Review
Haemin Kim, Keith M. Graham
This systematic review examined 136 studies using mixed methods in English-medium instruction (EMI) research and found substantial methodological gaps: few studies stated epistemological orientations, most lacked integrative mixed-methods questions, and nearly half did not specify a design. The review offers recommendations to strengthen future EMI mixed-methods studies.
Original abstract
With the rapid growth of research in English‐medium instruction (EMI) in higher education, much research has been conducted through qualitative and quantitative approaches. Yet, little attention was paid to the use of mixed‐methods research (MMR) in this field. Therefore, this systematic review aims to examine previous literature that adopted MMR in EMI research, specifically evaluating the methodology across three aspects: epistemological orientation and purpose, MMR question formulation, and MMR design. Among 136 studies identified, substantial methodological gaps were found across all three aspects. First, only seven studies explicitly stated an epistemological orientation whereas 27 studies provided explicit purpose terminology. Second, only six studies explicitly presented an integrative MMR question, while 112 studies provided qualitative and/or quantitative research questions, and 18 studies lacked explicit research questions. Finally, MMR design characteristics were rarely described: (1) nearly half of the studies did not specify a design, (2) no study used specific sampling procedure terminology, and (3) questionnaires and interviews were the most frequently used instruments. Based on these methodological gaps, this study offers recommendations for strengthening future EMI studies that employ a mixed‐methods approach.
- PaperLanguage Testing24 Jul 2026
Investigating the Real-World Relevance of an Academic English Speaking Test: Extrapolating Subjective Evaluations and Linguistic Performance Characteristics
Daniel R. Isbell, Dustin Crowther, Jieun Kim, Yoonseo Kim
This study examined the real-world relevance of TOEFL Essentials speaking scores by correlating them with performance on lab-based and authentic academic speaking tasks among 149 and 65 students, respectively. Strong correlations were found, especially for fluency and accuracy measures, supporting the extrapolation of test scores to academic settings.
Original abstract
To support use of tests in academic contexts, it is critical to demonstrate that test scores and test performances are associated with performance in academic settings—an inferential link referred to as extrapolation in argument-based validation frameworks. TOEFL Essentials is a newer test designed to measure both general and academic English and is intended for use in higher education. The TOEFL Essentials speaking section consists of Virtual Interview, Read Aloud, and Listen & Repeat tasks, the latter two of which elicit highly constrained responses that may be less reflective of academic speaking tasks. In this study, we examined correlations of scores and linguistic characteristics across TOEFL Essentials speaking performances and (a) lab-based academic tasks (graph description, lecture response) for 149 students and (b) an authentic course-based speaking task for 65 students. Strong correlations (.65 < r < .80) were found between TOEFL Essentials speaking scores and evaluations of academic speaking. Among linguistic characteristics, fluency and accuracy variables demonstrated the largest and most consistent correlations across test and non-test tasks. Findings provide evidence relevant to the extrapolation of TOEFL Essentials speaking performances, which are based in part on highly constrained tasks, to academic settings and help inform decisions about test use.
- PaperLanguage Teaching24 Jul 2026
Writing assessment literacy and feedback literacy in second language writing
Zhicheng Mao, Shulin Yu, Icy Lee
This paper explores the intersection of writing assessment literacy and feedback literacy in second language writing contexts.