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- PaperOpenAlex — TESOL research22 Jul 2026
ENHANCING FOREIGN LANGUAGE TEACHING METHODOLOGY THROUGH ARTIFICIAL INTELLIGENCE: A CASE STUDY OF ENGLISH LANGUAGE LEARNING
Farmonova Naimakhon Furkat kizi
AI tools like intelligent tutoring systems and adaptive learning platforms significantly improve vocabulary acquisition, communicative competence, and learner autonomy in English language teaching, though challenges such as teacher readiness and ethical concerns persist.
Original abstract
Artificial Intelligence (AI) is rapidly transforming educational practices, particularly in the field of foreign language teaching. This study explores how AI can enhance English language teaching methodology in higher education. Using a mixed-method research design, the study evaluates the impact of AI-based tools such as intelligent tutoring systems, natural language processing applications, and adaptive learning platforms on students’ language proficiency. The findings reveal that AI significantly improves vocabulary acquisition, communicative competence, and learner autonomy. However, challenges related to teacher readiness, infrastructure, and ethical considerations remain. The study contributes to the development of modern AI-based pedagogical frameworks.
- PaperTESOL Quarterly22 Jul 2026
Pedagogical Translanguaging in Motion: Multimodal Mediation in Preservice Teachers' Storytelling with Young English Learners
Sue Garton, Serdar Tekin
This study investigated how eight preservice English teachers in Turkish primary schools used translanguaging and multimodal strategies during storytelling lessons over eight weeks. Initially, teachers relied on shared linguistic repertoires to manage interaction and scaffold comprehension, but over time they shifted toward increased use of gesture, visuals, and realia while verbal translanguaging became more selective. The findings provide classroom-based evidence of how translanguaging practices evolve and offer implications for multilingual pedagogy and teacher education.
Original abstract
Amid growing interest in multilingual pedagogies, translanguaging has increasingly been positioned as a response to monolingual teaching norms. Yet empirical accounts of what pedagogical translanguaging looks like in everyday classrooms—particularly in teaching English to young learners—remain limited. At the same time, although storytelling occupies a central place in young learner pedagogy, little research has examined how teachers mobilize linguistic and semiotic resources during storytelling lessons. Addressing both gaps, this study draws on the pedagogical translanguaging framework and the Dynamic Model of Multilingualism to investigate the evolving practices of eight preservice English teachers (PSTs) in Turkish state primary schools. The data set comprises 32 video‐recorded storytelling lessons over 8 weeks and follow‐up in‐depth interviews. Findings show that PSTs initially drew on shared linguistic repertoires to manage classroom interaction and scaffold story comprehension. Over time, however, these practices shifted, and translanguaging use decreased as PSTs increasingly employed multimodal strategies, including gesture, visual supports, and realia. Findings suggest how teachers' mediational practices became increasingly adaptive, with verbal translanguaging becoming more selective alongside increased use of multimodal mediation. The study contributes classroom‐based evidence of how translanguaging evolves over time and offers implications for multilingual pedagogy and teacher education in young learner contexts.
- PaperOpenAlex — TESOL research22 Jul 2026
Learners’ perceptions and challenges of microlearning in Indian ESL tertiary education
K. Arunesh Kumar, N. Hema
A quantitative study of 48 Indian ESL undergraduates found positive perceptions of microlearning's flexibility and interactivity, but identified challenges such as poor internet connectivity and content fragmentation. A significant negative correlation between perceptions and challenges indicates that greater obstacles worsen attitudes toward microlearning, highlighting the need for context-sensitive technology integration.
Original abstract
The swift digitalization of higher education has fuelled the curiosity surrounding microlearning as a new form of pedagogy in the field of English Language Teaching (ELT), particularly English as a Second Language (ESL) instruction. Although microlearning is increasingly used globally, little empirical evidence has investigated on how learners perceive microlearning in the context of tertiary level ESL learners in India. This paper explores perceptions of microlearning among ESL learners at the tertiary level, challenges faced by these learners, and the correlation between their perceptions and challenges. Using a quantitative research design, a study involving 48 Indian ESL undergraduate students was conducted, where a structured questionnaire with perception and challenge scales was administered. Data analysis was done using descriptive statistics, reliability analysis, and Pearson correlation. The results indicate that students tend to have positive attitudes towards microlearning, especially its flexibility, interactivity, and vocabulary/grammar acquisition support. Nevertheless, there are still important limitations, including the lack of internet connectivity and issues with content depth and fragmentation. The correlation between the perceptions of learners and the challenges met was statistically significant and negative, denoting that greater impediments have a negative impact on attitudes towards microlearning. The research highlights the significance of technology integration that is learner-focused and context-related and provides pedagogical implications in support of educators, curriculum developers, and policymakers aiming to maximize the use of microlearning in Indian tertiary ESL institutions.
- PaperOpenAlex — TESOL research22 Jul 2026
THE TRANSFORMATIVE ROLE OF ARTIFICIAL INTELLIGENCE IN ENGLISH LANGUAGE TEACHING
Madaminova, Nargizaxon Jahongir qizi,
The integration of artificial intelligence (AI) into English Language Teaching (ELT) is prompting a reevaluation of curriculum development, learner assessment, and teacher responsibilities. A thematic analysis reveals a shift toward personalized learning and data-informed curricula, suggesting AI will redefine teachers' roles and learning objectives rather than replace traditional instruction.
Original abstract
The integration of artificial intelligence (AI) into English Language Teaching (ELT) signifiesa critical evolution in both pedagogical practice and instructional design. As AI technologiesrapidly develop and become widely accessible, educators and researchers are reevaluating thefoundational components of language instruction, including curriculum development, learnerassessment, teacher responsibilities, and communicative goals. This article explores themedium-term implications of AI in ELT, identifying key challenges and opportunities arisingfrom its implementation. A thematic analysis of current discourse in the field reveals a shifttoward personalized learning, data-informed curricula, and the need for new literacies amongboth teachers and learners. The findings suggest that AI will not replace traditional instructionbut rather redefine the teacher's role and reshape learning objectives.
- PaperOpenAlex — TESOL research21 Jul 2026
Methodological guidelines for english language teaching to help parents and educators at CEBG José Marciano Moreno
Manuel Antonio Cárdenas Aguirre, Patrick Alexis Gil Meneses
Designed a participatory English language training program for parents and educators at a multi-grade school in Panama, addressing the lack of specialized teachers and limited parental support. Four interactive sessions covered the importance of English, daily integration strategies, reading techniques, and building a support network. Outcomes included improved teacher methodologies, empowered parents, and a motivational mural symbolizing community unity.
Original abstract
Este proyecto está centrado en el diseño de un programa participativo de formación del idioma inglés, dirigido a padres y educadores del CEBG José Marciano Moreno, en la comunidad de Buen Retiro, Antón, provincia de Coclé. Esta iniciativa surgió ante la problemática de las escuelas multigrado-panameñas, en donde carecen de docentes especializados, y esto le sumamos el limitado apoyo de los padres debido a su desconocimiento del idioma. El objetivo principal es crear una red de apoyo sostenible para mejorar la calidad de la enseñanza, pero sobre todo empoderar a los padres con herramientas prácticas que sirvan como guía en el aprendizaje del idioma inglés. Teniendo como intervención un diagnóstico inicial de necesidades y la implementación de cuatro sesiones de capacitación interactiva. Estas sesiones abordaron temas como la importancia del inglés, estrategias para incorporarlo en la vida diaria, técnicas de lectura y la creación de una red de apoyo. Como resultado, se fortalecieron las habilidades metodológicas de los docentes, se empoderó a los padres con herramientas prácticas y se fomentó la creación de un mural motivacional que simboliza la unión de la comunidad. Este estudio de caso, con enfoque participativo, demuestra que la implicación conjunta de familias y educadores es clave para superar las limitaciones estructurales.
- PaperOpenAlex — TESOL research21 Jul 2026
The Impact of AI Empowerment on the Development of College Students' English Speaking Skills: A Mixed-Methods Analysis Based on Speech Competence Assessment and Self-Directed Learning Efficiency
Jian Li, Luo ZhiYao
A mixed-methods study with 20 Chinese college students found that using the Doubao AI platform for autonomous speaking practice significantly improved fluency, pronunciation, and lexical resources. AI empowerment enhanced self-directed learning efficiency through synergy between self-determination theory and self-regulated learning, though a 'situational gap' between virtual practice and real interaction persisted.
Original abstract
In the context of the digital transformation of global education, artificial intelligence (AI) has become a transformative force in the field of second language acquisition. This study explores the impact of AI empowerment on the development of Chinese college students’ oral English competence and the efficiency of self-directed learning (SDL). The core of the research is to explore the synergy between the self-determination theory (SDT) and the self-regulated learning (SRL) model to clarify the interaction between technology empowerment and psychological mechanisms. Under this framework, SDL is the main learning mode, while SDT provides motivational basis (answering students “why” initiates SDL), and SRL provides strategic guarantee (answering students “how” manages learning process). This study adopts a mixed research method and conducts a six-week quasi-experiment with 20 International Business English majors students from Guangdong University of Foreign Studies. During the winter vacation, participants used the Doubao AI platform for autonomous speaking practice and received instant, data-driven feedback. The data were comprehensively analyzed through pre-test and post-test (measuring fluency, lexical resources, accuracy and pronunciation), validated questionnaires and qualitative interviews. The results show that AI empowerment significantly improves objective speaking ability, especially in terms of fluency, pronunciation and lexical resource. More importantly, the study found that there is a deep synergistic effect between the learner’s motivation process and the strategy process: the satisfaction of the two basic psychological needs of autonomy and ability (SDT) provides the internal motivation for students to enter the three cycle stages of SRL; the effective strategy execution guided by the role of AI “virtual supervisor” further strengthens the learners’ sense of achievement, thus jointly improving the overall SDL efficiency. Despite these advances, the study also found a “situational gap” between virtual practice and real social interaction. This study highlights the importance of an AI-supported teaching model that combines technical efficiency with human-led strategic guidance to optimize the self-directed development of oral English in the digital age.
- PaperOpenAlex — TESOL research21 Jul 2026
The Role of Artificial Intelligence in Lesson Planning and the Development of English Teaching Methods: Teachers’ Perspectives
Azza Elmadani, Shiraz Al-Ali, Salma Mohammed Osman Elias, Mudathir Yousif Mohamed Ahmed et al.
Artificial Intelligence (AI) is transforming English Language Teaching by aiding lesson planning, instructional design, material development, personalized instruction, assessment, and classroom interaction. Teachers report that AI saves time, offers differentiated instruction options, and provides adaptive materials, while ethical concerns include overdependence, plagiarism, privacy, and teacher qualifications. AI is seen as supplementary rather than a replacement for human educators.
Original abstract
In today's world, Artificial Intelligence (AI) represents an innovative factor in education, especially in English Language Teaching (ELT). The purpose of this research paper is to explore the influence of AI on lesson planning and English teaching methodologies based on teachers' insights. Specifically, it will be considered the impact of AI on instructional design, material development, personalized instruction, assessment, and classroom interaction in the context of English language teaching. For analysis, a qualitative-descriptive and analytical approach will be applied using a review of empirical findings, scientific literature, and personal experience related to integrating AI in ELT. According to results, artificial intelligence contributes to teachers' performance by saving their time, offering options for differentiated instruction, providing adaptive instructional materials, and enabling innovation in the pedagogy field. At the same time, the use of technology is viewed as supplementary to traditional educational activities rather than replacement to human educators. Ethical aspects associated with the integration of AI in the process of education, overdependence on AI-based resources, plagiarism and academic integrity, privacy protection issues, and teacher qualifications should be considered in the case of English teaching.
- PaperOpenAlex — TESOL research21 Jul 2026
An Exploratory Investigation of ELT Instructors’ Attitudes Toward Bilingual Medium of Instruction (BMI) and the Role of Technology in Bangladeshi Classrooms
Bushra Jesmin Trisha, Swaha Das, Ritu Ghosh
A survey of 18 ELT instructors at a Bangladeshi university found 88.9% support for bilingual medium of instruction (BMI), citing improved comprehension and learner confidence. However, 66.7% worried about reduced English exposure, and most reported barriers such as inadequate training, restrictive policies, and limited resources. Instructors held positive attitudes toward AI tools and gamification, though implementation varied with available resources.
Original abstract
This study investigates the outlooks, reported practices, and perceived constraints of English Language Teaching (ELT) instructors concerning Bilingual Medium of Instruction (BMI) in Bangladeshi university classrooms. Eighteen instructors from Feni University participated in a structured survey. The research is organized around three objectives: (a) examining instructors’ perceptions of translanguaging practices, (b) investigating the obstacles they report when implementing bilingual instruction, and (c) exploring how technological integration may facilitate translanguaging pedagogy. Within this sample, 88.9% of respondents indicated support for bilingual instruction, citing enhanced comprehension, increased learner confidence, and faster learning as the most frequently reported benefits. Approximately 66.7% of participants expressed concern about reduced English exposure, and a majority reported inadequate training, restrictive institutional policies, and limited bilingual resources as recurring barriers. Respondents held positive attitudes toward AI-driven tools and gamification, although the extent of implementation appeared to vary with available resources. The study discusses these findings in relation to each research objective, situating the sample-level results within the broader literature on translanguaging, language policy, and educational technology. The discussion concludes with practical implications for teacher education, institutional policy, and bilingual resource development, and acknowledges the limitations of the current study alongside directions for future inquiry.
- PaperOpenAlex — TESOL research21 Jul 2026
Teachers’ Perceptions Towards Learner-Centered Techniques: A Gateway to Educational Enrichment
Manda Paudel, Shiv Ram Pandey, V. Girija, Sameer Madasseri
Secondary-level English teachers in Kathmandu value learner-centered techniques such as group work, problem-based learning, and project-based learning for effective teaching, but face challenges including time constraints, large class sizes, and inadequate resources.
Original abstract
This research article entitled ‘Teachers’ Perceptions Towards Learner-Centered Techniques in English Language Teaching Classroom’ aims to explore secondary-level English teachers’ perceptions towards learner-centered techniques in English language teaching classrooms in terms of group work, problem-based learning, and project- based learning. To meet the objectives of this study, ten English language teachers of secondary level from five institutional and five community schools located in Kathmandu district were selected as participants. The participants were selected using a purposive sampling strategy. The researcher collected data by using semi-structured interviews. The collected data were first transcribed and then analyzed thematically. After analysis and interpretation of the data, it was found that the majority of the teachers understand the value of learner-centered techniques for effective teaching in ELT classrooms. This study found that teachers faced challenges while implementing learner-centered techniques in their classrooms, for example, limitation of time, a large number of students, and inadequate resource materials.
- PaperOpenAlex — TESOL research21 Jul 2026
English Language Teaching and Learning Program (DOS)
A program is described for English language teaching and learning, possibly under the Department of State.
- PaperOpenAlex — TESOL research21 Jul 2026
Language Development of International Adoptees
Elena L. Grigorenko
This chapter reviews the scarce research on language development in internationally adopted children, focusing on the role of age at adoption in second language acquisition, maintenance of the birth language, overall language outcomes, and the predictive value of language skills for broader development.
Original abstract
This chapter reviews research on language development in IA children. Compared to the extensive literature on attachment and mental health, as well as the substantial bodies of research on cognitive development and educational achievement, studies focusing on language development in this subpopulation of children remain relatively scarce. Nevertheless, the unique combination of factors shaping IA children’s developmental trajectories makes their language acquisition an important area of inquiry. In this chapter, I examine the existing literature with particular attention to: (a) the age at adoption and its role in second language acquisition and related critical periods; (b) the maintenance of the birth language alongside learning new languages; (c) overall language functioning outcomes; and (d) the predictive value of second language acquisition for broader developmental domains such as cognition and communication.
- PaperTESOL Quarterly21 Jul 2026
Receptive Meaning‐Recall Knowledge of Derivational Morphology Among EFL Learners: A Case for L1 ‐Population‐Specific Assessment
Mastoor Al‐Kaboody, Geoffrey G. Pinchbeck, Joseph P. Vitta, Christopher Nicklin et al.
Arabic-speaking EFL learners consistently perform better on base word meaning-recall than on derived forms, with proficiency level moderating this gap but not eliminating substantial knowledge deficits. These findings support a (f)lemma-based approach to vocabulary assessment and instruction for low-to-intermediate proficiency Arabic-speaking learners, highlighting the need for explicit teaching of derivational morphology.
Original abstract
Vocabulary knowledge plays a crucial role in L2 proficiency, significantly impacting learners' reading comprehension. Although extensive research has explored whether knowledge of base words extends to recognition of derivational forms, results are inconsistent, especially among learners from non‐Indo‐European linguistic backgrounds. This study investigates the relationship between base word knowledge and comprehension of derivational forms among Arabic‐speaking EFL learners, examining how this relationship varies with proficiency. Using a meaning‐recall vocabulary test consisting of 30 base words and 46 derivational forms, data from 108 learners across four Common European Framework of Reference (CEFR) levels (Below A1 to B1+) were analyzed through logistic mixed effects modeling. Results indicated that learners consistently performed better with base forms than derivations, with proficiency significantly moderating this relationship. Higher proficiency learners showed increased accuracy, but substantial knowledge gaps persisted across all proficiency levels, highlighting the complexity of derivational morphology for Arabic‐speaking learners. These findings support a (f)lemma‐based approach in vocabulary assessment and instruction for low‐ to intermediate‐proficiency Arabic‐speaking learners, emphasizing the need for explicit attention to derivational morphology in curriculum design and instructional practices.
- PaperOpenAlex — TESOL research20 Jul 2026
The Role of Lexical Background in English Vocabulary Acquisition in Mexico
Claudia Andrea Durán Montenegro, Alicia Marcela Rendón Castro, Mabel González Jiménez
The study investigated how Mexican learners' prior lexical knowledge from media exposure affects English vocabulary acquisition. It argues that instruction should activate familiar English-related words and cognates rather than assuming no prior contact. The findings highlight pedagogical strategies for building on students' existing linguistic resources.
Original abstract
This study examines the role of prior lexical knowledge in English vocabulary acquisition among Mexican learners.It argues that vocabulary instruction often underestimates the English-related words, cognates, and culturally familiar lexical items that students have already internalized through everyday exposure to media, technology, music, sports, and popular culture.Rather than treating learners as if they had no previous contact with English, the study proposes that teachers should identify and activate this existing knowledge to support more meaningful and efficient vocabulary learning.By connecting new lexical input with words students already recognize and use, instruction can promote comprehension, confidence, and motivation.The study concludes that recognizing learners' linguistic resources has important pedagogical implications for English language teaching in Mexico.
- PaperOpenAlex — TESOL research20 Jul 2026
Teaching with Technology, Leading with Values: ELT Teachers and the Future of AI in Education
Senem Zaimoğlu
This paper explores how ELT teachers can integrate AI in education while upholding humanistic values, emphasizing the need for value-driven leadership in technology adoption.
- PaperOpenAlex — TESOL research20 Jul 2026
Edutainment Through Translanguaging Practices: A Multimodal Discourse Analysis of Short‐Form English Instructional Videos on Douyin
Yongli Qin, Baizhi Yin
Analyzes how short-form English instructional videos on Douyin use translanguaging and multimodal resources to achieve edutainment. A song and a role-play video show that creators flexibly blend multilingual and multimodal elements, stimulating positive emotions and redefining the education-entertainment relationship. Extends translanguaging research into dynamic short-form video contexts.
Original abstract
Recent research in applied linguistics has increasingly attended to translanguaging practices in digitally mediated contexts, yet relatively little is known about how translanguaging practices achieve edutainment within the context of the highly compressed short‐form videos as dynamic discourse on Douyin, China's localized counterpart to TikTok. Drawing on translanguaging theory and multimodal discourse analysis, the study analyzes a song video and a role‐play video for English language teaching. The findings show that content creators flexibly draw on diverse multilingual and multimodal resources. The orchestration of these translanguaging resources has created unique ways for the realization of edutainment in the song video and role‐play video, respectively. The findings also indicate that the use of diverse translanguaging resources in each type of video stimulates positive emotions. By providing the reconceptualization of edutainment, this study is positioned as a complementary study grounded in a specific empirical context. This study not only extends translanguaging scholarship into the dynamic context of short‐form videos on Douyin but also re‐examines the relationship between education and entertainment, enriching existing scholarly understandings of edutainment.
- PaperLanguage Teaching Research20 Jul 2026
Motivation Through Extensive Reading: A Self-Determination Theory Perspective on Young Learners of English as a Foreign Language
Jing Zhou, Mark Feng Teng, Yuman Xiao
A semester-long extensive reading program significantly increased English learning motivation among 81 Chinese middle school EFL students, particularly intrinsic and identified regulation. Qualitative data revealed heightened interest, sense of achievement, and social reading interactions as key drivers. Findings support broader implementation of extensive reading to foster motivation in young EFL learners.
Original abstract
This study investigates the impact of an extensive reading program on the English learning motivation of young middle-school learners of English as a foreign language, utilizing the self-determination theory framework. Eighty-one Grade 7 students participated in a semester-long extensive reading program designed to provide supportive conditions by allowing students to select reading materials that matched their proficiency levels and personal interests. Employing a mixed-methods approach, quantitative data were collected through pre- and post-motivation questionnaires measuring intrinsic motivation, external regulation, introjected regulation, and identified regulation, whereas qualitative data were obtained from student interviews and teacher focus groups. This study identified a multi-factor structure of motivation. It also revealed a significant increase in overall motivation, with intrinsic motivation, identified regulation, introjection regulation, and external regulation notably enhanced. Qualitative findings identified key factors contributing to motivational changes, including heightened interest in English classes, English subject, and English language; a greater sense of achievement; improved academic performance; and increased social interactions during reading activities. The study confirms extensive reading as an effective approach for fostering motivation of learning English and suggests its broader implementation among middle school learners of English as a foreign language.
- PaperTESOL Quarterly19 Jul 2026
Collaborative Development of a Research Agenda to Claim Language Teaching as a Site of Knowledge Production
Yoshiyuki Nakata, Xuesong (Andy) Gao
This paper argues for a collaborative approach to developing research agendas in TESOL, involving both researchers and practitioners. It outlines a six-step process for creating inclusive research agendas that strengthen the link between research and practice. The authors advocate for the agentic involvement of teachers and practitioners as knowledge producers.
Original abstract
The development of research agendas is a crucial component of the process of reclaiming teaching as a site of knowledge production in language education research. However, in the TESOL field, the research agenda (RA) has traditionally been defined in relation to a gap between research and practice. Researchers often justify their work by highlighting significant disciplinary knowledge gaps. Therefore, when developing an RA, we must ask ourselves: (1) Whose interests does the RA serve? (2) Who should be involved in setting the RA? And (3) how can the RA be created and promoted? Engaging proactively with these questions encourages collaboration with practitioners and strengthens the link between research and practice. This approach helps us establish inclusive research agendas that benefit knowledge producers, including teachers, students, policymakers, and researchers. An RA should emerge from a collaborative and consultative process involving both researchers and teachers as practice researchers. Collaborative RA development involves several steps: (1) understanding the needs of the educational context; (2) formulating a preliminary research design and questions that incorporate practitioners' perspectives; (3) conducting a literature review to help researchers and teachers as knowledge producers understand the research's significance; (4) selecting methods aligning with the research design and questions, ensuring consistency with the RA; (5) providing readers with detailed information about the RA to offer context; and (6) publishing in a medium and forum aligned with the RA. This article discusses these steps in detail, outlines strategies for their implementation, illustrating the collaborative process for developing research agendas in TESOL. From a practical perspective, this paper argues for the agentic involvement of both researchers and practitioners in developing RAs, highlighting the connections between their roles in the research process and raising researchers' awareness of research practices that foster a virtuous circle between research and practice.
- PaperLanguage Teaching Research18 Jul 2026
The Effect of Text Shadowing on English Language Learners’ Pronunciation Development: A Quasi-Experimental Study
Mishelle Kehoe-Seamons, Mark Tanner, K. James Hartshorn, Rob Martinsen
A ten-week quasi-experimental study examined the effect of text shadowing on intermediate-level adult English language learners' pronunciation. While both treatment and control groups improved significantly in fluency, comprehensibility, and accentedness, no significant differences were found between groups on any measure. Participants in the treatment group reported positive qualitative feedback, suggesting shadowing may be a valuable addition to oral communication curricula.
Original abstract
Shadowing is a technique that has been shown to significantly improve English language learners’ (ELLs) oral fluency and comprehensibility. However, previous research showing dramatic gains over time for ELLs has varied in design, with some studies including control groups and others not, thus complicating interpretations of efficacy. These studies have also been conducted in English and other languages with attention to advanced-level ELLs and beginning-level ELLs. Additional research is needed to provide insight into the effect of shadowing on intermediate learners, as well as using treatment and control groups to get a more accurate picture of identified changes in fluency, comprehensibility, accentedness, and imitative ability. A ten-week quasi-experimental study of text shadowing practice was conducted with intermediate-level adult ELLs studying in a large western university’s intensive English program (IEP). Speech samples from the pretest and posttest were rated by non-expert native English-speaking raters for fluency, comprehensibility, accentedness, and the quality of imitative speech on nine-point Likert scales, as has been used in other pronunciation studies. A repeated-measures ANOVA showed that all participants improved significantly from the pretest to posttest in fluency and comprehensibility, with a reduction in their accentedness. While raw gain scores tended to be higher in the treatment group than the control group, the analysis showed no statistical difference between the groups in any of the four measures. The treatment group participants did share positive qualitative feedback regarding shadowing, emphasizing the value of this dynamic activity in an oral communication curriculum.
- PaperLanguage Teaching Research17 Jul 2026
Not the Artificial Intelligence, but the Sequence: Instructional Design and Oral Communication Strategy Development
Zola Chi-Chin Lai
This study compared oral communication strategy development across three EFL speaking course formats: a structured BOPPPS sequence with integrated ChatGPT use, self-directed AI use, and traditional teacher-led instruction. The BOPPPS-based class showed the strongest strategic gains, while the AI-flex class showed the smallest increases. Findings indicate that instructional design, not AI availability, drives strategic growth.
Original abstract
This study examines how instructional design shapes the development of oral communication strategies in an 18-week English-as-a-foreign-language speaking course, at a time when generative artificial intelligence is often assumed to enhance speaking performance. All three classes worked with the same curriculum and speaking tasks. One class learned through a BOPPPS (Bridge-In, Objective, Pre-Assessment, Participatory Learning, Post-Assessment, and Summary) based sequence in which students prepared ideas, participated in guided speaking activities, and reviewed their performance, with each cycle including a stage where they generated their own content before using ChatGPT to refine it. A second class received regular teacher guidance and completed the same tasks, but their use of ChatGPT was self-directed and not part of a fixed sequence (the artificial intelligence-flex condition). A third class covered the same material through teacher-supported face-to-face interaction without artificial intelligence (the traditional condition). Learners completed the Oral Communication Strategy Inventory at the beginning and end of the semester and provided reflections on how their course format influenced their speaking. The findings show a clear hierarchy in strategic development. The BOPPPS based class demonstrated the strongest gains, especially in negotiation for meaning, fluency regulation, and accuracy monitoring. The traditional class showed moderate improvements, particularly in nonverbal and social-affective strategies. The artificial intelligence-flex class displayed the smallest increases, a pattern reflected in learners’ descriptions of artificial intelligence-driven exchanges involving fewer occasions to plan, clarify, or monitor meaning. Overall, the results indicate that strategic growth is driven primarily by instructional design, with artificial intelligence contributing meaningfully only when situated within a structured pedagogical frame.
- PaperLanguage Teaching Research17 Jul 2026
When Does it Really Matter? Exploring the Conditions under which Gestures Affect Students’ Language Recall, Pronunciation Accuracy, and Cognitive Load in the EFL classroom
Ying Wang
This study investigated the conditions under which gestures effectively support EFL learning through three experiments with university-level learners. Results showed that gestures enhance recall and pronunciation accuracy when they are iconic, actively imitated, and temporally aligned with speech, while misaligned gestures increase cognitive load. Findings highlight the need for deliberate integration of meaningful, well-timed gestures in both human and AI-mediated language instruction.
Original abstract
Gestures are widely recognized as an integral aspect of multimodal communication and language learning. However, the conditions under which they effectively support learning remain unclear. This study investigated when gesture matters in English as a foreign language (EFL) learning through three controlled experiments. Experiment 1 (3 × 2 design) examined the effects of gesture type (iconic, deictic, metaphoric) and production mode (human tutor vs. virtual agent). Experiment 2 compared gesture engagement (watch vs. imitate), while Experiment 3 tested gesture timing (synchronous, gesture-first, misaligned). University-level EFL learners participated in 30-minute instructional sessions, with outcomes measured in language recall, pronunciation accuracy, and cognitive load using multivariate analysis of covariance. Results showed that gesture enhances learning selectively rather than uniformly. Higher recall and pronunciation accuracy were observed when gestures were iconic, actively imitated, and temporally aligned with speech. Misaligned gestures increased cognitive load and reduced performance. Differences between human tutors and virtual agents were present but modest. These findings extend embodied cognition by demonstrating that gesture effectiveness depends on the alignment of representational clarity, learner engagement, and gesture-speech timing. The study highlights the need for deliberate integration of meaningful and well-timed gestures in both human and language instruction mediated by artificial intelligence (AI).
- PaperTESOL Quarterly17 Jul 2026
Tracing the Change in the Status of a Language Teacher in University Governance through English Medium Instruction
Ikuya Aizawa, Yuka Akiyama
A longitudinal case study of one language teacher in a Japanese engineering school found that top-down EMI implementation raised the teacher's status in faculty governance and enabled collaboration with a senior content teacher, leading to formalized EMI support and recognition of language support in engineering education.
Original abstract
This article examines how a top‐down English medium instruction (EMI) decision changed a language teacher's status and participation in faculty governance in a graduate engineering school at a national university in Japan. Using a longitudinal single‐case design, the study follows one language teacher across the period from policy announcement to early rollout of EMI implementation. Data comprise three milestone interviews, audio‐recorded research‐practice meetings, reflective journals and implementation documents. Two main findings emerged. First, EMI acted as a catalyst for cultural change by raising the status of the language teacher in a setting where language support had been dismissed as a distraction from “real” engineering. Second, EMI granted the language teacher access to collaborate with a senior content teacher, who served as a gatekeeper to institutional leadership. This collaboration resulted in the formal establishment of EMI support provision and repositioned language support as a recognized component of engineering education. We found that EMI transformed not only the teacher's participation in governance but also faculty‐wide decision‐making processes. The study demonstrates how process tracing can document the decision‐making mechanisms that contribute to institutional cultural change during a faculty‐level transition to EMI.
- PaperReCALL17 Jul 2026
The effect of high-immersion virtual reality environments on L2 learners’ socio-emotional variables: A meta-analysis
Yulia Khoruzhaya, Kara Moranski, Alexandra Neuenschwander, Nicole Ziegler
A meta-analysis of 18 studies (n=996) found that high-immersion virtual reality (HiVR) significantly improved L2 learners' socio-emotional outcomes, including presence, self-efficacy, motivation, and engagement, while reducing anxiety, compared to low-immersion instruction. The overall effect size was g=0.50, with variability explained by learner proficiency and target language, but not by educational level or VR design features.
Original abstract
The effect of high-immersion virtual reality (HiVR) on second language (L2) learners’ socio-emotional responses has gained increasing attention in recent years, though findings remain mixed. This study meta-analyzed 18 primary studies (31 effect sizes, n = 996) published between 2019 and 2024 to examine (a) the overall effect of HiVR on L2 learners’ socio-emotional variables as compared with low-immersion (2D) language instruction and (b) the extent to which this effect varies as a function of three groups of moderators, including specific socio-emotional variables as well as learner- and treatment-related characteristics. Regarding educational level, the included studies evaluated secondary and postsecondary L2 learners. Using a random-effects model, the resulting aggregate effect size across studies was g = 0.50. Subsequent moderator analyses showed that HiVR significantly increased L2 learners’ sense of presence, self-efficacy, motivation, and engagement, while reducing anxiety as compared to less immersive experiences. Additionally, variability in the effect of HiVR was explained by learners’ proficiency level and target language. No significant moderating effect was identified for educational level, HiVR content, HiVR learning activities, and head-mounted display type. These findings underscore HiVR’s potential as a powerful tool for improving socio-emotional outcomes in L2 learning.
- PaperTESOL Quarterly16 Jul 2026
Fostering Fine‐Tuned Prompt Literacy for Multimodal Writing: A Systemic Functional Linguistics‐Informed Framework
Xiao Tan, Chaoran Wang, Ruonan Zhao
This paper introduces a Systemic Functional Linguistics-informed pedagogical framework for fine-tuned prompt literacy in GenAI-assisted multimodal writing. It demonstrates that separating instruction on multimodal and GenAI literacies hinders effective multimodal composition, and that the framework, which guides students in designing prompts based on ideational, interpersonal, and textual metafunctions, enhances GenAI-integrated digital multimodal composing in ESL writing courses.
Original abstract
The rise of GenAI‐powered image generation tools presents new opportunities for English learners to engage in digital multimodal composing (DMC) in both creative and critical ways. At the same time, it calls for a reconceptualization of DMC pedagogy in language education. In this article, we build on the concept of fine‐tuned prompt literacy (Kang & Yi, 2023) in the context of GenAI‐assisted multimodal writing and introduce a pedagogical framework informed by Systemic Functional Linguistics (SFL) to support its development and implementation. We conceptualize fine‐tuned prompt literacy at the intersection of multimodal literacy and GenAI literacy, emphasizing the need for students to envision meaningful GenAI outcomes and engage with GenAI tools critically and strategically. Drawing on our research on ESL students' photo essay creation with GenAI image generators, we show that separating instruction on multimodal and GenAI literacies may hinder students' process of creating multimodal resources in an intentional and rhetorically effective way. To address this gap, we present an SFL‐informed framework that guides students in designing prompts based on the ideational, interpersonal, and textual metafunctions. Teaching observation and students' writing from a first‐year ESL writing course illustrates the framework's potential to enhance GenAI‐integrated DMC instruction. This brief report offers both theoretical insights and practical strategies for teaching multimodal writing in the era of GenAI.
- PaperLanguage Teaching Research16 Jul 2026
Comparing Teacher and Artificial Intelligence Scoring in Writing Assessment: A Generalizability Theory Analysis
Burak Asma
Compared teacher and AI scoring of middle school essays with and without rubrics using generalizability theory. AI tools showed higher consistency and better differentiation of individual differences, while teachers were influenced by biases and mood. Teachers acknowledged the potential of rubrics and AI feedback for more consistent results.
Original abstract
This study examined the use of artificial intelligence tools, which have garnered significant attention in recent years, in the assessment and evaluation processes of language education. For this purpose, student essays were scored by Turkish middle school teachers and artificial intelligence tools both with and without the use of a rubric, and the findings were evaluated based on generalizability theory. Additionally, the research findings were shared with participants to gather qualitative data, which were analysed using the inductive thematic analysis method to support the research results. The findings revealed that in evaluations conducted without a rubric, teachers were limited in their ability to distinguish individual differences and demonstrated low scoring consistency. In contrast, artificial intelligence tools were more effective in distinguishing individual differences and exhibited high consistency. In evaluations conducted using a rubric, scoring consistency increased in both groups, although, as in the first evaluation, artificial intelligence tools demonstrated a higher level of consistency. Regarding the research findings, teachers expressed that individual biases, mood, and professional experiences influenced their scoring processes and emphasized the potential of rubrics and artificial intelligence-supported feedback systems for achieving more consistent results. Artificial intelligence tools, on the other hand, highlighted their independence from subjective factors but stressed the need for more diverse and generalizable datasets to further enhance their evaluation capacities.
- PaperLanguage Teaching Research16 Jul 2026
Transforming Traditional Translation Training: The Role of Policy, Practice, and Institutional Support in Student Skill Enhancement
Kang Gao, Wenjing Dong
This study examines how English education policies at national, institutional, and classroom levels affect translation training, using a mixed-methods design with interviews and surveys. Results show that translation training is significantly associated with policy, and positively related to innovative training models, career readiness, perceived training quality, practical skill acquisition, and intercultural competence. The findings highlight the importance of policy-practice alignment for preparing translation students for global professional contexts.
Original abstract
Globalization has revolutionized translation training, and English education policies have encouraged more practical, innovative, and, in this regard, oriented teaching approaches. This study investigates the multi-level effects of English education policies on translation training at the national (macro), institutional (meso), and classroom (micro) levels, with particular attention to how policy influences the adoption of innovative instructional models and students’ perceived learning-related outcomes. Using a mixed-methods design, qualitative data were gathered through semi-structured interviews with 78 respondents, including policymakers, administrators, instructors, and students, whereas quantitative data were collected through a survey of 436 translation students (undergraduate and postgraduate). Qualitative data were analyzed using NVivo, and SPSS and SmartPLS were used to analyze quantitative data. The results indicate that translation training (β = .373, p < .001) is significantly associated with English education policies. Moreover, translation training is positively related to innovative training models (β = .302), career readiness (β = .268), perceived training quality (β = .318), practical skill acquisition (β = .292), and intercultural competence (β = .285), all at p < .001. These findings illustrate the focal point of translation training as one of the critical mechanisms through which policy is connected to various perceived academic and professional outcomes. University cooperation and pedagogical development at the institutional and classroom levels are also associated with perceived quality and applicability of translation training programs. Its uniqueness lies in that it combines several dimensions of outcomes in one analytical framework and provides a clear understanding of policy–practice alignment. The results suggest that translating students need effective policy–practice integration to be associated with students’ perceived preparedness for global professional contexts.
- PaperTESOL Quarterly15 Jul 2026
Effects of Motivational Interventions on EFL Learners' Learning Effort and Achievement: An L2 Motivational Self System Perspective
Xuejun Ye, Guangwei Hu
Three motivational interventions (traditional strategies, vision-based, and combined) based on L2 motivational self system theory were tested on 391 Chinese junior secondary EFL learners. All interventions improved learning effort and achievement immediately, but only the vision-based and combined approaches sustained achievement gains after four months, while all three maintained effort.
Original abstract
Grounded in the L2 motivational self system theory, this quasi‐experimental study investigated the impact of three motivational interventions on two outcome measures: L2 learning effort and L2 achievement. A total of 391 Chinese junior secondary students were assigned to four conditions: a control group receiving no motivational instruction, and three experimental groups exposed to either traditional motivational strategies (MSs), vision‐based MSs, or a combined approach integrating both types of strategy. The effects of the interventions were assessed through questionnaires and tests administered at three time points to monitor changes in both outcome variables. The respective and relative effects of the interventions were determined by two‐way mixed design ANOVAs and post‐hoc pairwise comparisons. Results indicated that all three motivational treatments produced significantly positive effects on both outcome variables immediately following the interventions. All three motivational treatments sustained their positive effects on L2 learning effort, but only the vision‐based and combined treatments maintained their impact on L2 achievement. Moreover, all motivational treatments had comparable effects on L2 learning effort both during and 4 months after the interventions. Although all interventions were similarly effective on L2 achievement during the treatment period, the vision‐based and combined interventions outperformed the traditional MS intervention in terms of sustained effects.
- PaperReCALL13 Jul 2026
Fostering generative AI-supported self-regulated learning (GenAI-SRL) in informal digital language learning through literacy and interactions: A two-stage PLS-SEM-ANN approach
Xiaoqi Wang, Lawrence Jun Zhang
A study of 343 Chinese university foreign language learners used PLS-SEM and ANN to examine how GenAI literacy and interactions influence self-regulated learning (SRL) in informal digital language learning. Awareness and evaluation dimensions of GenAI literacy predicted GenAI-SRL, while usage and ethics did not. Student–student, student–teacher, and student–GenAI interactions facilitated GenAI-SRL, with student–student interaction as the strongest predictor, and awareness and evaluation partially mediated the effects of student–student and student–teacher interactions.
Original abstract
Generative artificial intelligence (GenAI) enables foreign language learners to extend their learning beyond formal instruction and develop their autonomy. However, research has not adequately examined how learners regulate their learning with GenAI or how their GenAI literacy and multiple types of interactions influence their self-regulated learning (SRL) in GenAI-supported informal digital language learning settings. We address this gap by analyzing data from 343 Chinese university foreign language learners through partial least squares structural equation modeling (PLS-SEM) and artificial neural networks (ANN). PLS-SEM showed that awareness and evaluation significantly predicted GenAI-supported SRL (GenAI-SRL), whereas usage and ethics did not. Student–student, student–teacher, and student–GenAI interactions emerged as facilitators of GenAI-SRL. These three interaction types also significantly influenced most GenAI literacy dimensions, with three of them predicting awareness, usage, and evaluation, while only student–student and student–GenAI interactions significantly predicted ethics. Mediation analysis demonstrated that awareness and evaluation partially mediated the effects of student–student and student–teacher interactions on GenAI-SRL. The mediating pathways through student–GenAI interaction were not significant. ANN models identified student–student interaction as the strongest predictor of GenAI-SRL. These findings inform GenAI literacy development and the design of systems to support GenAI-SRL in informal learning contexts.
- PaperReCALL13 Jul 2026
The effectiveness of computerized dynamic assessment in improving L2 performance: A three-level meta-analysis
Qi Lu, Mengqi Chen, Lianrui Yang, Shaofeng Li et al.
A three-level meta-analysis of 35 studies found that computerized dynamic assessment (C-DA) has large positive effects on L2 performance, with cake format (mediation embedded in the test) yielding larger effect sizes than sandwich format (mediation between pretest and posttest). Moderator analyses identified number of items, test content, and learners' first language as significant factors influencing C-DA effectiveness.
Original abstract
The growing body of research on the effects of computerized dynamic assessment (C-DA) on second language (L2) learning underscores the need for a comprehensive research synthesis to identify future research directions and inform the application of C-DA in L2 educational contexts. This meta-analysis employed a three-level modeling approach to examine the effectiveness of C-DA in improving L2 learners’ performance. It synthesized 27 effect sizes from cake format designs, in which mediation is embedded within the test sequence, and 24 effect sizes from sandwich format designs, where mediation is delivered between a pretest and a posttest, across 35 studies published between 2000 and May 27, 2025. This study also investigated the key variables that moderate C-DA effectiveness. Findings reveal large, significant positive effects of both the cake and sandwich formats on L2 performance improvement (cake format: g = 2.120, p < .001; sandwich format: g = 1.676, p < .001), with the cake format tending to yield larger effect sizes. This may be because the cake format captures gains during mediation, whereas the sandwich format reflects post-mediation outcomes. Moderator analyses show that the number of items, test content, and learners’ first language affect C-DA effectiveness in promoting L2 performance. Drawing on the synthesized findings, this study contributes to theoretical, methodological, and technological understandings of C-DA and offers suggestions for future research in this domain.
- PaperComputer Assisted Language Learning12 Jul 2026
Engagement without attainment? Exploring AI-assisted language learning through SLA theories
Murod Ismailov, Yuichi Ono, Thomas K.F. Chiu
This study explores how AI-assisted language learning aligns with Second Language Acquisition (SLA) theories, questioning whether engagement with AI tools leads to actual attainment.
- PaperTESOL Quarterly12 Jul 2026
“Disciplinary Writing Is Like Playing with Legos”: Exploring a Multilingual International Student's Navigating Science Writing
Hongye Zeng, Laura Mahalingappa
A 3-year case study of an undergraduate multilingual international student reveals that, despite limited or harmful instruction, the student used translingual, multimodal, and GenAI strategies to navigate science writing, gradually reframing it from high-stakes evaluation to an agentive process of professional identity formation. The findings underscore the need for linguistically responsive pedagogy that treats disciplinary writing as a space for engagement rather than just assessment.
Original abstract
This study explores the experiences of an undergraduate multilingual international student in becoming a science writer at a large public university. Taking the lenses of identity and investment, language socialization and multiliteracies, we address the question: How does a college‐aged multilingual science student navigate disciplinary writing over time? Interviews using talk around text based on the student's disciplinary writing samples over 3 years tracked his unique learning progress. Findings reveal he employed strategies including translingual, multimodal, and interdisciplinary practices and used GenAI to participate in disciplinary writing tasks, particularly when instruction and feedback were limited or harmful. The student gradually shifted from seeing disciplinary writing as a high‐stakes evaluation to understanding it as an agentive process of enacting future professional identity. By centering the lived experience of a multilingual writer, the study offers insights into the challenges and possibilities of disciplinary writing development in higher education (HE) classrooms. It provides a window into how students demonstrate resilience and agency to support learning, build disciplinary knowledge, and envision professional futures. The findings call for more linguistically responsive pedagogical practices in HE science, technology, engineering, and mathematics fields that go beyond writing as a tool for assessment, but rather a vital space for disciplinary engagement and identity formation.