Computer Assisted Language Learning (CALL)

A  Inteligência  Artificial  tem  sido  objeto  de  estudo  em  diferentes  setores  da  sociedade,  inclusive  no ambiente educacional. Este artigo apresenta um recorte dos resultados de uma dissertação de Mestrado que  teve  como  objetivo  verificar  se  essa  ferramenta  tecnológica  pode  contribuir  para  a  melhoria  da escrita  dos  estudantes.  O  estudo  foi  desenvolvido  a  partir  de  uma  pesquisa  bibliográfica  em  que  se integra os conceitos de letramento digital e Inteligência Artificial. Além disso, houve  coleta de dados em uma oficina de produção de texto, em que os participantes produziram dois textos, um sem auxílio de IA e outro com suporte do ChatGPT, ferramenta generativa escolhida para a oficina. A investigação, com abordagem qualitativa, teve  como base a  comparação dos textos produzidos a partir da  análise discursiva, considerando elementos como coerência temática, argumentos relevantes e convincentes, conexão sequencial e marcas de autoria.  Os resultados evidenciam que, a Inteligência Artificial auxilia nas  aulas  de  produção  de  texto  quando  usada  como  ferramenta  para  tirar  dúvidas.  No  entanto,  os estudantes demonstraram certa imaturidade, não conseguindo explorar de maneira produtiva todas as possibilidades de aprendizagem que ela viabiliza.  Tal proposição nos leva a inferir que, mesmo em aulas que envolvam tecnologia, é de extrema importância a ação mediadora do professor. Ao final da pesquisa foi possível concluir que o uso da IA trouxe alguns resultados parcialmente satisfatórios na elaboração  dos  textos,  diante  disso,  são  necessárias  mais  investigações  para  continuar  testando  sua aplicabilidade nas aulas de produção de texto do Ensino Médio.

Anchored in a framework that merges the Technology Acceptance Model (TAM) with Sociocultural Theory (SCT), this research investigates how university EFL instructors in Saudi Arabia, Egypt, Mexico, and Turkey are integrating Generative AI (GenAI) tools into their practice. The analysis moved beyond the simplistic view that technology uniformly enhances learning. Instead, it considered pedagogical beliefs, individual attitudes toward GenAI, the perceived strength of institutional support, the level of trust in the tools, and the core TAM constructs. A cross-sectional survey data from 307 instructors, 210 of whom indicated they were actively deploying GenAI in their classes, were analyzed. Results uncovered crossnational variation in pedagogical orientation and institutional affordances. Mexican and Turkish participants tended to favour constructivist approaches, while Saudi and Egyptian colleagues were more rooted in transmissive pedagogies. Constructivist orientations were consistently linked to higher ratings of perceived utility and ease of use. Attitudes toward GenAI proved to be the strongest predictor of intention to use, which, together with perceived usefulness, also predicted actual classroom use. In contrast, perceived trust and institutional support did not manifest as direct drivers of use, highlighting a gap between what instructors intend and what they enact. By merging TAM cognitive orientation with SCT emphasis on the wider sociocultural setting, the research contributes a layered understanding of the factors shaping GenAI uptake in EFL settings. The findings underscore a mix of opportunities and challenges, stressing the need for belief-sensitive professional development, culturally responsive policies, and ethically informed design of AI tools for language education.

Generative Artificial Intelligence (GAI) tools have had a major impact on English Language Teaching (ELT). Thus, there is a dire need to understand how teachers use and integrate GAI in different contexts and educational settings. The Technological Pedagogical Content Knowledge (TPACK) model has been widely used to frame teachers' integration of this technology. The current study aimed to describe the knowledge, integration and use of GAI tools from a sample of English teachers from different educational levels in Colombia, a context less frequently studied in this emerging area of knowledge. A quantitative approach was adopted, using a non-experimental, cross-sectional design. A questionnaire based on the TPACK framework was administered to 76 English teachers across three institutional contexts. Findings show greater teacher competence in the domains of technological knowledge and technological content knowledge, but greater challenges in integrating technological knowledge within the pedagogical domain, as well as significant contextual barriers. This result is consistent across educational settings, suggesting a lack of resources and clear policies in all of them. Yet, differing profiles of engagement with GAI were identified through cluster analysis. These profiles might be instrumental in designing professional development programmes and institutional policies.

This study investigates learners' self-evaluation of self-regulated learning and motivation in Computer-Assisted Language Learning (CALL) from a washback perspective. Data was collected via an online survey, and 530 English for Occupational Purposes (EOP) students at a public university in Vietnam participated. This study employed a quantitative approach and utilized partial least squares structural equation modeling (PLS-SEM) to test the hypotheses and measure the extent to which CALL influences students' motivation and self-regulated learning. Findings indicate that positive washback has a significant impact on students' motivation and selfregulated learning. Negative washback has an inverse but statistically insignificant effect on students' self-regulated learning. These variables accounted for 75.4% of the variance, confirming the washback effects of CALL on students' self-regulated learning. The study offers pedagogical insights for university administrators and provides a basis for optimizing the implementation of CALL in educational settings.

In computer-assisted language learning (CALL), a variety of studies have explored the use of Virtual Exchange (VE) for shaping learners' cultural competence from the perspective of sociolinguistics. However, few studies have examined learners' psycholinguistic factors in this context. Since based on the dynamic complex system, students' psycholinguistic factors act independently and in conjunction with each other in any language learning context. Thus, by applying stimulus-organism-response theory (S-OR), we explored these inter-correlations in this context. In this case, we used Interactive, Constructive, Passive, and Active activities in CALL (ICAP), which have not been integrated into the field as stimuli to shape learners' online engagement as organisms and approaches to VE as a response. Accordingly, we integrated VE tasks into their language and cultural exchanges with Cypriot and Irish students in their respective partner universities based on ICAPCALL. The ICAPCALL and Students' Approach to Virtual Exchange (SAVE) were validated through partial least square modeling (PLS-SEM) in the VE. Moreover, the serial mediation analysis showed that learners could establish knowledge individually or collaboratively, influencing behavior and cognitive engagement to ask questions and exchange information to solve complex learning problems, stimulating a VE deepening approach. Moreover, the Necessary Conditional Analysis (NCA) revealed that passive and active learning activities were among the necessary conditions in shaping learners' deep approach to VE; however, a further level of them could not increase their deep approach to it. Based on these findings, the study introduces a new psycholinguistic framework to the VE, namely as a SAVE, and language learning activities to the CALL literature, namely as an ICAPCALL, and provides a new interconnectedness of learners' dynamic complex systems in the VE and highlights the importance of teachers maintaining a balance between collaborative and individual learning activities in this context to shape students' deep approach.

Teachers today are often called digital immigrants. While the integration of technology in 21st-century learning is now the norm, its limitations remain evident. Instructional materials are everywhere, and online presentations are widely available. However, the repetitive cycle of slideshows can leave students disengaged. Many presentations have become bland and predictable. But what if there is still hope in the sea of lifeless slides? What if PowerPoint could be transformed into something more engaging and gamified? Gamification involves applying game-based principles to presentations. This includes elements that foster student engagement, motivation, and participation, leading to deeper learning. Surprisingly, one of the most effective platforms for this is PowerPoint. Despite the emergence of new digital tools, PowerPoint remains accessible, familiar, and flexible. Teachers and students alike know how to use it. This accessibility proves that gamification does not always require expensive or high-tech platforms.

This action research project explored how vocabulary fl ashcard websites can help learners who lack motivation and strategies for vocabulary learning. Vocabulary fl ashcard websites allow users to practice drills using ʻ virtual fl ashcardsʼand games.The aim of this research was to explore the extent to which these websites could invigorate vocabulary learning for students studying ESL at Toyo Gakuen University. Three websites were trialled over a ten week period in nine diff erent classes, and their impact monitored through observation, student feedback, and quiz scores. Data indicated that students found this an enjoyable and eff ective way of learning.A number of recommendations are made as to how teachers may take advantage of these websites.

How instructional scaffolding and level of comprehension among students Similar to the scaffolding used in construction to support workers as they work on a specific task, instructional scaffolds are temporary support structures faculty put in place to assist students in accomplishing new tasks and concepts they could not typically achieve on their own. See samples of free research project topics and latest materials for students. Once students are able to complete or master the task, the scaffolding is gradually removed or fades away the responsibility of learning shifts from the instructor to the student.

This paper presents a pedagogical framework for designing an integrated STEM instructional unit at the undergraduate level that leverages MATLAB-Simulink as a core teaching tool. The framework aligns with established educational theories and curriculum standards to enhance technical education through simulation-based learning. A STEM-based unit on an engineering topic is systematically developed using backward design to connect learning objectives with ABET student outcomes and authentic assessment methods. The instructional design incorporates an engineering design challenge and interdisciplinary content (mathematics, science, and engineering concepts) implemented in Simulink, fostering active learning and conceptual understanding. Emphasis is placed on student-centered pedagogies and iterative refinement, enabling learners to engage in real-world problem-solving within a risk-free, virtual environment. The unit is mapped to relevant ABET outcomes and includes rubrics for performance evaluation, ensuring outcomes-based education. The paper provides illustrative tables (unit structure, ABET alignment, assessment rubrics) and figures (conceptual design model, sample Simulink interface) to demonstrate the framework's components. This work contributes to technical education literature by offering a robust model for integrated STEM curriculum design that combines theoretical rigor with practical simulation tools, aiming to improve student engagement, deepen understanding, and better prepare graduates for professional engineering practice.

This study investigates how mobile-assisted vocabulary learning toolsparticularly spaced repetition systems and multimedia functionalitiesinfluence L2 learners' perceptions of usability, usefulness, and memory retention. A quantitative survey of 50 intermediate-level English learners who regularly used a vocabulary app assessed ease of use, navigability, perceived utility, and retention effects via a 5-point Likert instrument. Learners reported moderate to high ease of use and navigability, and perceived strong utility of design features. Positive scores were also made concerning memory retention. The most common qualitative responses were the enhancement of motivation, independence among learners, and convenience stated by other parts that a more personalized feedback mechanism and interactive feedback components may be introduced. General evaluation of the impact of mobile-assisted vocabulary tools on vocabulary learning and long-term retention reveals that they have a potential to facilitate the process. Although the sample size is very small and based on self-reporting, these findings support the pedagogical usefulness of such apps. The future studies are to include the introduction of adaptive algorithms, experimental verification, and user-centered designs to maximize the learning outcomes.

This study is a partial extension of a British Council study conducted on the role of artificial intelligence (AI) in English language teaching across many regions of the world. The British Council study can be found on ResearchGate. This current study investigates pre-service teachers' views on the role of artificial intelligence in English language teaching in Eswatini, Southern Africa. Artificial intelligence has brought about many uncertainties in education in general and English language teaching in particular. The role of artificial intelligence in teaching and learning English is marred by speculations regarding its role in both learning and teaching. Fifty preservice teachers participated in the study. There were sixteen males and thirty-four females. They completed a four-point anchored survey questionnaire on seventeen constructs, including gender, age, and year of study. The survey had the following anchors: strongly disagree, disagree, agree, and strongly agree. Data was analysed using SPSS descriptive statistics. Frequencies, mean, and standard deviation were major considerations of the study. The results revealed that participants had different views regarding artificial intelligence and English language teaching (ELT). On certain constructs, the participants' views on the role of AI in ELT were positive, while other constructs were negative. These findings have implications for teaching and learning, including the training of English language teachers on AI and its role in ELT.

While research on ChatGPT's role in instruction has witnessed rapid growth in recent years, fewer studies have paid attention to exploring undergraduate students' perceptions of ChatGPT in English as a Second Language (ESL) academic writing contexts. To address this gap, the current study aimed to survey undergraduate ESL students' use of ChatGPT for academic writing and their perceptions of its trustworthiness and utility. An intact class enrolled in an intensive academic writing course at a public science and engineering institute in India participated in the survey. Employing Likert-scale and multiple-choice questions, along with an openended item, the study collected data from 51 (13 female and 38 male) respondents and analysed it using descriptive statistics to identify trends and patterns in participants' responses. Most respondents reported that they regularly used ChatGPT to generate and review academic texts. They appeared to express caution regarding the trustworthiness of its responses to academic writing queries and acknowledged its mechanised accuracy in summarising and correcting grammar and vocabulary mistakes. Though their confidence levels in using ChatGPT were moderate, most of them expressed willingness to use it more frequently for academic writing in the future. The findings indicate undergraduate ESL students' increasing reliance on ChatGPT and their perceptions of its strengths and limitations as a supportive academic writing tool, implying the need for guidance in its effective and ethical use.

Artificial intelligence (AI) is a new frontier that is gradually affecting our daily lives. With the advent of the newest and most sophisticated technology, AI represents a new frontier that is increasingly influencing our daily lives. With the recent advancements in 21st-century technology, the potential for its application is limitless, particularly among students. However, the relationship between student attitudes towards AI (SATAI) and AI literacy (AIL) remains unclear. Additionally, there is a lack of literature regarding the mediating role of AI self-efficacy (AISE) in the connection between SATAI and AIL. To address this gap, this study explored these relationships and aimed to provide foundational knowledge regarding these variables. A cross-sectional research design was employed, involving 1,301 voluntary participants selected through purposive sampling. The data collected during the second semester of the 2024-2025 academic year underwent descriptive and inferential analysis using statistical tools, including mean, standard deviation, and regression analysis with Hayes' Process Macro model 4. The study found that students exhibited moderate agreement in their attitudes towards AI. Furthermore, students demonstrated a moderate level of AIL and moderate AISE. Notably, the study established a connection between SATAI and AIL. It also confirmed that AISE plays a mediating role in the relationship between SATAI and AIL. Based on these findings, the study offers some relevant recommendations for the use and regulation of AI among students.

The integration of Artificial Intelligence (AI) into Information and Communication Technology (ICT)-enhanced pedagogy is wreaking havoc in the way physics, and STEM education, is taught, as it has provided personalized, adaptive and interactive educational experiences. This research examines the transformative power of artificial intelligence as a catalyst to transform the way STEM teaching and learning is carried out, as reflected in the effectiveness of efforts to introduce AI-driven tools to the classroom, including systems with intelligent tutoring, virtual laboratories, adaptive simulations, and automatic evaluation technologies, to enhance involvement, understanding, and access for students to learning. Drawing upon a transdisciplinary approach, the research focuses on divergence of factors which are involved in convergence (convergence) of Pedagogical innovations, technological advancements, ethical considerations inherent in AI adoption. Findings highlight AI's potential to level the playing field for personalized learning paths, real-time feedback, and facilitating quality STEM education to diverse students from populations with a long history of being underserved, including higher-income or traditionally underrepresented groups. The study also identifies the crucial role of the attitudes, pedagogical preparedness of educators and ongoing professional development for successful integration of Artificial Intelligence. Furthermore, it discusses the challenges that pertain to data privacy, algorithmic bias, disparities in infrastructure, and need for responsible AI governance policies. Through the synthesis and understanding of currently developing theories, empirical evidence, and case studies, this research contributes to a holistic understanding of AI-enhanced ICT pedagogy as a catalyst for deeper learning, creativity, and critical thinking in the field of physics and the STE (A) M domains. The insights offer insights for educators, policy makers, and researchers dedicated to unleashing the potential of AI while equitably, ethically, and sustainably innovating education. This work aims to inform future directions in curriculum design, teacher training, and policy frameworks needed to navigate the complexities of AI in education and prepare learners for an AI-driven world in STEM.

To address the rising need to present vocabulary content to 21 st century second language learners in ways they can easily understand, and considering their techsavvy nature, this study explored the motivational effect of digital games in the teaching of vocabulary. Based on this premise, this study utilized a quantitative data approach centered on learners' vocabulary level in relation to using digital games for vocabulary instructi on. Likewise, a focus group discussion was conducted to investigate the learners' and the teacher's experiences during the implementation of digital games for vocabulary instruction. There was empirical evidence found in relation to the positive motivational effect of digital games in vocabulary instruction. This is significant proof of how the young learners of today acquire language content using technology. This help offer new and relevant innovative strategies in language and vocabulary instruction with the integration of technology in the classroom.

Artificial Intelligence (AI) has significantly impacted second language education, including English as a foreign language (EFL) teaching and learning. Although various studies have been conducted to examine the opportunities and challenges of AI in EFL teaching and learning, comparable work on the opportunities and challenges of AI in EFL teacher education is limited. This study aimed to explore the "what" and "how" of opportunities and challenges of AI in EFL teacher education. To that end, we used descriptive narrative design in which we collected autobiographical narratives and conducted semi-structured interviews with 35 EFL teachers, four EFL teacher educators, and four computer engineers. Through inductive thematic analysis, we identified several opportunities, including professional, psychological, and economic benefits. Moreover, the study also highlighted several challenges, including the need for pedagogical and digital literacy, the requirement for adequate infrastructure, and concerns regarding excessive reliance on AI, which may reduce human interaction and hinder teacher creativity. Concerning the "how" of opportunities of AI in EFL teacher education, we found AI's potential to promote personalized learning and optimize time management, enhance teachers' psychological welfare while reducing workload and improving motivation, and support skills development along with facilitating evaluation and assessment processes. Furthermore, we identified the "how" of the challenges of AI in EFL teacher education, including effective AI integration requires comprehensive training for EFL teachers, excessive reliance on AI may diminish human interactions and reduce EFL teacher creativity, and adequate infrastructure is necessary for AI integration into education. The study has implications for EFL teachers, EFL teacher educators, and AI experts. 1. We declare the following • No potential conflict of interest was reported by the authors. • The authors received no financial support for the research, authorship, and/or publication of this article. • No AI or AI-assisted technologies were used in the writing process, (Just Grammarly, for checking the structures) • The study has not been published in any form previously, • The study is not under review elsewhere.

This study investigated the correlation between students' English language proficiency and their academic performance in Agricultural Science among senior secondary school students in the Federal Capital Territory (FCT), Abuja. A quantitative research design, specifically a correlational survey, was employed. A sample of 300 Senior Secondary School (SSS) II students was randomly selected from six public secondary schools across the FCT. Data were collected using two instruments: an English Language Proficiency Test (ELPT) and students' academic records in Agricultural Science from the preceding term. The ELPT, developed by the researcher and validated by language experts, comprised multiple-choice questions assessing grammar, vocabulary, and comprehension. Academic performance in Agricultural Science was measured by students' scores in their end-of-term examinations. Pearson Product-Moment Correlation Coefficient was used to analyse the relationship between the two variables. The findings revealed a significant positive correlation between English language proficiency and academic performance in Agricultural Science. This finding was predicated on the calculated r-value which is r=0.65 and the p-value associated with this correlation which is less than the chosen significance level (p<0.05), clearly indicating a statistically significant, strong positive correlation between students' English language proficiency and their academic performance in Agricultural Science in the FCT, Abuja. This suggests that students with higher English language proficiency tend to perform better in Agricultural Science. The study recommends that educational stakeholders, including policymakers, school administrators, and teachers, should prioritize the improvement of English language skills among students to enhance their overall academic achievement, particularly in content-heavy subjects like Agricultural Science.

This article examines studies published in four Colombian journals between 2014 and 2023. A total of 91 issues were reviewed to identify articles addressing one or more of the following topics: English Language Teaching (ELT), Critical Interculturality (CI), and Computer-Assisted Language Learning (CALL). The methodology followed the three-step process proposed by Álvarez-Valencia (2014), combined with principles from the Critical Appraisal Skills Programme (CASP). The article inclusion process consisted of reviewing titles, abstracts, and keywords, followed by classification according to research type and thematic focus. Out of 791 articles, 129 were selected (99 national and 30 international) for analysis. Findings reveal a growing interest in CI, mostly expressed through reflective and theoretical articles focused on higher education. Empirical research on this topic remains limited, particularly at the school level (Grades 0 to 11) and involving teachers as participants. CALL, in turn, has been approached mainly from conventional perspectives focused on language skills development, with little to no integration of critical or decolonial perspectives. The intersection between CI and CALL remains underexplored in Colombian research, with a near absence of studies addressing both dimensions at the school level. These findings underscore the urgent need to promote empirical studies and the development of technology-mediated critical pedagogical proposals that foster transformative intercultural attitudes in these educational contexts. Consequently, this study advances actions related to the decolonization of English Language Teaching (ELT) and, as Granados-Beltrán (2018) noted, such actions are inherently connected to the research process.

The qualitative study investigated the digital media impact on language learning, focusing on overcoming anxiety, enhancing linguistic elements, and fostering motivation for developing speaking skills among four English as foreign language (EFL) learners at an Islamic University in Malang, Indonesia. Through the use of observations and in-depth interviews, the study found that learners utilized various digital media such as storytelling, movies, variety shows, and song videos to aid their speaking learning process. The findings indicated that digital media played a significant role in helping learners overcome language anxiety by providing a platform for practice without direct peer interaction, thereby reducing feelings of fear and shyness. Additionally, digital media usage contributed to linguistic element enhancement, including vocabulary, pronunciation, grammar, and speaking fluency. Moreover, learners' motivation for developing speaking skills was positively influenced by the enjoyment derived from using digital media which increased their willingness to practice speaking. The study underscores the importance of integrating digital media into EFL speaking instruction due to its potential to address language anxiety, improve linguistic elements, and foster motivation for speaking ability development. By leveraging digital media tools effectively, educators can create engaging and supportive learning milieus that provide to the diverse needs of language learners, eventually enhancing learners' speaking skills.

Our reflection paper is the continuation of an ongoing R&D project and focuses on the design and development of a didactic system for second language learning. This didactic system is based on the potential of the edutainment scenario for language learning. The system aims at practicing Spanish as a second language in a French secondary school. We consider that the combination of computer science, linguistics, language didactics and natural language processing (NLP) issues could offer operational solutions to language learners. We have therefore proposed an edutainment scenario capable of integrating the potential of serious games. The scenario has been designed and developed according to the linguistic needs of learners. In this paper, we propose to focus on four notions that make part of the design and development process of our edutainment scenario: serious games, teacher mediation, dictation and formative feedback.

The integration of Information and Communication Technologies (ICT) in language teaching has significantly transformed English language instruction, particularly in military education. This paper explores the role of ICT in teaching Military English, emphasizing its impact on curriculum development, teaching methodologies, and instructional materials. The study synthesizes insights from multiple research works to analyze the evolving nature of communicative competence in military settings and the benefits of ICT-based methodologies. The findings suggest that ICT enhances interactive learning, fosters independent study, and improves language proficiency in military personnel preparing for multinational operations. Furthermore, the study highlights the role of digital platforms, simulation-based training, and artificial intelligence-driven tools in facilitating real-time communication practice and contextual learning. The integration of ICT not only enhances linguistic skills but also helps military professionals develop strategic communication abilities essential for operational effectiveness. Ultimately, this research underscores the need for continuous technological advancements and curriculum adaptation to meet the dynamic demands of modern military communication.

This study aimed at exploring South Yemeni EFL tertiary teachers’ attitudes towards implementing ICTs in their English language teaching, their current uses of such ICTs in their teaching and difficulties they encounter when implementing ICTs in their teaching for the purpose of getting an overall picture of ICTs-assisted language instruction in South Yemeni context and what is required for implementing a better ICTs-assisted language instruction at the concerned universities. Data were collected through a questionnaire webbed to 81 EFL teachers (n=81) and then analyzed by SPSS. The questionnaire consists of five-Likert items and open questions. Findings revealed that EFL teachers of the concerned universities held positive attitudes towards using ICTs in their teaching of English and there were no significant differences in teachers’ attitudes that can be attributed to gender, academic level or computer competence. They perceived ICTs as an effective tool in facilitating langua...

The idea that language is primarily spoken and aimed at communication, and that written language depends on spoken language is widely spread among language teaching practitioners and present in the literature. Some authors argue that spoken language has a different set of grammar and pragmatic features, and that the language present in the textbooks, which relies mostly on written language in order to match traditional grammar-based paradigms, does not fit the purpose of teaching learners how to talk. The purpose of this article is to illustrate some of the differences between oral and written language, and to analyze the data gathered from a speaking/listening-only teaching course for five groups of first year second-language Spanish students at university level in Japan.

The importance of peer assessment has increased with the rise of massive open online courses (MOOCs), as it provides an efficient way for grading hundreds of open assignments, when the number of instructors is limited. Yet, research on the quality of online peer assessment (grading and feedback) has not received sufficient attention. Hence, this exploratory case-study was set to examine the mechanism of online peer assessment by comparing two groups of students: In-class and MOOC. The first group studied a frontal course and assessed the work of their classmates, while the second group studied a MOOC and assessed the work of unfamiliar peers from different countries. Both groups studied the same learning materials with the same teaching team, and provided online peer assessment. Findings indicated that the in-class students awarded to each other significantly lower grades compared to the MOOC students. However, their grades were better correlated to those given by the teaching assis...

Online translators have become an ever-present component of language learning. Recent research has found that online translators are used for graded work at least sometimes by 87.7% of intermediate students learning Spanish and French (O'Neill, 2019). The same percentage of students self-reports using online dictionaries. Given how widespread these tools are, the impact of their usage needs to be explored. Although some research has looked into the effects of online translation on writing, no previous study has compared the composition scores of students using online translators with those using online dictionaries. This article reports the results of a study with over 1,000 compositions written by students in one of five groups: online translation use after training, online translation use with no training, online dictionary use after training, online dictionary use without training, and writing with the use of neither of these tools. The results (p < 0.05) show that students who used Google Translate after training scored the highest of all five groups on both experimental writing tasks, followed by those who used an online dictionary with prior training. The group that fared the least well was that which used neither tool. A posttest and delayed posttest however showed mixed results for online translators. Based on these findings, and given the difficulty of prohibiting the use of these tools on graded work outside the classroom, the author argues for training students in the responsible use of online dictionaries and translators for second language writing.

This study investigates EFL teachers’ perceptions of ChatGPT as a tool for English language instruction, focusing on its perceived benefits, challenges, and pedagogical implications. Using a qualitative phenomenological approach, data were collected through semi-structured interviews with ten EFL teachers currently working in different language-related educational centers in Iran. Participants represented diverse educational contexts, including universities, public schools, and private language centers. Thematic analysis of the interview data revealed that while teachers generally expressed positive attitudes toward ChatGPT, recognizing its flexibility, time-saving capabilities, and potential to enhance students’ writing skills and learner autonomy, they also voiced concerns regarding overreliance, inaccuracies, ethical challenges related to academic dishonesty, and limitations in supporting listening and speaking skills. The findings suggest that ChatGPT is viewed as a supplementary educational tool rather than a replacement for traditional pedagogy. Teachers emphasized the necessity of critical supervision, ethical guidelines, and professional development to ensure effective and responsible integration of AI technologies in EFL instruction. This study contributes to the growing body of research on AI integration in education, offering practical insights for teachers, policymakers, and researchers seeking to harness the potential of AI in language learning while mitigating its challenges.

This research investigated the impact of varying planning conditions and task types on the accuracy of pupils' speaking abilities. Utilizing the Oxford Placement Test (OPT), 80 intermediate female participants nominated for the research and assigned to four untouched classes. These classes were planned as the individual-planning personal task class (IPPT class), the individual-planning decision-making task class (IPDT class), the class-planning personal task class (CPPT class), and the class-planning decision-making task class (CPDT class). Two concurrent decision making tasks were planned to be conducted both at the beginning and at the end of the experiment, while a six-week intervention was scheduled in between. Three sessions were dedicated to administering the OPT test, the pretest, and the posttest; and the students accomplished two dissimilar task types under two diverse planning situations throughout the other three treatment meetings. The results from the one-way ANOVA discovered that pre-task planning conditions and task types significantly influence the accuracy of speaking. These outcomes reinforce the notion that planning conditions have meaningful results on pupils' accomplishment in personal and decision-making tasks. Consequently, both planning conditions proved real in enhancing students' performance in speaking tasks. It is suggested that educators should give considerable attention to pre-task planning to alleviate EFL pupils' challenges in attaining upper ranks of accuracy in their speaking abilities.

Consolidating the students’ L1 permits instructors to supply clear clarifications and moderate potential challenges in comprehension. By recognizing the esteem of L1, instructors can advance more successful dialect instruction. Hence, this ponder investigated the essential variables influencing Iranian instructors’ utilization of L1 in EFL classrooms. The members of the think-about group were chosen through comfort inspection. A pairwise survey was conducted, and 32 tall school English instructors from Gorgan, Golestan, Iran, reacted to the questions. Along these lines, 20 instructors out of 32 were chosen based on their level of instruction and the consistency of their reactions. They were counseled on how the pairwise survey was answered to get more reliable reactions. After analyzing the information utilizing the Master Choice computer program and Explanatory Chain of command Handle (AHP), it was uncovered that instructors, for the most part, favored utilizing L1 to decrease negative full of feeling channels in a classroom environment, such as making less tense environment, additionally improving positive emotional channels like motivating the learners. It was also concluded that the other reasons behind the teacher's L1 utilization were for classroom administration purposes, social targets, and cognitive engagement of the understudies. The discoveries of this thinking suggest that EFL instructors and TEFL approach producers join L1 in teaching-learning and prepare more viably and intentionally.

The present study was an attempt to investigate the possible effect of using WordUp Software on Iranian EFL learners’ vocabulary learning. The participants were 60 upper-intermediate EFL learners who were selected out of 72 based on the Oxford Proficiency Test. Then, the participants were randomly divided into two groups of study namely experimental and control. The participants in the experimental group underwent an eight-session treatment including learning vocabulary based on using WordUp Software. In the control group, however, the participants gained new vocabulary by conventional methods. The quantitative approach employed a quasi-experimental method to obtain pre-test and post-test results from learners in both the experimental and control groups. The results of the study revealed that using WordUp Software caused a considerable improvement in learning the vocabulary among the learners in the experimental group. The findings of this study could benefit language learners, language teachers, and curriculum developers by providing valuable insights into vocabulary acquisition through WordUp for EFL learners.

Dissatisfaction with product-oriented and static forms of assessment led to the emergence of process-oriented testing or dynamic assessment. Learners’ involvement in the assessment process can enhance their learning autonomy and help them process linguistic features more deeply. Accordingly, using a quantitative quasi-experimental research design, the researchers sought to explore whether utilizing DA principles would have any differential impact, believed to be statistically significant, on the Iranian male and female intermediate EFL learners’ learning and retention of English grammar. To this end, 30 EFL learners from two intact classes who were taking a general English course at Shayestegan English Language Institute, in Rasht, Iran were selected as a homoscedastic group of participants based on the scores they obtained on a sample copy of Oxford Solutions Placement Test (OSPT). The intact classes, each comprising 15 students, were then assigned to one experimental and one control group who then received treatment on their L2 grammar under different conditions: The experimental group received instruction on English grammar as per the principles of dynamic assessment in an eight-session intervention program. The control group likewise received treatment on L2 grammar over the course of the study, but they were trained using teacher-fronted instruction. Finally, the groups sat for an immediate and a delayed posttest of grammar to demonstrate their degree of learning and amount of retention of English grammar. Capitalizing on a 2 by 2 factorial design, which allowed for examination of both main and interaction effects of instructional modality and participants’ gender, the researchers employed a two-way Analysis of Variance (ANOVA) to examine the participants’ performance scores. The results revealed that, regardless of participants’ gender, instruction as delivered through dynamic assessment privileged the participants in the experimental group much better than that of the conventional method in terms of their learning and retention of English grammar. A further finding was that gender did not interact with instruction modality in such a way as to produce a differential effect on Iranian intermediate EFL learners’ learning and retention of English language grammar. The study carries both micro implications in the form of in-class teaching and macro implications in the form of curriculum planning and development, instructional design, and policymaking for different groups of stakeholders.

Though an entrenched and well-established domain of investigation, inquiry-based learning seems to have remained a partly under-researched concept in pedagogy and language learning. Informed by this dearth of research on the issue, the researchers in the current study probed into the effectiveness of inquiry-based approach for bettering intermediate EFL learners’ argumentative writing. Utilizing a quasi-experimental design, the current researchers selected three intact classes comprised of 45 institute learners aged between 18 and 20 and assigned them to two experimental groups and a control group. To conduct the study, a homogeneity test, and pretest and posttest of argumentative writing (each containing a 250-word essay adopted from IELTS Task 2) were administered to all he participants. Two kinds of Inquiry-based approach, teacher-led vs. student-directed, were carried out with the two experimental groups. Data analysis through one way ANOVA and Tukey test pointed to a significant difference among the three groups on the posttest. In addition, it was found that both teacher-led and guided modes of inquiry-based learning were equally helpful for boosting learners’ writing ability. The implications of the results are discussed in detail throughout the paper.

Mobile technologies and portable devices have a crucial role in mobile-assisted language learning (MALL). This paper evaluates the difference of gender in the improvement of oral skills via WhatsApp Application (WAA) and the impression of mobile devices on students’ motivation, satisfaction, and anxiety and the learners’ opinions. A mixed method study was used on the sample size. Quasi-experimental and non-experimental survey designs were carried out in this research. The study’s participants were composed of 30 EFL learners at an upper-intermediate level in Zanjan, Iran. A face-to-face verbal interview was implemented for recording the pre-test before setting up the experimental course on WAA and by creating the interaction group on WAA, the learners communicated (written and voice messages) with the tasks that they received every week for six weeks. Then the teacher ran another interview and used a questionnaire consisting of thirty 5-point Likert item questions adopted from Horwitz et al. (1986) to estimate the participants’ contentment and attitude with mobile education classes, the effectiveness of this process on their inspiration to get involved in class interaction, and the anxiety of learners in this approach. The findings displayed that the female participants’ performance was slightly better than male participants and the use of WAA on mobile devices can enhance speaking proficiency among EFL learners by decreasing their anxiety and increasing motivation resulting in their satisfaction.

Teachers play a pivotal role in the instruction-assessment process. Knowing EFL teachers’ conceptualizations of the role of assessment as well as their own role in the implementation of assessment is very critical. Accordingly, the current study aimed to compare Iranian EFL public high school teachers’ literacy and perceptions of dynamic assessment with those of English language institute teachers. In so doing, 45 (23 high school, 22 institute) English teachers, teaching in Lahijan, Iran were selected according to convenience sampling method. The teachers were invited to cooperate and participate in the study and fill out the questionnaire sent via social network like WhatsApp and Telegram. In addition, nine teachers (five high school, four institute teachers) were selected through purposive sampling to participate in a semi-structured interview with five questions posed through the above-mentioned social networks. A researcher-adapted questionnaire with 23 items in a Likert-type scale was utilized to collect data. The validity and reliability of the questionnaire were achieved through experts’ opinion and Cronbach Alpha, respectively. Having collected the data, descriptive and inferential statistics of the findings showed that although both groups of teachers had a realistic view about the application of dynamic assessment due to its practicality and social acceptance, the teachers in two different contexts of teaching had different rates of literacy and perceptions of dynamic assessment. Furthermore, the difference in the two groups of teachers’ perceptions of dynamic assessment practicality was significantly different. The institute teachers enjoyed a higher average of both literacy and perceptions of dynamic assessment practicality in their classrooms. This study echoes the teachers’ voices, and as in the wake of new forms of curricular policy in many parts of the world, teachers are increasingly required to be agents of change that would hopefully encourage change at the discipline and in the institutional level.

The current study set out to examine the effect of pair and group virtual interaction in online classrooms on the development of speaking abilities of Iranian intermediate EFL learners. This investigation was based on the quantitative data collected based on quasi-experimental design.  In order to do so, 45 students were chosen based on their scores on the CEFR placement test. These students were then divided into two experimental groups, namely group work and pair work as well as a control group who worked individually. Students had to participate in the IELTS Speaking test twice as pre-test and post-test. The course was held on the Skype platform for five weeks. Each session consisted of 45 minutes of speaking practice using the Talk a Lot textbook and 20 minutes of discussion. In order to compare the means of three independent groups, Kruskal-Wallis Test was used to compare pre-test and post-test results. The Post hoc test was used for multiple comparisons and the mean differences of groups. The findings indicated that there is a significant difference between the experimental groups and the control group regarding the effect of group and pair work in online classrooms on the speaking ability of EFL learners. According to the study findings, students who participated in pair and group work training in online classrooms had greater speaking performance than those who only received individual learning.

Numerous researches have been accomplished in the field of reflective teaching in Iran; however, the dearth of a comprehensive analysis and integration of these studies is still deemed to be essential. The current paper attempted to do a meta-analysis by analyzing of the effectiveness of reflective teaching on EFL (English as a foreign language) students` achievement. To do so, a comprehensive search was directed to collect empirical Iranian studies in the past two decades and a total number of 130 studies were explored; then, they were reviewed and coded, 10 studies with 931 participants acquired the inclusion gauges for doing the meta-analysis research. The analysis was performed using CMA2 software (Comprehensive Meta-Analysis-Version 2) following a random model. Based on Cohen's model interpretation of effect size, the results indicated a large effect size of g=0.794, (95% CI= 0.218, 1.267). By analyzing the categorical and continuous moderator variables it was recognized that sample size of the treatment group influenced the students` achievement scores negatively. Additionally, publication type had a meaningful impact on the effect sizes. The results of current study can be considered as a beneficial enlightening technique for both pedagogical and research purposes.

In the current research an OPT test assigned to 140 students of Behgouyesh institution in Ardabil and homogenized learners were determined. Among all the learners, 32 intermediate male learners selected randomly and divided into control and experimental group. To capture the initial performance ofthe control and experimental groups, a pretest from TESTS HOME site was held. Regarding control group, students were given time to use discovery learning during each session; On the other hand, in Experimental group guided discovery and blended learning were combined together. It took 2 months to carry out the treatment. The sessions were held once a week forth total of 4 to 5 times each month. For evaluating the possible differences between the control and the experimental group, independent sample t-test was used to the results of the pretest and the posttest of receptive vocabulary.Besides, paired sample t-test was utilized to check for the students' potential enhancement in receptive vocabulary learning from the pretest to the posttest. Finally, it was concluded that both groups progressed in the posttest of receptive vocabulary. However, this improvement was statistically significant simply in the experimental group (P≤.0001).

The present study aimed to investigate and compare the prevalence and level of burnout among Iranian male and female EFL teachers. Furthermore, it intended to explore the selected EFL teachers’ perceptions of the strategies which can be adopted to cope with the burnout in the post-pandemic era. To do so, a mixed method research design was adopted in which 50 EFL teachers were selected based on convenience sampling from public schools and private language institutes in Yassoj. To collect the quantitative and qualitative data Shirom-Melamed Burnout Measure (SMBM) and an structured interview were utilized. The obtained data was analyzed using descriptive statics, chi-square test, and thematic analysis. The findings suggested that 28% of Iranian teachers perceive high levels of burnout in the post-pandemic era. Among the subscales of burnout, physical fatigue was found to have higher score. Significant associations were found between the EFL teachers’ gender and physical fatigue, cognitive weariness, emotional exhaustion, as well as the overall score of burnout, being that men perceive higher levels of burnout than women. With respect to the qualitative results, it was indicated that the respondents considered such strategies as engaging in a permanent  learning, establishment of  positive student-teacher relationship, increasing patience and tolerance, enhancing  interest in teaching, sharing the problems with colleagues, and respect to the moral consideration to cope with burnout after the pandemic.  Some implications are finally provided for decision-makers in the area of EFL pedagogy to improve EFL teachers’ autonomous motivation to reduce their burnout experience

English language literacy is a complicated learning process that every English Language student should acquire to communicate efficiently and to take part successfully in jobs and economy. Accordingly, the aim of the present research was to find out the effect of ARLOOPA augmented reality app on the vocabulary learning and retention of high school students. For obtaining the objectives of the study, 30 Iranian EFL female elementary students studying English in Kar Danesh vocational school were selected according to intact group sampling. First of all, the vocabulary pretest was conducted before the treatment to find about the learner’s initial vocabulary level. Then, while the experimental group practiced augmented reality-based instruction, the control class just practiced their routine way of instruction. After implementing 12 sessions of the treatment, a post-test same as the pre-test was carried out for the subjects to assess their vocabulary level as an effect of treatment. Furthermore, two weeks after the posttest, the participants retook the vocabulary test; these scores were recorded as their vocabulary retention scores. For examining the data, SPSS program was utilized to administer independent samples t-test to compare the test grades of both groups. The results of data analysis revealed a difference between the experimental and control classes mean scores, i.e. the experimental class performed better than the control class in vocabulary learning. Furthermore, the experimental class performed better than the control class in vocabulary retention. Though the mean score of experimental group was slightly higher in delayed-test than post-test.

One of the main difficulties facing English as a Foreign Language learners in general and translation students in particular is their lack of mastery of the complexities of grammar in the target language they are learning. This study was an attempt to investigate the influence of categories of auxiliaries (auxiliaires) and present perfect (présent parfait) on Iranian sophomore translator trainees’ ability to use them in English. A total of 60 Iranian male and female sophomore EFL language learners participated in the study. They were chosen out of 90 participants through a piloted version of the Nelson-Danny Test as the homogeneity test. The selected participants were divided into two groups: an experimental group and a control group, with 30 students in each class. In the present study, the participants were subjected to a pretest, treatment, and posttest. Independent samples t-tests were used to analyze the data. The findings revealed that knowledge of French grammar, especially the présent parfait, significantly affected Iranian EFL learners' grammatical knowledge of the same notions in English. The findings could be employed by English teachers, EFL learners, and materials developers in the field of ELT in the Iranian context.

The objectives of the present ethnography were three-fold: exploring the MA TEFL students' expectations of the Advanced Writing course taken as part of their coursework in the MA program, unearthing the actual classroom practices implemented, and eliciting any possible suggestions for its improvement. To this aim, stimulated recall and ethnographically-oriented qualitative research were used to interview nine MA students at IAU, Isfahan Branch and unravel their perspectives concerning the writing course they had passed. Non-participant observation was also used to triangulate the data and verify the students' responses regarding the expectations/problems of the course and the classroom practices besides cyclical data analysis to find the recurring patterns and themes in the data. Results showed the most serious problems were lack of enough writing practice during the course, limited class hours, and lack of feedback on students' writings. The prevalent classroom practices, on the other hand, were covering the APA writing style, teaching how to write the different sections of a research report, and working on essay writing during the first few sessions of the course. Finally, the top suggestions made by the students were adding practical writing activities to the course, having more writing courses, taking advantage of group work for students to monitor each other's work and provide peer feedback, and offering the course right before students take their thesis rather than in the first semester of the MA program. These findings can heighten the educator's awareness and contribute to a better understanding of students' needs/expectations regarding academic writing. Overall, by addressing the gap in understanding advanced EFL learners' expectations, this study can have practical implications that directly impact the teaching of writing. It can guide curriculum development, inform instructional approaches, enhance learner motivation and engagement, promote learner autonomy, and improve instructional materials, ultimately leading to more effective writing instruction and improved outcomes for advanced EFL learners.

As an integral dimension of instruction, assessment determines whether or not the educational goals are being fulfilled. The present study was an attempt to investigate Iranian ESP instructors’ common classroom assessment practices. To this end, based on convenience sampling, eight different ESP teachers teaching BA students from a variety of departments at Rasht Islamic Azad University, Iran were selected. An observation checklist containing 31 items was used as the only data-gathering instrument of this study. The results of the descriptive statistics revealed that some assessment practices including using portfolio to assess student progress, assessing group class participation, conducting item analysis for teacher-made tests, and writing matching questions were applied less frequently in the ESP classes. However, some assessment practices such as incorporating attendance in the calculation of grades and recognizing unethical, illegal, or inappropriate uses of assessment information were more likely to be used in the observed ESP classes. The instructors were also more likely to incorporate classroom behavior in the calculation of grades, incorporate extra credit activities in the calculation of grades, recognize unethical, illegal, or inappropriate assessment methods, and inform students how grades are to be assigned. It is concluded that ESP teachers utilize both traditional testing and alternative assessment for achieving a complementary process of assessment, and they call for an integration of them due to their importance in assessing both the process and product of learning.  The results of this study may hopefully be beneficial for curriculum developers, materials developers, course and syllabus designers, teachers and teacher trainers, and the other stakeholders in the fields of language teaching and learning as well.

It is possible that technology possesses a unique place in language teaching and learning. Research on CALL in the Iranian L2 context is rather scarce. This research intends to explore the impact of administering Nicenet as one of the virtual learning environments (VLE)'s on linguistic use and grammar instruction in writing. The design of the research was quasi-experimental method having a pre-test and a post-test. The subjects were chosen through the convenience sampling strategy and were assigned randomly into experimental and control groups (female = 21, male = 21) and control (female = 21, male = 21). The independent variable in this research was the teaching linguistic use (grammar) through Nicenet. The dependent variable was the participants’ linguistic use (grammar) as reflected by the writing test. The participants were chosen concerning their performance on the Oxford Placement Test (OPT) and were homogenized accordingly. The outcome of inferential statistical tests, ran through Mann-Whitney, depicted that there was a statistically significant variation between the accomplishments mean scores of the learners of the experimental group who learned the grammar through computer and the control group who studied the same syntactic item utilizing the traditional strategy. The results also showed that the accomplishment in the post-test for both the experimental and control groups is related to the treatment. The results depicted that computer as an instrument and Nicenet as an application could assist learners to escalate their grammar acquisition.

The concept of an old-style teaching approach has changed totally over the past decade. Face-to-face classes have not been a unique method of learning with the advent of information technology. Improving information technology has changed the education system. The goal of the study is to determine what factors impact student satisfaction in online English classes. To achieve this goal, the questionnaires were distributed to a random sample of students in three branches of Islamic Azad University in Guilan province, Iran, in 2022. The branches of the university were Roudsar and Amlash, Langroud, and Lahijan. This paper explains the impact of the interaction in online English classes and technology tools as independent variables on the level of student satisfaction as the dependent variable. A simple linear multivariate regression was used to determine the significant relationship between the independent and dependent variables of the research. The regression model was estimated by applying the OLS approach using SPPS software. All hypotheses were accepted, which means that both independent variables impact the dependent variable. In addition, technology tools are more important than interaction to influence student satisfaction. In the end, several solutions were presented to improve the level of student satisfaction in online English classes.

In recent years, some language teachers have made investments in approaches and models such as mobile assisted flipped language learning. Some studies in Iran have examined flipped learning impact on English as a foreign language (EFL) learners’ language skills as well as language systems. However, no researches have been conducted on the impact mobile assisted flipped learning might have on improvement of intermediate EFL learners’ cohesive devices and their motivation to learn cohesion which is the focus of the current study. To this end, 40 female intermediate EFL learners in an English language institute in Kerman, Iran were recruited. Employing a quasi-experimental design, subjects were assigned to two classes of experimental (EG- N = 20) and control (CG-N = 20). Oxford Placement Test, researcher-made writing achievement tests, and Academic Motivation Scale (AMS) were utilized to collect the required data. The findings indicate that participants in mobile assisted flipped language learning group outperformed those in the control group. Moreover, the results of a chi-square test showed a significant relationship between mobile assisted flipped language learning and intermediate EFL learners’ motivation to learn cohesive devices. The findings might help stakeholders design, introduce, and address mobile assisted flipped language learning to their context-specific needs, thereby facilitating the language learning process.

When students study in synchronous online classes, they decide on a preferred mode(s) of communicating with the teacher. This small-scale qualitative research study aimed to explore student preferred modes of communicating with the teacher during synchronous online classes. The researchers used an online questionnaire to acquire data from three different groups of students, each containing three participants. Two groups were university students in China and South Korea, and one group consisted of adult learners in Somalia. All participants were studying English language development courses in synchronous online classes with the researchers. The study found that while most participants were willing to use their cameras, they preferred using the chat box and microphone without using the camera to communicate with the teacher. Additional findings revealed that most participants opposed having a mandatory camera usage policy and for camera usage to affect their grades or marks in the course.

This study explores the transformative impact of Artificial Intelligence (AI) on the teacherlearner relationship, analyzing shifts in roles, responsibilities, and power dynamics in education. Using a comprehensive literature review and case study analysis, it examines AI applications such as adaptive learning systems, intelligent tutoring systems, and AI-powered assessments. Key findings reveal that AI enhances personalization, fosters student autonomy, and enables datadriven pedagogical decisions, while challenges persist in data privacy, equitable access, and resistance to change. The study concludes that AI redefines teachers as facilitators rather than sole knowledge providers, emphasizing collaboration between educators and AI systems. The added value lies in offering a holistic framework for understanding AI's educational integration, with implications for policy, ethics, and professional development to maximize AI's potential while safeguarding educational equity and trust.

Online education, as a type of distance education, has attracted the attentions of administrators, instructors, and students in recent decades. In the midst of the Covid-19 epidemic, online education has become an unavoidable need. Students' participation in such programs may have an impact on their learning and achievement. The current study looked at the link between engagement and achievement in online classrooms. As a result, the study used a correlational design to address the research questions using Dixon's Online Student Engagement Scale and a researcher-created achievement exam. The questionnaire was developed in 2015 and comprises four categories and 19 items on a seven-point Likert scale. In 2020, the questionnaire was modified with Google Form and distributed to 297 students enrolled in general English courses via a university LMS. The second instrument was a 40-item test of reading comprehension developed by the researcher. The examination was created on the basis of reading theories and was given as a final exam. The one-sample t-test findings indicated that students' achievement and engagement levels are adequate. Quantile regression revealed a strong link between top achievers' engagement and achievement. However, bivariate correlation revealed no statistically significant link between typical students' engagement and achievement. However, students' level of engagement perception was satisfactory. The concept of engagement applies to high achievers but not to ordinary or low performers, making measurement error possible.

This study aimed at proposing a framework based on Integrative Systemic Therapy (IST) for addressing foreign language listening anxiety (FLLA) among Iranian learners of English as a Foreign Language (EFL). The effectiveness of the framework in reducing the levels of FLLA among language learners was investigated when implemented by a therapist as well as by learners independently. To this end, 30 intermediate EFL learners with high level of listening anxiety were selected as participants through convenience sampling. They were then randomly assigned into control group (n=10), therapist group (n=10), and self-therapy group (n=10). The therapist group met with an experienced therapist once a week for a month and selftherapy group was just instructed on how to use the framework independently during the same period. The control group received no treatment. The scale developed by Kim (2000) for measuring FLLA and an IELTS listening test were used to explore the effectiveness of the framework. The results of the study revealed that the proposed framework was effective in reducing the levels of FLLA both when implemented by the therapist and by EFL learners independently. The findings reflected the importance of personalization when selecting foreign language anxiety-reducing strategies to enhance the effectiveness of the foreign language anxiety management.

The COVID-19 pandemic has deeply impacted the field of education, shifting instruction from in-person classrooms to virtual learning environments on a global scale. To understand how language teachers engaged in online pedagogy during the pandemic, the current study examines how one expert English Language Development (ELD) teacher, Ms. Anya Mendoza, adapted her instruction to deliver lessons that met the content and linguistic needs of her students. Findings demonstrate how, using a two-stage research design with a semi-structured interview and critical reflection journal entry, Anya performed both instructional and affective moves to support students in their content and language learning. Prioritizing student engagement, she also created space to humanize and empower her language learners in her virtual classroom. As we venture into a post-COVID-19 "new normal" that considers in-person, online, and hybrid instruction, findings from this study demonstrate the importance of anchoring instructional decisions on the needs of students to meaningfully support content and language teaching.