This study examines the role of recast frequency and its effectiveness in the acquisition of English articles in a computer-mediated context. Sixty-one preintermediate university language learners in Turkey were randomly divided into four main groups: high frequency recast (HF), low frequency recast (LF), test control, and task control groups. The…

The present study explored the dominant discourses of language teaching challenges by utilizing methods associated with corpus linguistics and probed for the validity of the applied methodological design. The gleanings were obtained based on a specialized corpus (638,312 tokens) of journal articles pertinent to the designated topic sourced from…

Netnography, a qualitative research approach, entails observing, analysing, and interpreting online data. This netnography explores how teacher agency, emotion regulation, and professional identity were enacted by a novice Chinese language teacher in response to emergency remote teaching (ERT) in Australia amid the global pandemic. Ecologically…

This research explores the innovative integration of OpenAI's GPT-3.5 within a university-level English as a Foreign Language (EFL) writing course, illustrating a novel approach to academic instruction. The course follows the ADDIE instructional design model, encompassing five systematic stages: analysis, design, development, implementation, and…

The adoption of English as a Medium of Instruction (EMI) in Turkish universities has heightened the necessity for advanced English proficiency among students. Many intermediate-level English learners face stagnation, known as the intermediate plateau, hindering their progress and affecting academic performance. This study explores the use of…

The aim of the study was to examine the effects of rubric co-creation on peer feedback. From a social constructivist perspective, rubric co-creation might have the ability to promote the quality of feedback messages, interactivities within feedback processes, and uptake of feedback information in a peer-based collaborative setting of higher…

This study investigates the effectiveness of ChatGPT feedback in enhancing the writing skills of Gen Z students, who constitute a significant portion of today's global population. Utilizing a mixed-methods approach, the research explores both quantitative and qualitative aspects of students' interactions with ChatGPT in the context of foreign…

Teacher-moderated online chats are a common option for conducting writing conferences with students. The efficacy of chat sessions is impacted by the expectations for and structure of these sessions. This corpus-based study used a move analysis to determine the purposes and organization of 129 chats between 3 experienced teachers and 106 students…

ChatGPT is revolutionizing education by offering innovative learning methodologies and expanding accessibility to language learning. Existing studies stated that exposure to language-rich environments can help learners study a new language. ChatGPT can potentially increase language learning outcomes and performances by providing real-time…

Using data generated from three teachers and 18 students in three senior English language learning (ELL) classrooms in Indonesia, we respond to calls for research that investigates the impact of societal rules or cultural norms that influence how people think and act about feedback and their place within the feedback process. Particular attention…

Mastery of the art of crafting online reviews and responses is essential as a valuable additional tool for enhancing learners' English proficiency in specialised contexts. This study aims to: 1) Examine the formality levels in crafting reviews and responses; 2) Explore face-threatening acts utilised in reviews and politeness strategies employed in…

The objective of this study is to develop literacy engagement in Chinese students with varying language proficiencies through teacher-written corrective feedback. Drawing on Bandura's social cognitive theory and Boekaerts and Corno's self-regulation theory, the research aims to understand how corrective feedback influences literacy engagement and…

Learning pragmatics involves learning linguistic forms and their communicative functions as well as the context where the form-function relationships are realized. Given its socially grounded, context-sensitive nature, pragmatics may be best learned in a technology-enhanced environment that provides direct access to contextualized communicative…

This qualitative case study examined teachers' views on integrating Social-Emotional Learning (SEL) and its role in supporting Culturally Responsive Pedagogy (CRP). A total of 32 K-5th grade English as a Foreign Language (EFL) Uruguayan teachers completed a three-week online asynchronous professional development. Participants' training focused on…

Studies examining teachers' perceptions of the application of blended learning abound in literature, however, few have explored if the teachers' perception differed in reference to their gender and teaching level. In the current study, English as a foreign language (EFL) teachers' perceptions of Indonesian blended learning practices from the…