Journal of English Language Teaching and Applied Linguistics
Journal of English Language Teaching and Applied Linguistics (ISSN: 2707-756X) is a double-blind peer-reviewed, open-access monthly journal published by Al-Kindi Center for Research and Development, UK. The journal is led by expert international editorial board members who take an objective approach to peer review, ensuring each research paper is reviewed and evaluated on its own scholarly merits and research integrity. Publishing your work in the Journal of English Language Teaching and Applied Linguistics (JELTAL) means you will receive prompt and reliable publishing and a global platform for your research to reach its full potential. The journal is published in both online and print versions.
Al-Kindi Center for Research and Development
How EFL Learners View Speaking Feedback: Artificial Intelligence vs. Human Instructors
This research examines the attitudes of Iraqi undergraduate students majoring in English as a Foreign Language (EFL) toward the shift from reliance upon instructor-provided feedback to reliance upon generative artificial intelligence (AI) for receiving speaking course feedback. With the expanding accessibility of generative AI tools, it is important to understand how learners may view this transition in order to develop effective instructional practices for teaching second language (L2) skills. To assess senior students' perceptions, descriptive survey methodology was utilized to administer a structured questionnaire to 53 senior students enrolled at the University of Kufa, College of Education. Results indicate that respondents perceive both teacher and AI-generated feedback positively, with a slight preference for receiving feedback from an instructor (M=3.96) compared to receiving AI-generated feedback (M=3.83). Respondents view teacher feedback to have the greatest motivating effect while also appreciating AI-generated feedback as providing immediate feedback and helping them gain confidence to engage in low-anxiety practice (e.g., through immediate feedback). Finally, this research demonstrates a positive relationship (r=0.62) between students' perceptions of teacher-generated and AI-generated feedback, indicating that those students who value receiving feedback via one source also perceive value from receiving feedback from the other source. The research, therefore, proposes a hybrid feedback model that incorporates AI for repetitive drills but maintains the role of teachers in providing emotional and nuanced support, offering a practical way to improve speaking results in an overcrowded Iraqi classroom.
Song-Based Instruction, Communication Anxiety, Moroccan EFL, Sequential Development, Oral Fluency, Affective Filter, Common Core Students
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by/4.0/
How Generative AI Tools Support the Learning of American Idioms: Insights from Moroccan Postgraduate Students
The present study seeks to explore the use of AI tools, attitudes, and perceived idiomatic knowledge among Moroccan students enrolled in EMI programs in higher education institutions. 178 participants, who were Moroccan Master’s students from the department of English studies from Faculties of Arts and Human Sciences, Meknes and Kenitra, participated in the present study. It should be noted that the employed research design involved a convergence approach. In order to accomplish the aim of the research, a well-structured questionnaire consisting of close- ended questions and reflective open-ended questions was applied. According to the results, 86.5% of participants make use of AI tools quite often. In accordance with that, ChatGPT, Claude, and Gemini were mentioned as the most used platforms. As for the attitudinal aspects, all 7 dimensions obtained more than scale average (M > 3.0). Ease of Use (M = 3.72) and Usefulness (M = 3.65) were rated the highest, followed by Retention (M = 3.16) as the lowest dimension. Average knowledge of idiom score was 2.64/5.0, with a sharp reduction in familiarity between idioms with transparent cultural backgrounds ('Under the weather', M = 3.97) and those with obscure cultural backgrounds ('Nailing Jell-O to the wall', M = 1.82). Frequency of use by AI was associated with positive attitude towards AI (rₛ = 0.372, p < .001), but not with idiomatic knowledge; neither was frequency of use by the participants. CEFR level had a trend but insignificant effect on idioms (F(2,175) = 2.889, p = .058). However, there was a significant effect comparing the Intermediate and C2 levels (p = .023). It is noteworthy that even combined, independent variables only accounted for 4.9% variance in idioms scores. Our findings highlight the importance of AI incorporation into EMI education using culturally sensitive approaches such as generating examples and voice interactions.
AI-mediated learning, idiom acquisition, EFL, CALL, Moroccan university students, American English idioms, ChatGPT, attitudinal perceptions, CEFR
Copyright (c) 2026 Lamiae Aboulrhit, Mohamed Ben Mhamed
Positive Emotional Stimuli and Vocabulary Achievement among Saudi EFL Students in a Reading and Vocabulary Building Course
Positive emotional stimuli can play an important role in vocabulary learning because they may help EFL students pay more attention, enjoy the class, and remember new words more effectively. This study examines how positive emotional stimuli may influence vocabulary lerning among Saudi EFL undergraduate students enrolled in a 14-week reading and vocabulary-building course at Qassim University. The study used a quasi-experimental pre-test/post-test design with two male class sessions, each consisting of 34 students. The target vocabulary includes 300 words selected from 10 reading passages. The experimental group received vocabulary instruction supported by positive emotional stimuli, while the control group received regular vocabulary instruction without the intervention. Students’ vocabulary achievement was measured using a pre-test and post-test. In addition, a final comprehensive vocabulary quiz (FCVQ) was used as supporting evidence from the course. Both groups improved by the end of the study; however, the experimental group achieved higher vocabulary gains. The post-test mean score for the experimental group was 44.90 out of 60, compared with 34.10 out of 60 for the control group. Similarly, the experimental group outperformed the control group in the final vocabulary quiz, with a mean score of 45.80 out of 60 compared with 33.40 out of 60 for the control group. This difference was statistically significant, p < .001. Overall, the findings indicate that positive emotional stimuli helped improve vocabulary achievement and made vocabulary learning more engaging and enjoyable for Saudi EFL students.
Positive emotional stimuli; vocabulary achievement; Saudi EFL students; reading passages; vocabulary learning; foreign language enjoyment
Copyright (c) 2024 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
Improving Speaking Skills through Songs: A Case Study of Moroccan EFL Classrooms
ABSTRACT Listening and speaking are "solicited but neglected" skills in the EFL context of Moroccan classrooms, often sidelined by a teacher-centered approach that focuses on covering the coursebook. Linguistically, this study parallels language acquisition, where the learner moves from a passive "sea of spoken language" to production by focusing on the importance of instruction that prioritises the development of these foundational skills. Adopting a mixed-methods, quasi-experimental approach working with seventy Common Core students and thirty teachers in Casablanca, the study assesses the impact of music instruction as a "creative strategy" to bridge the gap between curricula and classroom practice. The research highlights that the strategic use of melodic input contributes to reducing the "Affective Filter" and leads to a 94.3% boost in students' motivation, with a notable improvement in speaking fluency (91%) and vocabulary learning (88%). Through the induction of the "Song Stuck in My Head" (SSIMH) effect, music works as a cognitive bridge to repair long-standing oral deficits and break the "silent classroom" cycle. This study offers a game-changing pedagogical approach, demonstrating that when learners are able to transition from rote practice to "free and imaginative" language use, they can effectively use the target language.
Communication Anxiety, Oral Fluency, Affective Filter
Copyright (c) 2026 Rajaa Laghrissi, Ahmed Smirkou
Examining the Effects of Embodied Digital Storytelling on EFL Students’ Intercultural Learning
While digital storytelling (DST) has been widely adopted to support language learning, its potential for fostering intercultural learning remains insufficiently explored. This qualitative study investigates how Chinese university-level English as a Foreign Language (EFL) learners engage with embodied DST to explore intercultural learning and the types of cultural insights they develop through this process. Data were collected through semi-structured interviews with 15 undergraduate students and analysed using an inductive thematic approach. The findings indicate that learners’ engagement with embodied DST progressed from reliance on initial instructional scaffolding to more socially mediated and collaborative forms of interaction. In this process, DST functioned as a facilitator of intercultural meaning-making, a catalyst for reflective self-discovery, and a platform for collaborative learning. Furthermore, learners moved beyond the acquisition of factual cultural knowledge toward more critical and reflective understandings. They became increasingly aware of the linguistic, narrative, and technical challenges involved in representing cultural meanings. The study concludes that embodied DST can play multiple roles in promoting intercultural learning when supported by pedagogical designs that encourage engagement and critical reflection with cultural content. Accordingly, it highlights the need for educators to design structured activities that foster students’ critical awareness and Intercultural Communicative Competence (ICC) throughout the DST creation process.
EFL students, intercultural learning, digital storytelling, intercultural communicative competence
Chapelle, Beckett & Ranalli (2024). Exploring AI in Applied Linguistics: Book Review
Exploring AI in Applied Linguistics has edited by Carol A. Chapelle, Gulbahar H. Beckett, and Jim Ranalli. It was published in Iowa State University Digital Press, United States, in 2024. The chapters in this volume were developed from various conference proceedings, covering a broad range of topics on AI technologies, their uses and their implications for language learning, teaching and research. This book consists of fifteen chapters divided on four main section within introduction and conclusion chapters, these chapters are organized according to their general field of application. The chapters in the first part begins with research on AI and then on language learning, introducing language learners' past and present use of AI tools. The second part includes chapters covering studies that illustrate how skill assessment researchers describe and test ChatGPT's abilities across aspects of language assessment. While, the third part chapters cover the research issues developed by AI in applied linguistics. Finally, the part four chapters, address the issue of language teacher training. Moreover, foreshadows research trends on AI and its impact on applied linguistics, with a high level of new contributors to this volume. The aim of this review is to evaluate the book's scholarly and pedagogical contributions to applied linguistics, highlighting its innovations, limitations, and overall impact.
Copyright (c) 2026 Alanoud Alrashidi, Abeer Alharbi
Beyond the Curriculum: Aligning Critical Thinking Instruction with the Saudi Vision 2030 Human Capability Framework
This exploratory study investigates the conceptualisation of critical thinking among English language practitioners within Saudi Arabian higher education and evaluates the pedagogical strategies employed in its delivery relative to the Human Capability Development Programme (HCDP). Using a qualitative research design, semi-structured interviews were conducted with five senior English language educators operating within a university preparatory year programme, and the resulting data were interpreted using multi-staged thematic analysis. The findings reveal divergent practitioner definitions of critical thinking and expose a transferability paradox: educators steadfastly advocate for explicit L2 critical thinking instruction despite holding a shared belief that critical thinking is an inherently transferable cross-linguistic meta-skill. Additionally, while top-down textbook structures provide an immediate classroom scaffold, they reveal critical gaps in sustained teacher professional depth. Ultimately, this paper argues for a strategic transition from performative curriculum delivery to sophisticated, practitioner-focused cognitive training to maximize the return on educational investment within the Kingdom's strategic framework
Critical thinking, English Language Teaching (ELT), Saudi Vision 2030, Human Capability Development, Teacher professional development, Qualitative thematic analysis.
A bottom-up approach to the Feature Reassembly Hypothesis: Acquisition of the present perfect by Arabic learners of English
Data from prior research has provided evidence for L1 Arabic influence on the acquisition of L2 English present perfect (PP). However, little is known about what exactly is being transferred from L1 Arabic grammar to facilitate or hinder the acquisition of the English PP by Arabic speakers of English. This paper adopts a bottom-up approach to the Feature Reassembly Hypothesis (FRH) (Lardiere, 2012) to empirically compare PP feature mapping in English and Arabic, resulting in precise L1 Arabic transfer predictions for feature reassembly, which we then tested in an L2 acquisition study. The results revealed that Arabic L2 users of English (L2ers) made form-meaning associations based on the lexical aspect (telicity) and semantic interpretations of English PP contexts, which revealed new insights into L1-L2 feature reassembly in English PP acquisition that other approaches did not.
Investigating English Speaking Anxiety among Vocational College Students in Saudi Arabia: An Empirical Study
Effective communication in English is becoming increasingly essential for students in vocational education programs. Despite this professional necessity, learners encounter significant anxiety when obligated to communicate in English as a part of routine classroom activities. This study investigates the determinants of English speaking anxiety among female vocational college students from various technical education colleges in Eastern Province, KSA. Considering the rising involvement of women in the Saudi workforce under the Vision 2030, it is crucial to investigate the language-related issues encountered by female vocational second language learners of English. A survey was administered to 152 female students participating in vocational English communication courses. The questionnaire examined various aspects of speaking anxiety, including but not limited to fear of negative evaluation, restricted lexicon, pronunciation issues (mostly arising due to Mother Tongue Interference), social pressure to participate in class and fear of peer assessment. Statistical study indicated that oral presentations in classroom, insufficient vocabulary, and impromptu speaking activities were the primary sources of learner anxiety. The results demonstrate that elevated speaking anxiety of learners correlates with diminished willingness to communicate in English. Regression analysis revealed that linguistic and social factors significantly predicted willingness to communicate, accounting for 42% of the variance. The results indicate that overcoming both linguistic and psychological obstacles is crucial for enhancing students' speaking confidence. The study provides pedagogical advice for language instructors in vocational contexts and contributes to continuing discourse in applied linguistics concerning affective aspects in second language acquisition.
speaking anxiety, vocational education, foreign language anxiety, willingness to communicate, applied linguistics, second language learning
Autonomy, Agency, and Anxiety: A Qualitative Survey Study of Moroccan EFL Teachers’ Perceptions of Inquiry-Based Learning
Inquiry-Based Learning (IBL) is becoming a key focus in global and Moroccan education policies as a crucial approach to promote critical thinking and autonomy. Despite the Moroccan curricular guidelines' endorsement of inquiry-based pedagogies to trigger a shift in educational paradigms towards student-centeredness, the enactment of IBL is often tempered by systemic and psychological pressures. The present qualitative inquiry explores Moroccan EFL teachers' perspectives on the benefits, classroom practices, and difficulties of IBL through a qualitative survey, distributed to teachers in public and private secondary schools. We undertook a thematic analysis using the "Triple A" (Autonomy, Agency, and Anxiety) framework. The results show a strong pedagogical embrace of IBL, with 61.1% of respondents citing enhanced ownership and motivation as its main affordance, paralleling national studies that highlight IBL's value in cultivating 21st-century skills. Yet, findings reveal a persistent "rhetoric-reality gap", with teachers using agency to transform IBL into "problem-solving tasks" to align with institutional demands. Barriers include curriculum load and time (58.3%), pedagogic anxiety about classroom management, and a "linguistic threshold" on the balance between accuracy and fluency. The research highlights the gap between reform goals and classroom practice, suggesting that the successful and enduring implementation of IBL in Morocco requires institutional backing, resource provisioning, and culturally sensitive professional development beyond the efforts of individual teachers.
Inquiry-Based Learning, English as a Foreign Language, Moroccan schools, teachers’ perceptions, Triple A framework: Autonomy, Agency, and Anxiety, thematic analysis, learner-centered pedagogy, educational reform.
Challenges in Undergraduate Research Proposal Writing: Evidence from a Capstone Course
Research proposal writing is a critical academic competency, yet it remains one of the most challenging tasks for undergraduate EFL students. This paper investigates the common challenges encountered by Arab EFL undergraduate students in writing research proposals within a capstone course context at a Gulf university. Drawing on qualitative document analysis of 30 Stage 1 proposals submitted during the second semester of the 2025–2026 academic year in ENGL 450 (Project Writing) at the University of Bahrain, combined with a reflective practitioner approach, the study identifies four recurring challenge categories: (1) topic over-scoping, (2) information literacy deficits, (3) unfocused or multiple research questions, and (4) confusion between research objectives and hypotheses. The findings reveal that students consistently propose studies that exceed the feasible scope of a one-semester undergraduate project, struggle to locate and integrate credible academic sources, formulate research questions that are either too broad or too numerous, and conflate the conceptually distinct functions of research objectives, questions, and hypotheses. These challenges are discussed in relation to existing literature on EFL academic writing, Gulf learner profiles, and undergraduate research supervision. The paper concludes with pedagogical recommendations, including the value of staged proposal submission, topic-scoping workshops, and explicit instruction in research question formulation. The study contributes to a growing body of literature on EFL research writing in the Gulf context.
Implementing Collaborative Learning in Classroom Settings: Benefits and Challenges
This study investigates EFL high school teachers' perception of the implementation of collaborative learning in classroom settings. 10 EFL teachers participated in this study through semi-structured interviews to explore the benefits of collaborative learning and the challenges that hinder its implementation in the classroom. Using content analysis, this study revealed that most teachers have positive perceptions of the implementation of collaborative learning in the classroom. They agree that collaborative learning increases students' engagement and participation, improves language proficiency and communication skills, fosters their critical thinking and cognitive development, enhances their academic performance, fosters learner autonomy and responsibility, and creates a supportive learning environment. However, significant challenges to implementing collaborative learning were identified in this study, including resource limitations, class time constraints, insufficient teacher training, and learner differences.
Collaborative learning, Teachers’ perceptions, Benefits, Challenges.
Copyright (c) 2026 Ilham El Adha, Mohamed Ben Mhamed, Ahmed Smirkou
Examining the Impact of Case and Task Driven Blended Learning on Student Learning Outcomes in an International Trade Documentation Course
As a core compulsory course in Business English major, International Trade Documentation Practice integrates theoretical, practical, operational, and applied dimensions. Recently, the course confronts multiple challenges, including an intricately networked knowledge structure, rigid conventional pedagogy, and insufficient hands-on practice. The advent of artificial intelligence (AI) offers new opportunities for instructional innovation. Grounded in constructivist learning theory, blended learning theory, and student engagement theory, this study constructed a “case-task-driven blended teaching model” A quasi experimental design was adopted with 73 junior Business English majors from two intact classes at a private undergraduate university in Guangzhou. Class A was assigned as the experimental group, receiving the case and task driven blended model augmented by AI tools, while the other served as the control group and received traditional lecture-based instruction. The study mainly compared group differences in standardized documentation operation test scores, learning engagement, course satisfaction, and professional certification pass rates. Results revealed that the experimental group significantly outperformed the control group on the post-test, with statistically significant differences. The findings indicate that a blended teaching model anchored by authentic foreign trade cases, driven by scaffolded hierarchical tasks, and supported by AI tools can effectively bridge the disconnect between classroom abstraction and workplace complexity, thereby facilitating a paradigm shift from “knowledge memorization” to “competency-based education.” This paper further delineates the core mechanisms of the model, examines the appropriate roles and ethical boundaries of AI tools, and provides a replicable theoretical reference and practical paradigm for the blended teaching reform of business related majors.
Keywords: Case-based learning; Task-driven instruction; Blended learning; International trade documentation practice; AI-assisted instruction；ELT
Beyond 'And': Investigating the Logical Flow and Connectivity in Senior High School Writing
This paper addresses the difficulties that senior high school students face in producing logically coherent, well-connected pieces of academic writing. The study employs Corder’s error analysis methodology and utilizes an exploratory mixed methods design to examine 31 pieces of academic writing from a private Catholic educational institution, and identifies common cohesive errors. There were four major types of errors identified: the most frequent error was the omission of cohesive devices (35.06%); next were misused cohesive devices (29.87%); third was the redundancy of cohesive devices (18.18%); lastly was the overabundance of cohesive devices (16.88%). The results support the conclusion that most students do not possess the 'structural adhesive' to create a logically dependent connection between thoughts or to use only simplistic, repeating transitional phrases. Based on these findings, it is suggested that current teaching methods emphasize rote memorization of vocabulary lists rather than teaching functional grammatical rules, resulting in disorganized or overly simplistic writing. Therefore, this research paper proposes an adaptive cohesion essentials (A.C.E.) model. This model focuses on four critical components: transitioning from functional grammar to cohesive devices, becoming implicitly and explicitly audience-aware, reducing overcompensation behaviors, and providing strategic feedback in a coded format. The research concluded by advocating individualized teaching techniques to develop students' written communication skills as a preparation for both post-secondary and professional success.
Cohesion error, pedagogical framework, error analysis, senior high school writing
Online Videos and Podcasts for Language learning in the Saudi Context: A Systematic Review (2010-2025)
This study presents a systematic review (SR) of the author’s research published between 2010 and 2025 on the use of instructional videos and podcasts in English language teaching for both general and specific purposes. The corpus consists of eighteen studies that were categorized into eight thematic clusters: AI generated instructional videos; oral skills development (pronunciation, listening, and speaking videos and podcasts); reading skill enhancement; ESP instructional videos across medical, engineering, and professional domains; grammar practice through podcasts; cultural learning through news and cultural podcasts; multi-skills video lessons and delivering content via live video streaming. A distinctive feature of this SR is that it is author bounded, which is a rare longitudinal synthesis of a coherent research program covering fifteen years. Unlike prior SRs that aggregate unrelated studies, this review traces the evolution of multimodal pedagogy, videos, podcasts, AI generated narration, and ESP animations, within a single, consistent instructional framework. This unique perspective provides an integrated account of how digital resources were conceptualized, implemented, and refined across multiple language learning contexts. Results across clusters showed that instructional videos and podcasts consistently enhanced learners’ comprehension, pronunciation accuracy, vocabulary development, and engagement with authentic language input. Studies on pronunciation demonstrated the effectiveness of multimodal explanations, visual cues, and repeated exposure to connected speech phenomena. The studies highlighted the role of structured pre , while , and post viewing tasks in improving comprehension of normal native speech, discourse organization, and inferencing. Reading videos supported background knowledge activation, visualization, and integration of multimodal cues. Animations, narrated demonstrations, and domain specific videos facilitated comprehension of technical terminology and complex processes. Grammar and cultural podcasts provided accessible, mobile, and self paced learning opportunities that increased learner autonomy and retention. The SR highlights the importance of multimodal scaffolding, the value of authentic and semi authentic input, and the need for alignment between video/podcast content and learning outcomes. The study recommends the systematic integration of videos and podcasts into curricula, instructor training in multimodal pedagogy. Comparative studies across modalities, longitudinal investigations of learner autonomy, and exploration of emerging technologies such as interactive video platforms, and podcast systems and AI-generated video content are still open for further investigation in the future.
Systematic review (SR), Author Bounded Systematic Review, Al-Jarf research program, instructional video, language learning podcasts, multimodal pedagogy, AI Generated video content, EFL/ESP skill development, video based scaffolding, digital learning resources, technology enhanced language learning
Grade 9 English language teachers’ perceptions, classroom practices, and challenges in implementing Communicative Language Teaching (CLT) at Amanuel Secondary School in 2018 E.C.
This study investigated Grade 9 English language teachers’ perceptions, classroom practices, and challenges in implementing Communicative Language Teaching (CLT) at Amanuel Secondary School. The study was guided by three specific objectives: to examine teachers’ perceptions of CLT, to explore their classroom practices, and to identify factors influencing the implementation of CLT. A descriptive research design was employed, and data were collected through questionnaires, semi-structured interviews, observation and document review with three teachers and 97grade 9 students. The data were analyzed qualitatively and supported by simple descriptive statistics. The findings revealed that teachers generally held positive perceptions toward CLT. They understood that CLT emphasizes interaction, integration of language skills, and student participation in meaningful communication. However, some inconsistencies were identified in their understanding, particularly regarding immediate error correction and the dominance of teacher-centered instruction. Despite these inconsistencies, teachers generally valued CLT as an important approach for improving students’ communicative competence. In terms of classroom practice, the results showed that teachers attempted to apply CLT principles through group work, pair work, discussions, and question-and-answer activities. However, both interview and observation results indicated that the implementation was not consistent. Traditional teaching methods such as lecture and grammar explanation were still dominant, and student participation in communicative activities was limited. Classroom observation further confirmed that teacher talk time was high, and opportunities for student-student interaction were relatively low. The study also identified several factors affecting the implementation of CLT. These included large class sizes, low student proficiency in English, lack of teaching materials, limited time, insufficient teacher training, examination-oriented assessment, and lack of administrative support. These challenges were found to significantly restrict the effective application of communicative activities in the classroom. Additionally, findings from Unit 4 methodology tools (questionnaires, interviews, observation checklist and document review) consistently supported these results. In conclusion, although teachers showed favorable perceptions of CLT, its practical implementation remained limited due to pedagogical, institutional, and contextual challenges. Therefore, the study recommends continuous professional development training, provision of adequate teaching materials, reduction of class size, and improved institutional support to enhance the effective implementation of CLT in English language teaching.
Communicative Language Teaching, English Language Teaching, Formative Continuous Assessment, Summative Continuous Assessment
Copyright (c) 2026 Omar Al Qudah, Kume Tewabe Alehegn
Revisiting the Text to Speech Tool in EFL Learning in the Light of the Recent Rise in the Accessibility of the Technology
This exploratory article is much of “revisiting” the Text-to-Speech (TTS) tool as an EFL learning resource, in the light of the recent hike in its accessibility in form of apps in personal devices and social media platforms. The article presumes that this recent convenience of the TTS technology has the potential of boosting the reading zeal among the population of the Arabic speaking EFL learners. The potential referred to here emanates from the TTS tool distancing itself from the printed vs. digital reading debate with its in-between reading and listening stance. However, with no concurrent studies to cope up and update this recent convenience of the TTS, little is known about its scale and forms of impact on the population of the Arabic speaking EFL learners. In the course of the discussion therefore, the article attempts to highlight the latest version of the technology, its pro-EFL learning potentials as well as to preview the paradigm the technology can be utilized. The article concludes with the secondary role of TTS in shifting the now “visual orientation” of the Arabic speaking EFL learners, towards reading at all. It as well previews how a pro-EFL learning TTS literature would contain and look like in order to offset the emotional engagement that the printed texts provide.
Text-to-Speech tool – Narration - Arabic speaking EFL learners – Reading zeal
Effectiveness of using mobile applications (Whats App and Messenger) on enhancing students' writing skills from the perspective of teachers
This study aims to explore the effectiveness of mobile applications in enhancing students' writing skills from teachers’ perspectives at Jazan University. The study seeks to examine the potential use of mobile applications in facilitating the development of writing skills, explore the major writing problems faced by students, and examine the use of WhatsApp and Messenger in improving the student’s writing skills. Moreover, this study will adopt a quantitative research design, and distribute questionnaires among 52 English language teachers teaching at Jazan University, and analyze the data through SPSS, and generate descriptive and inferential statistics. The expected findings of the study are to reveal positive teachers’ perceptions towards using mobile applications in improving writing skills, along with exploring the students’ specific writing problems. This study will contribute a number of messages for improving student’s writing skills in higher education through mobile-assisted learning. Introduction Education has become a new presence in the past few years due to the rapid development of mobile technologies, and many new opportunities for teachers and learners have arisen. There are activities motivating active participation as well as autonomous learning in mobile learning – m-learning, providing students’ off-campus, anytime-anywhere access to educational resources. Among the various language skills, writing is the hardest one for students to learn, especially for EFL learners. It requires not only accuracy in form, but also coherence, fluency, and originality — very difficult things for many students to do. Students in Jazan University have difficulty in acquiring good writing skills, such as limited vocabulary, weak sentences and lack of practice. Traditional classroom teaching, though important, does not always provide opportunities for regular writing practice or immediate correction. As a result, teachers are increasingly trying out innovative teaching approaches, such as technology, for enhancing students' writing. For college students, the accessibility of such sites as WhatsApp and Messenger on cell phones has also contributed to their popularity as the primary communications method. These sites turn social sites into interactive learning environments, allowing students to post their ideas, communicate in written forms, and receive immediate responses from teachers and peers. Such functions make them in addition conveniently applicable tools to help students write more effectively in informal but supportive learning environments. From the teachers' perspectives, it is crucial to find out to what extent mobile applications are effective in developing students' writing skill. The successful adoption of technology into language teaching and designing outcome-oriented instruction depends primarily on teachers. Therefore, teachers' opinions and practices will shed light on how mobile-assisted learning can be most effectively realized. For teachers’ perspectives at Jazan University, this research aims to find out whether the mobile applications are effective or not in developing students' writing skills. And more specifically, it attempts to shed light on how mobile applications influence students' writing skills, state the main difficulties students face while using the applications and examine the usefulness of WhatsApp and Messenger in improving students' writing skills.
Mobile applications; Whats App; Messenger; students' writing skill; teachers
Copyright (c) 2026 https://creativecommons.org/licenses/by/4.0/ https://creativecommons.org/licenses/by-nc/4.0
English for Specific Purposes: Course Content and Needs Representativeness
The importance that English is getting as an international language directs the attention to its different aspects and teaching is one of the most essential ones. Currently, English for specific purposes is gaining attention due to the productivity it may offer for the efficient use of English in specific fields. The present research paper examines the course content of master program at the faculty of sciences at university Mohamed the First in Oujda, Morocco. The study aims at investigating the extent to which the course content responds to students’ needs of English in relation to their field of study. Content analysis method is adopted to study the selected course content. The findings of the research show that there is a disparity in meeting the needs of the different disciplines taught at the faculty.
English for specific purposes, Teaching, Needs representativeness, Course content
Copyright (c) 2026 Latifa Arharbi, Sara Fadli, Souad Jadli
An overview of the multidimensionality of Academic Engagement in language learning and how it has been investigated in the Saudi EFL context
This systematic review presents the multidimensional nature of academic engagement in language learning, with a particular focus on how it has been investigated the Saudi EFL context. Drawing on a wide range of theoretical and empirical studies, the review synthesizes key perspectives on academic engagement as a dynamic and context-dependent construct encompassing behavioral, cognitive, emotional, and social dimensions. The review highlights how engagement is closely linked to learners’ motivation, self-efficacy, and academic achievement, and how it functions as a mediator between instructional practices and learning outcomes. The review further explores major theoretical frameworks, including engagement theory and self-determination theory, to explain how learners’ psychological needs and classroom environments influence their involvement in language learning. Evidence from recent research in the Saudi EFL context indicates that factors such as online learning environments, teacher support, learner autonomy, and the use of language learning strategies significantly contribute to enhancing student engagement. Moreover, the findings suggest that engagement is not only a predictor of academic success but also a key factor in promoting positive emotional and social experiences in language classrooms. Despite the growing interest in this area, the review identifies a relative scarcity of comprehensive research addressing all dimensions of engagement in the Saudi EFL context. The study concludes by emphasizing the importance of adopting a holistic approach to engagement in language learning and calls for further empirical research to explore its multidimensional nature across different learning settings.
Academic engagement, EFL, learner engagement, multidimensionality, Saudi EFL context
Copyright (c) 2026 Haya Mohammed Alsaadi
Increasing AI Intervention in ELT: A Prognosis of Saudi Context
The rapid proliferation of artificial intelligence (AI) technologies is reshaping educational paradigms across the globe, with English Language Teaching (ELT) emerging as one of the fields most profoundly affected. In the Kingdom of Saudi Arabia (KSA), where English occupies a pivotal role in national development agendas—most notably Vision 2030—the intersection of AI and ELT holds both transformative promise and critical challenges. This paper provides a comprehensive prognosis of increasing AI intervention in ELT within the Saudi context, examining the current technological landscape, pedagogical implications, institutional readiness, learner outcomes, and sociocultural considerations. Drawing on an extensive review of contemporary literature, the study traces the trajectory of AI-enhanced language learning tools—including intelligent tutoring systems, natural language processing applications, adaptive learning platforms, automated writing evaluation systems, and conversational AI agents—and analyses their appropriateness and projected impact within Saudi classrooms. Findings suggest that while AI presents unprecedented opportunities to personalize instruction, bridge achievement gaps, and cultivate globally competitive English proficiency, significant barriers related to infrastructure, teacher preparedness, digital equity, and cultural alignment must be systematically addressed. The paper concludes with evidence-informed recommendations for policymakers, curriculum designers, and ELT practitioners navigating this evolving terrain.
Artificial intelligence, English language teaching, ELT, adaptive learning, natural language processing, intelligent tutoring systems
Investigating Moroccan EFL Students' Perceptions and Engagement in Autonomous Learning
Learner autonomy has been considered one of the most important factors that can positively affect English language learning. This notion of learner autonomy has become the focus of many researchers. Although many studies have been conducted on learner autonomy, very little is known about learners' perceptions and engagement in autonomous learning. This study aims to investigate Moroccan EFL students' perceptions and engagement in autonomous learning. The research employed a questionnaire as a quantitative method to collect data from 60 EFL students at the Faculty of Languages, Letters, and Arts in Ibn Tofail University. The findings of this study revealed that learners have a positive attitudes towards learner autonomy. However, they expressed their tendency to rely on their teachers for their learning.
Learner autonomy - Learner's perceptions and engagement - Language learning.
Observed Activities and Practices of Secondary Level English Classrooms in Nepal
This paper is a part of a comprehensive research accomplished with the Emerging Faculty Research Grant from the RCDC, Tribhuvan University. It presents the real situation of ELT activities and practices in the secondary schools of Lumbini Province. It is based on the observation of sixteen secondary level English teachers of four districts of Lumbini Province. Many changes were observed in the English classes as compared with the traditional classes which reflect positive vibes in academia. We found that the teaching activities and classroom practices have been refined and developed in many cases. However, there are many things to be changed in teachers, like the use of ICT devices, online resources, display devices like teaching materials, as well as the use of lesson planning which ensures at least preparation of the content to be taught. The teachers need to enhance student participation in the English classes and make them more proficient in English. The study provides the insights for the ELT teachers, trainers and policy makers in making the classes of English teaching more effective in Nepal. To prepare students for global competition and 21st-century challenges, teachers need to enhance and refine existing teaching and learning practices and activities getting well trained for making their classroom presentations and teaching activities according to the expectations and aspirations of the students of the modern time.
21st century teaching activities and skills,
Copyright (c) 2026 Arun Kshetree, Tilak Bhusal, Kamala KC, Badri Narayan Panthi
Barriers to Undergraduate Project Writing in EFL Contexts: Student and Faculty Perspectives
This mixed-methods study investigated the primary barriers encountered by Iraqi English as a Foreign Language (EFL) undergraduates in writing graduation research projects, incorporating dual perspectives from students and faculty. Quantitative data were collected from 126 final-year students using an adapted 29-item questionnaire, while qualitative insights were gathered from 10 faculty members via written interviews. The findings reveal a complex, interconnected web of challenges. The most significant barrier is a profound deficiency in academic writing skills, with students struggling severely to express ideas clearly in written English. This linguistic hurdle underpins and exacerbates other key obstacles: practical deficits in research methodology (e.g., selecting methods, formulating questions), a critical gap between knowledge and practice in academic integrity (leading to unintentional plagiarism), and systemic curricular shortcomings identified by faculty as overly theoretical and misaligned with practical needs. Notably, the study diverges from some regional research by finding that these struggles occur despite high student motivation and positive perceptions of supervisory support, pointing squarely to gaps in foundational training rather than a lack of guidance or interest. The study argues that successful completion of graduation research projects among Iraqi EFL learners is less dependent on final–year supervision and more dependent on the cumulative development of academic writing skills throughout the undergraduate program.
Research Writing Challenges, Academic Writing, EFL Undergraduates, and Plagiarism
Awareness, Knowledge, and Preference of Pronouns by Non-Binary College Students: A Sociolinguistic Inquiry
Pronouns indicate significant importance in both pedagogical and communicative contexts, as they shape the way individuals are addressed and understood in social interactions and educational settings. Beyond the traditional pronouns “he” and “she,” the American Psychological Association endorses the scholarly use of the singular pronoun “they,” recognizing its relevance in promoting inclusive language practices. In addition, the popularity of neopronouns continues to rise, providing non-binary individuals with a broader range of linguistic options to express their identities. Despite this growing recognition, there remains a dearth of empirical research that systematically investigates the awareness, knowledge, and preferences regarding pronoun use among non-binary populations. Addressing this gap, the present quantitative inquiry examined the level of awareness, knowledge, and preference of pronouns among non-binary college students at a state university in the Philippines. The study involved 80 participants, including 20 lesbians, 20 gays, 20 bisexual males, and 20 bisexual females, selected through criterion sampling, who responded to a four-part researcher-developed survey questionnaire. The results indicate that, overall, non-binary college students are aware of the categories of pronouns (M=2.48, SD=0.39 for traditional pronouns; M=2.79, SD=0.25 for gender-neutral pronouns; and M=2.64, SD=0.32 for neopronouns) and knowledgeable about them (M=2.49, SD=0.31 for traditional pronouns; M=2.68, SD=0.23 for gender-neutral pronouns; and M=2.47, SD=0.32 for neopronouns). However, despite this awareness and knowledge, participants expressed a preference for using traditional pronouns (“he” and “she”) when being referred to. These findings underscore the persistence of traditional linguistic norms in educational settings and highlight the potential influence of formal language instruction on pronoun preference. Empirically, this study contributes to the limited body of research on non-binary pronoun use speficically in the Philippines, providing a foundational dataset that can inform inclusive language policies, pedagogical strategies, and future sociolinguistic investigations. Its significance lies not only in documenting patterns of pronoun awareness and preference but also in offering evidence-based insights for educators, policymakers, and advocates seeking to foster more inclusive and affirming learning environments.
Traditional pronouns, gender-neutral pronouns, neopronouns, non-binary college students
Soft Skills and Youth Employability in the Moroccan Labor Market: Challenges and Policy Implications
The employability of young people has become a central concern where persistent youth unemployement coexists with increasing demand for skilled labor. Altough educational attainment among Moroccan youth has improved. Employers continue to emphsize the importance of soft skills alongside technical qualifications. This article examines the role of soft skills in shaping youth employability in Moroccan labor market. It explores the mismatch between education and labor market expectations, identify key soft skills valued by employers, and analyses institutional responses aimed at addressing existing gaps. The article argues that strenghtening soft skills among Moroccan youth is essential for enhancing labor market integration, improving productivity and supporting inculsive economic development
youth employability; soft skills; labor market; education–employment mismatch; Morocco
Secondary School EFL Teachers’ Perceptions and Practices of Integrating Skills in their Assessment Methods: Machakel Woreda in Focus
The purpose of this study was to examine how EFL teachers perceive and implement skill integration in their classroom assessments, with a focus on Grades 9 and 10 in four secondary schools located in Machakel Woreda. Specifically, it investigated how teachers incorporate multiple language skills into both formative and summative assessments. The study employed a descriptive research design with a mixed-methods approach used solely for data collection purposes. Out of a population of 22 English teachers, all 22 were selected as the sample through a comprehensive sampling method. The instruments used for data collection included questionnaires, classroom observations, interviews, and document analysis. These instruments were designed to explore English teachers’ perceptions and practices concerning skill integration in classroom assessments. The findings of the study revealed that teachers held strong perceptions and a solid understanding of the principles of integrated skills assessment. However, they rarely practiced skill-integrated language assessments in either classroom assessment of learning (summative assessment) or assessment for learning (formative assessment) in EFL classes. The study also indicated that classroom English language assessments primarily consisted of grammar items and, occasionally, vocabulary content, with little to no skill integration. Furthermore, the study identified key challenges hindering classroom language assessment practices, which were related to students, teachers, and school administration. Based on the findings, it was concluded that EFL teachers focused mainly on summative assessments (assessment of learning) without integrating language skills, and they did not successfully implement integrated skills assessments. Instead, they relied heavily on assessments targeting isolated skills and grammar content. Several key recommendations were proposed, based on the major findings of the study, to improve EFL teachers’ classroom assessment practices.
Skill integration, summative assessment, formative assessment, Communicative Language Teaching
Orchestrating Vocabulary Engagement in Secondary EFL Classrooms: Teacher Mediation in English-Subtitled Video Lessons
The growing use of audiovisual resources in English as a Foreign Language (EFL) classrooms has encouraged teachers to incorporate videos with English subtitles into everyday instruction. Although earlier studies suggest that subtitles may support vocabulary development, most have treated subtitles primarily as a form of input enhancement and evaluated their effects mainly through post-test outcomes. Far less attention has been paid to the classroom work through which teachers make subtitled input instructionally useful. In real lessons, subtitles do not operate as self-contained learning tools; their value depends on how teachers focus attention, support meaning-making, and create opportunities for subsequent language use. This study explores teacher mediation in subtitle-based vocabulary work in three Vietnamese upper-secondary EFL classrooms. The dataset comprised six classroom observations, learner interviews (n = 9), one teacher interview, and learner reflection forms (n = 60). Using thematic analysis, the study examined how teachers shaped learners’ encounters with vocabulary across pre-viewing, viewing, and post-viewing stages. Four recurring mediation practices were identified. Teachers first signalled which lexical items were worth attending to before the video began. They then guided learners’ interpretation of unfamiliar words through questioning and contextual discussion. After viewing, they designed tasks that required students to revisit and use target vocabulary in new utterances. They also managed lesson timing by deciding when to pause the video and when to preserve viewing continuity. The study shows that vocabulary learning in subtitled video lessons is not produced by textual support alone. Rather, it emerges through classroom orchestration, in which teacher mediation plays a key role in shaping attention, interpretation, and reuse. The findings contribute to work on multimodal language teaching by clarifying the instructional conditions under which subtitles become productive resources for vocabulary development.
Teacher mediation; subtitled video; vocabulary development; multimodal pedagogy; EFL classrooms; classroom discourse
Culturally-Responsive Digital Learning Media to Bridge English Language Gaps in Remote Indonesian Schools
In Indonesia's remote areas, access to high-quality English language training continues to be a significant difficulty due to inadequate infrastructure, insufficient teaching resources, and culturally irrelevant learning materials. These limitations are especially apparent in districts such as Enrekang, where traditional methods do not effectively engage students or resonate with their lived experiences. Although educational technology (EdTech) offers potential solutions for these disparities, the majority of tools are deficient in contextual and cultural relevance. This study delineates the design and assessment of culturally-responsive digital learning material specifically developed for junior high school pupils in Enrekang. The project employs the ADDIE instructional design methodology and a sequential mixed-methods approach to include local culture elements—folktales, idioms, and community practices—into English learning modules. The findings indicate substantial enhancements in pupils' English ability, as average test scores rose from 58.3 to 76.9. Usability and cultural relevance garnered good evaluations from both educators and learners, while Structural Equation Modeling validated that cultural alignment and interface usability positively impacted learning outcomes. These findings illustrate that incorporating culture into user-centered digital design can revolutionize language acquisition in under-resourced regions. The research provides a reproducible framework for localized EdTech creation and emphasizes the significance of culturally relevant pedagogy in fostering inclusive, engaging, and effective education.
Copyright (c) 2026 Zakila Mardatila Ersyad, Luthviza Nabila Putri Ersyad, Arva Firas Putra Ersyad, Like Raskova Octaberlina, Andi Asrifan
Examining the Effect of Word-Formation Instruction on Moroccan EFL Learners’ Vocabulary Development
This study examines the impact of word parts instruction (WPS) on vocabulary development among Moroccan EFL university students at Mohammed V University in Rabat. Specifically, this study aims to (i) measure the students' vocabulary breadth, (ii) to investigate the effect of Word Parts Strategy instruction on L2 vocabulary development. Data were collected pre- and post-treatment using the Vocabulary Size Test (VST) and Word Parts Strategy Tests A and B. The pre-tests assessed participants’ pre-existing vocabulary knowledge. The posttests were administered to identify the effect of word parts instruction on the students’ vocabulary knowledge. The quantitative and qualitative data were statistically analyzed via the Statistical Package for Social Sciences (SPSS. The study found significant differences between the experimental and the control groups’ vocabulary learning after the treatment, and the differences were positive in favor of the experimental group. The experimental group demonstrated a statistically significant gain in total vocabulary size following WPS instruction, suggesting that the strategy positively impacted vocabulary learning. The findings reveal that the experimental group not only outperformed the control group but also demonstrated substantial gains in both vocabulary breadth and depth, confirming the pedagogical efficacy of the Word Parts Strategy instruction in university EFL settings.
EFL Learners, Vocabulary Size, Word Parts Strategy.