Volume 21 Issue 3 (2025)

Published: 2025-10-23

Enhancing grammatical proficiency in online EMI: The impact of instructional videos on error reduction

Milagros Torrado-Cespón, Sidoní López-Pérez, Cristina Castillo-Rodríguez (2025)
From words to pixels: Artificial intelligence struggles with world Englishes

Flora Debora Floris (2025)
Exploring the role of Google Assistant in enhancing EFL learners' speaking skills: A systematic review

Nagamurali Eragamreddy (2025)
The effects of online flipped peer dynamic assessment on EFL learners' academic writing skills

Saman Ebadi, Maha Bader Alghasab, Sajad Velayati (2025)
Comparing augmented reality and quick response code versions of a location-based task for foreign language learning

Samuel Taylor (2025)
A quasi-experimental study comparing textual and audio dynamic glosses: Effects on L2 vocabulary learning among novice EFL learners

Hiwa Weisi, Pegah Torang (2025)
Talking to algorithms, not students: Students' and lecturers' perceptions of machine translation in academic discussion

James Lamont, Andrzej Cirocki (2025)
Enhancing grammar instruction for EFL secondary school students: Leveraging the flipped approach as a pedagogical intervention

Tatyana Nam, Matthew G. R. Courtney, Bakhtiar Naghdipour (2025)
AI chatbot-assisted English learning and willingness to communicate: A narrative meta-synthesis of evidence from Asian English as a foreign language contexts

Budi Waluyo, Damar Isti Pratiwi (2025)
Systematic review of feature-based approaches to mispronunciation detection

Lakshani Nissanka, Banuka Athuraliya, K S Priyanayana (2025)
Teachers’ perspectives about the benefits, challenges, and strategies for using generative AI in English language teaching

Tran Le Nghi Tran, Thinh Van Le, Thanh Luan Nguyen (2025)