Volume 22 (2026)

Published: 2026-02-12

Responsive teacher agency in AI-enhanced writing instruction: An interpretative phenomenological study of EFL educators

Aldha Williyan, Yusup Supriyono, Nita Sari Narulita Dewi (2026)
Developing 4Cs as future-proof skills among non-linguistic undergraduates in a tech-enhanced English language classroom

Larysa Kupchyk, Alona Litvinchuk (2026)
The effects of automatic speech recognition (ASR)-based peer feedback on EFL diphthong pronunciation improvement and retention

Marwa El-Garawany (2026)
Navigating AI-assisted language learning through Computational Thinking Skills in Computer Assisted Language Learning (CTsCALLs): A qualitative investigation of learner perceptions

Amir Reza Rahimi, Arefe Amini Faskhodi (2026)
University students’ English learning outcomes and their perceptions of learning English through WhatsApp discussions

Mai Sri Lena, Refnaldi, Edi Trisno, Netriwati (2026)
Academic vocabulary use in research publications in the AI era: human-authored vs AI-mediated texts

Piyapong Laosrirattanachai, Piyanuch Laosrirattanachai (2026)
Academic digital applications supporting vocabulary instruction for university students: How do English instructors perceive their use?

Asmaa Alkhazraji (2026)
Interacting with AI voice-based chatbots: A study on EFL students’ satisfaction and speaking performance

Thi Hien Ho, Quang Ngoan Nguyen, Huy Van Nguyen (2026)
Service-provider virtual exchange: Student expectations and perceptions of cultural learning

Maripaz Garcia (2026)
YouTube’s impact on students’ self-directed language learning (SDLL): A comprehensive evaluation based on the knowledge-skills-attitude trio

Nhan Tran Thanh, Anh Pham Thi Ngoc, Chi Nguyen Quynh, Giang Ta Huong, Trang Chu Thu (2026)
Thematic shifts and structural continuities in COIL research: a longitudinal bibliometric study (2010-2025)

Juan Manuel Castro Carracedo (2026)
Changes in mindsets of Japanese university students towards learning English with digital technologies in an English CALL course

Saeko Toyoshima, Aaron Christopher Dods, Tomoko Enomoto (2026)
The impact of iVR-based debate on reducing college students’ anxiety and improving English debating performance

Riski Lestiono, Sangmin-Michelle Lee (2026)
Investigating the effectiveness of corpus and AI integration in developing Chinese EFL university students’ speaking proficiency and attitudes

Hsueh Chu Chen , Mei Jung Wang, Ching Hang Justine Chan, Jing Xuan Tian (2026)
Empowering EFL preservice teachers’ TPACK development through a flipped classroom model in Indonesia

Mega Wulandari, Lutfi Ashar Mauludin, Gatot Prasetyo (2026)
The influence of textese as a paralanguage practice on digital literacy skills among Mandarin-speaking young adults

Szu-Yu Ruby Chen (2026)
Enhancing EFL learners’ vocabulary learning and motivation through mobile-assisted digital flashcards: the mediatory role of digital literacy

Karim Shabani, Fereshteh Hajipour (2026)
AI in English language teaching at higher education institutions in Georgia: Usage, training gaps, and institutional support

Salome Gogberashvili, Nino Latsabidze, Shorena Gogiashvili (2026)
Differential effectiveness of text-to-speech technology on secondary school students’ L2 speaking performance: A mixed-methods study

Hangyan Lu, Hong Sheung Chui (2026)
Secondary school English-as-a-foreign-language teachers’ artificial intelligence use and practices in teaching

Sita Aldossari, Asma Alsahil (2026)
Instagram for English language learning: A research synthesis of studies published in peer-reviewed journals

Raziye Naruie, Farrokhlagha Heidari, Yazdan Choubsaz (2026)
Exploring Iraqi Kurdish EFL teachers’ familiarity with AI-driven technology

Atta Ahmed (2026)
An exploratory study of AI-avatar speaking practice in low-immersion VR: Fluency, anxiety, and technology acceptance

Yukie Saito (2026)
Using Lexilize digital flashcards to enhance academic vocabulary learning among Iranian EFL university students

Ismail Xodabande, Paul Thompson (2026)
Beyond language teaching skills: How to cultivate computational thinking skills through computer-assisted language learning

Amir Reza Rahimi, Ana Gimeno-Sanz, Ana Sevilla-Pavón (2026)
French learners’ use of ChatGPT for interactive textual revision: an in-depth multiple case study

Taegan Holmes, Nicolas Guichon (2026)

Volume 22 (2026)

Responsive teacher agency in AI-enhanced writing instruction: An interpretative phenomenological study of EFL educators

Developing 4Cs as future-proof skills among non-linguistic undergraduates in a tech-enhanced English language classroom

The effects of automatic speech recognition (ASR)-based peer feedback on EFL diphthong pronunciation improvement and retention

Navigating AI-assisted language learning through Computational Thinking Skills in Computer Assisted Language Learning (CTsCALLs): A qualitative investigation of learner perceptions

University students’ English learning outcomes and their perceptions of learning English through WhatsApp discussions

Academic vocabulary use in research publications in the AI era: human-authored vs AI-mediated texts

Academic digital applications supporting vocabulary instruction for university students: How do English instructors perceive their use?

Interacting with AI voice-based chatbots: A study on EFL students’ satisfaction and speaking performance

Service-provider virtual exchange: Student expectations and perceptions of cultural learning

YouTube’s impact on students’ self-directed language learning (SDLL): A comprehensive evaluation based on the knowledge-skills-attitude trio

Thematic shifts and structural continuities in COIL research: a longitudinal bibliometric study (2010-2025)

Changes in mindsets of Japanese university students towards learning English with digital technologies in an English CALL course

The impact of iVR-based debate on reducing college students’ anxiety and improving English debating performance

Investigating the effectiveness of corpus and AI integration in developing Chinese EFL university students’ speaking proficiency and attitudes

Empowering EFL preservice teachers’ TPACK development through a flipped classroom model in Indonesia

The influence of textese as a paralanguage practice on digital literacy skills among Mandarin-speaking young adults

Enhancing EFL learners’ vocabulary learning and motivation through mobile-assisted digital flashcards: the mediatory role of digital literacy

AI in English language teaching at higher education institutions in Georgia: Usage, training gaps, and institutional support

Differential effectiveness of text-to-speech technology on secondary school students’ L2 speaking performance: A mixed-methods study

Secondary school English-as-a-foreign-language teachers’ artificial intelligence use and practices in teaching

Instagram for English language learning: A research synthesis of studies published in peer-reviewed journals

Exploring Iraqi Kurdish EFL teachers’ familiarity with AI-driven technology

An exploratory study of AI-avatar speaking practice in low-immersion VR: Fluency, anxiety, and technology acceptance

Using Lexilize digital flashcards to enhance academic vocabulary learning among Iranian EFL university students

Beyond language teaching skills: How to cultivate computational thinking skills through computer-assisted language learning

French learners’ use of ChatGPT for interactive textual revision: an in-depth multiple case study

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Volume 22 (2026)

About this Journal

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