The objective of this study is to assess the impact of the Physically Active Learning Portfolio (PALP) on English language teachers' inclination towards incorporating sports-related activities into their teaching practices, as well as their perceptions of these activities. PALP activities were developed with the aim of enhancing English teachers' abilities to integrate various physical movements into course content, fostering an active, healthy, and enjoyable learning environment, and leveraging movement to facilitate rapid and enduring learning outcomes. This study sought to facilitate collaboration between physical education experts and English teachers to integrate movement into language learning. The study group comprised 30 English teachers selected from various public schools across different cities in Türkiye, constituting the study's participant cohort. The research design employed in this study was an explanatory sequential mixed-method approach (Creswell et al. in Research design: Qualitative, quantitative, and mixed methods approaches, Thousand Oaks, 2003), where quantitative findings guided the qualitative exploration. Quantitative analysis indicated a statistically significant improvement in only one of the measured dimensions—teachers’ personal interest in participating in PALP activities—while no significant changes were observed in other areas. These results suggest that the intervention had a targeted but limited effect within the scope of the short-term implementation. It is important to note that the study employed a single-group pretest–posttest design without a control group, and the small, homogenous sample (N = 30) limits the generalizability of the findings. Nevertheless, qualitative findings provided additional insights into teachers’ positive perceptions and their expressed willingness to apply movement-based strategies in their language instruction.

In recognition of the integration of Information and Communications Technology (ICTs) along with Artificial Intelligence (AI) into education, several educational organizations have recommended cultivating 21st-century digital skills as part of every educational curriculum. The computational thinking skill, which is at the core of 21st-century digital skills, has gained research in several fields, such as physics and psychology (Barkela et al., 2024). However, applied linguistics and computer-assisted language learning (CALL) have overlooked this crucial skill, which might stem from the lack of language teachers’ computational thinking competency. For this reason, in the present study the researchers developed a new theoretical framework, and it’s corresponding scale specifically designed for applied linguistics and CALL, namely the Language Teachers’ Computational Thinking Competency in Computer Assisted Language Learning (LTCCTCALL). Using deductive and inductive methods, the researchers developed the items, followed by a validation process that used the Rasch-Andrich rating scale model (RSM) to assess the scale’s item difficulty and validity using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). LTCCTCALL was validated with five factor structures that included 15 items in the Iranian EFL context, involving 273 Iranian in-service language teachers. Based on this result, the study introduced a new theoretical framework and its scale to the fields of CALL, applied linguistics, and the Common European Framework of Reference for Languages (CEFR) to lead the community’s continued growth and to prevent the community from falling behind other fields that incorporate computational thinking skills into our classrooms to have problem-solving approaches with CALL, AI, and chatbots in language class.

Technological advancements have opened new avenues for English as a foreign language (EFL) learners to engage in self-directed learning beyond traditional classrooms. Informal digital learning of English (IDLE) not only supports language learning achievement but also enhances learners’ psychological experiences by providing access to diverse multi-modal resources. This study employed a multi-phase stratified sampling technique and a parallel mediation model to examine the impact of IDLE practices on EFL learning achievement and the mediating effects of foreign language anxiety (FLA) and foreign language enjoyment (FLE) among 510 school-age students (In this study, “school-age students” refers to children and adolescents attending basic education in the Chinese mainland, spanning primary through senior high school.) in the Chinese mainland at three educational levels: primary (n = 191), junior high (n = 199), and senior high school (n = 120). Results showed that key IDLE activities—using English learning apps, listening to English audio content, reading digital English texts, watching English media, and engaging in social media interactions—positively predicted EFL learning achievement, whereas listening to dialogues among characters while playing English digital games did not yield a similar effect. Although Chinese students’ engagement time in IDLE practices was limited, the findings underscored the importance of IDLE in providing accessible English learning resources, particularly for students from under-resourced regions. Furthermore, both the duration and diversity of IDLE activities positively predicted EFL learning achievement, with FLE, but not FLA, acting as a significant mediator. These findings suggest that students’ engagement in IDLE activities supports positive emotional experiences and ultimately enhances EFL learning achievement. However, as different activities may produce varying effects, it is essential to offer careful guidance to students in selecting and applying IDLE practices effectively. Based on these results, both EFL learners and educators can leverage IDLE resources as a valuable supplement to classroom instruction, enhancing learning experience. It is further recommended that EFL teachers and policymakers adopt IDLE-integrated pedagogies to promote engagement and provide structured support for students’ IDLE practices.

Several factors influence the acquisition of L2 reading, including similarities and differences between the L1 and L2 orthographies, orthographic depth and consistency, and the method of reading instruction provided. To inform and improve second orthographic instruction methods and expand what is known about L2 orthographic learning when granularity is considered, this study compared two forms of initial instruction provided to 34 English-speaking adults learning to read Korean Hangul. Instruction emphasized either graphemes or syllables, and the learning outcomes included accuracy and reaction time on tests of trained words, novel words, syllables, and graphemes. Syllable instruction resulted in higher accuracy on trained and novel words. Grapheme instruction resulted in greater accuracy on the grapheme matching test, but syllable instruction did not result in greater accuracy on the syllable test. For adults given syllable instruction, there was a significant correlation between phonological awareness (PA) and accuracy on the grapheme and syllable tests. No significant correlations were found for the adults given grapheme instruction, suggesting that there is a different relationship between PA and orthographic outcomes depending on the form of instruction provided. These results confirm and extend previous L2 orthographic learning studies and provide evidence supporting the use of instruction that emphasizes syllables for English-speaking adults learning to read Korean Hangul.

Abstract Reflective practice (RP) by EFL teachers has been found to have the potential to improve teachers’ pedagogical and professional competencies. This study reports the implementation of a contextualized RP model that integrates the Lesson Study (LS) principles by Indonesian English as a Foreign Language (EFL) teachers. The implementation was conducted at six junior high schools over a course of three months. Data collection methods included three-session classroom observations for each teacher conducted during the RP model implementation, and two sessions of focus group discussion (FGD) after the implementation. The research participants included the six EFL teachers who became the model teachers, as well as several other EFL teachers and six school principals who participated as observers. The results demonstrate teachers’ ability to conduct RP before, during, and after lessons. While they missed some opportunities to conduct reflection-during-lessons, almost all model teachers and teacher observers showed competence in reflecting after the lesson. The teachers realized the importance of conducting reflections to improve their teaching practices and students’ learning. In addition, both model teachers and teacher observers obtained the benefits of getting involved in the RP model implementation, became less nervous, and agreed with the sustainability of the implementation. The findings suggest that, in the future, RP should be well programmed by each school or by broader authorities.

This research explores the use of reflective writing as a pedagogical tool to support Vietnamese EFL tertiary-level learners in improving their English pronunciation by gaining deeper insights into their individual learning experiences. Using an explanatory mixed-methods design, the study involved 94 English-major undergraduates. The quantitative dataset comprised students’ pretest and posttest scores, used to measure their pronunciation proficiency and evaluate the impact of reflective writing on specific aspects of pronunciation: accuracy, sentence stress, intonation, and aspects of connected speech (including rhythm, elision, and linking). The qualitative dataset included the learners’ reflective writings, analyzed thematically to identify pronunciation challenges, learners’ attitudes towards English pronunciation development, the influence of instructional approaches, the role of social and educational contexts, and the resources available for learning. Learners also voiced suggestions for improving pronunciation in an EFL context. Results confirm that reflective writing positively impacts learning outcomes, fostering improved pronunciation and promoting learners’ active engagement in their educational environment. The study introduces the R.E.F.L.E.C.T framework (Realization, Empowerment, Facilitation, Learning, Enhancement, Critical Thinking, and Transformation) to underscore the key values of reflection in higher education. While grounded in the Vietnamese EFL context, the findings contribute to the international literature on reflective practices, particularly in teaching and learning English pronunciation among EFL/ESL learners.

This study investigated the difficulty students encounter when trying to translate polysemous words, as polysemy is often overlooked by teachers of translation and by the curriculum itself. This practice naturally leads students to opt for word-for-word translation as they are unaware of the polysemic nature of certain words. Thus, the aim of the present study was to test a potential solution to improve translation instruction. For this purpose, a pre-/post-test design was employed. Participants consisted of 16 Saudi students from the male campus of Majmaah University, who were asked to translate English sentences containing polysemous words into Arabic. They translated 20 sentences in the pre-test and 30 sentences in the post-test. In the pre-test, participants translated nearly half the sentences inaccurately, using the primary meanings of words instead of their secondary meanings. Next, they were given instruction on polysemous words with examples. After the treatment, they were given a post-test, in which their performance with secondary meanings improved, translating 81% of sentences correctly. The study therefore recommends drawing students’ attention to polysemous words, presenting examples to show the importance of using secondary meanings when appropriate, and having students practice using the dictionary effectively in class. This is expected to enhance students’ competence in translation as well as improve their vocabulary and language skills as a whole.

Research on learners’ commitment to English language learning in the field of second language acquisition (SLA) around the world is predominantly characterized by a positivist and quantitative approach. Conventionally, this type of studies uses the psychological construct ‘motivation’ to account for learners’ efforts in language learning practices. Such paradigmatic orientation constituted a knowledge gap on the role of society, structural inequality, and uneven distribution of resources in English language learning. To address this gap, with a poststructuralist approach, this paper reports on an in-depth narrative case study of an underprivileged learner’s engagement in English language learning in Bangladesh through Darvin and Norton's (Ann Rev Appl Linguist 35: 36–56, 2015) expanded model of ‘investment’, a sociological counterpart of the psychological theory of ‘motivation’. Data for the study were collected over a two-year period through narrative interviews, a written autobiography, and informal conversations. The collected data were analyzed deductively following Polkinghorne's (Int J Qual Stud Educ 8: 5–23 1995) ‘analysis of narrative’ approach in connection with the expanded model of ‘investment’ which focuses on identity, ideology, and capital. In particular, findings demonstrate that (a) imagined identity and group membership influence commitment to language learning; (b) ideologies embedded in language education policy, linguistic gatekeeping, and methodologies of English language teaching configure language learning practices; and (c) the fluid nature of the three forms of capital (i.e., economic, social, and cultural) enables the participant to engage in learning English. The findings of this study have implications for language educators and second language acquisition (SLA) researchers.

This study explores the identity tensions and emotion regulation strategies of Chinese novice EFL teachers as they navigate these challenges. Using purposeful sampling, six novice EFL teachers were recruited based on their years of teaching experience, grade levels taught, and Banzhuren (homeroom teacher) experience. Data was collected through semi-structured interviews. Thematic analysis of the data reveals that identity tensions arise at the micro, meso, and macro levels, with emotion regulation playing a vital role in addressing these tensions. Participants’ imagined identity as key teachers in main subjects, collaborators with parents, and focused English teachers often conflict with the practiced identities as marginalised teachers, sole educators and constrained subordinate workers. Additionally, by applying Gross’s (2015) framework of emotion regulation, the research identifies four interrelated strategies that teachers employ to resolve identity tensions: cognitive reappraisal, situation modification, response modulation and attentional deployment. These strategies enable Chinese novice EFL teachers to either uphold their imagined identities, conform to their practiced identities, or, more frequently, inhabit a dynamic, transitional space between the two. The study broadens the understanding of EFL teachers’ professional identity development, highlighting the dynamic relationship between identity formation and emotion regulation.