Abstract This response engages with De Wilde’s (2024) study on novice EFL teachers’ ability to detect AI-generated writing. While endorsing her call to address AI in teacher education, I argue that her findings also expose wider pedagogical issues. First, novice teachers’ reliance on linguistic deficit cues risks pathologizing proficient learner writing, particularly in contexts where AI is permitted for language editing. Second, treating ‘personal touch’ as a marker of human authorship is increasingly unstable as large language models simulate voice convincingly. Third, drawing on recent teacher-assessment research, I contend that AI detection is a multidimensional, experience-sensitive judgement that extends beyond surface accuracy to rhetorical depth, task engagement, and teachers’ assessment beliefs; exposure to AI texts further shapes detectability. I conclude that teacher training must move from policing authorship toward developing critical AI literacy and ethically integrating AI into process-oriented writing pedagogy.

Abstract This qualitative case study explores how the question formulation technique (QFT) facilitated critical engagement with curriculum reform among 22 Indonesian preservice EFL teachers. Conducted over 16 weeks in a private university, participants joined biweekly QFT sessions, generating 400 questions that were thematically analysed. Three key themes emerged: examining cultural norms and classroom power dynamics, addressing structural barriers, and rethinking teacher identity and agency. Findings reveal that structured questioning motivated preservice teachers to reflect on the tensions between student-centred pedagogy and local traditions. Instead of merely following curriculum mandates or copying imported teaching models, participants critically questioned hierarchical norms and considered culturally relevant adaptations. Ultimately, the QFT empowered them to move beyond passive compliance, fostering teacher agency and reflective practice. This positions preservice teachers as active interpreters of curriculum reform, capable of negotiating global pedagogical ideals with local values in EFL teacher education.

Abstract This Readers Respond article engages with Bruce et al. (2025), which explores UK university stakeholders’ perceptions of English language proficiency (ELP) tests. We acknowledge that such studies are motivated by the need to understand institutional contexts and priorities, while noting that more robust forms of evidence are essential for evaluations of test quality. Drawing on Plonsky’s (2024) framework for assessing research quality and transparency, we highlight opportunities to enhance future studies through the inclusion of student performance data, broader and more balanced sampling, and clear reporting of researcher affiliations. We discuss how these practices enrich interpretations of stakeholder views and support nuanced evaluations of both established and newer ELP tests. Our response aims to contribute to an ongoing, constructive dialogue about evidence-based decision-making in high-stakes assessment, emphasizing that combining multiple forms of validity evidence can help institutions make informed, fair, and transparent choices that best serve students and educational outcomes.

Abstract Artificial intelligence (AI) is now widely available to teachers and learners through natural language prompts. While such tools create new opportunities for English language teaching, their classroom use often remains exploratory and detached from pedagogical aims. This article argues for a pedagogy-first approach, where AI use is deliberately aligned with learning objectives. Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework and its recent adaptation to AI (AI-TPACK), the article shows how teachers can integrate technological, content, and pedagogical knowledge to ensure AI supports, rather than drives, language learning. The discussion is illustrated with adaptable and practical classroom examples that build AI literacy, enhance student engagement, and encourage critical reflection on the ethical and pedagogical boundaries of AI.

Abstract ‘Did a robot write that?’ asked one young participant in this study. A deceptively simple question that captures the challenges raised by artificial intelligence (AI) in children’s literacy experiences. This article explores how young children and their caregivers engage with AI-generated storybooks through Let’s Story, a feature of the Applaydu app. Developed by Gameloft and Ferrero International in partnership with the University of Oxford’s Learning in Families through Technology project, Let’s Story enables families to co-create storybooks using Microsoft’s generative AI tools. Data were collected through two play tests involving 22 parent–child pairs from the United Kingdom, United States, and France. These sessions examined how the children and their caregivers responded to AI-generated content during shared reading. While the stories supported playful engagement, especially in a child’s home language, concerns emerged about narrative complexity, image-text alignment, and narration. The findings offer timely insights for ELT practitioners and educational technology developers.

Abstract This study investigates the complexities surrounding English language test choices for Higher Education (HE) admissions in the United Kingdom, focusing on the implications for institutional practices, student success, and stakeholder perceptions. Amid an evolving landscape, exacerbated by the pandemic, universities have faced challenges in ensuring that English language tests adequately measure the academic language proficiency required for international students. Drawing from desk-based research of 50 UK universities and a survey involving 67 HE personnel, the study highlights disparities in test acceptance, decision-making processes, and the validity of emerging at-home tests. Findings reveal concerns over test reliability, academic preparedness, and the impacts on student well-being and institutional reputation. The paper advocates for the development of robust evaluation frameworks, enhanced language assessment literacy, and targeted support services to address these challenges. By adopting evidence-based approaches, universities can better balance accessibility with maintaining academic standards, ultimately supporting international students’ success.

Abstract Internationally operating business professionals communicate using English as a business lingua franca (BELF). As BELF communication crosses national borders and includes multiple languages and cultural groups, linguacultural competence is a critical aspect of successful BELF communication. In this study, we derived specific linguacultural competencies (LCCs) required for such communication from the literature and double-checked them with twelve business professionals and two business English teachers. The LCCs were then used to develop a questionnaire to gather the perceptions of ninety business professionals. The results of the survey revealed that all the identified LCCs were deemed essential, with no significant differences between region-based subgroups of respondents. Further, the study highlighted the importance of three components of LCC (knowledge, skill/strategies, and attitudes) to both real-world communication and pedagogy. These findings have important pedagogical implications for developing the LCCs of business professionals and creating a more connected, empathetic, and understanding international business environment.