ABSTRACT The rapid development of generative artificial intelligence (GenAI, shortened as AI thereafter) has reshaped feedback delivery and engagement in higher education contexts, yet it remains unknown how second or foreign (L2) learners’ attitudes toward AI, agency in using, and acceptance of AI connect with their engagement with AI-generated feedback. This study, therefore, utilized network analysis to investigate the connections among the domains of the above constructs among university students in order to find out central nodes and key bridging edges. Results indicated that learners’ ability and mentality, two dimensions of agency, served as two core psychological constructs linking cognitive, behavioral, and affective dimensions of engagement with AI-generated feedback, while attitudes towards AI were in a peripheral position within the network. Notably, agency emerged as a bridging node, with the strongest connection observed between action and cognitive engagement, followed by the connection between ability and behavioral engagement. Overall, students demonstrated a high level of engagement with AI-generated feedback and AI agency, which were intertwined with rather than independent of each other. Pedagogical implications are discussed.

ABSTRACT Drawing on Bandura’s (1986) ‘triadic reciprocal’ framework of Social Cognitive Theory and incorporating Pekrun’s (2006) Control-Value Theory, this study examines the cognitive–affective mechanisms shaping EFL learners’ experiences in informal generative artificial intelligence (GenAI) environments. The research models the interactions among digital literacy, three emotions, and motivated learning behavior. The sample comprised a GenAI user group (n = 546) and a Non-AI group (n = 563), treating GenAI usage as the moderating environmental factor. Partial Least Squares Structural Equation Modeling (PLS-SEM) and multigroup path analysis were used to test the model. The results indicate that: (1) The ‘digital literacy – emotions – motivated learning behavior’ pathway was confirmed in the full sample, with enjoyment acting as the sole significant mediator among the emotions. (2) A multigroup path analysis identified significant path differences between the groups, except for boredom. Notably, the model demonstrated stronger predictive power for the GenAI group, where digital literacy positively predicted technology anxiety; in contrast, digital literacy reduced anxiety in the Non-AI group. These findings suggest that while GenAI enhances digital literacy and positive affect, it simultaneously introduces specific anxiety challenges. This study extends Social Cognitive Theory to GenAI contexts and offers pedagogical implications for facilitating second language learning.

ABSTRACT Purpose: This study focused on investigating the performance and perceptions of 139 non-English major EFL students completing graph writing with a five-step technology-enhanced learning performance (TELP) mode of the ChatGPT-assisted revision approach. Design/methodology/approach: The study adopted a pretest and post-test quasi-experimental design. A five-step TELP mode based on Chapelle’s (1998) principles for the development of multimedia CALL was implemented to create an online learning environment. Its implementation was conducted in two phases: helping students revise and evaluate their pre-writing scripts and directly revising their post-writing scripts. Students’ performance was evaluated by three types of free online computational assessments. A questionnaire on Google Forms was administered to elicit their experience and perceptions. Findings: Students with different English proficiencies employed different ways of using AI-based tools to complete the pre-writing; they also had different pre-writing outcomes. The linguistic features that ChatGPT generated on students’ pre-writing were classified into 12 categories, and their frequency was significantly correlated with students’ pre-writing performance evaluated by the other two computational assessments in this study. Students with low English proficiency adopted the strategy of L1 to L2 translation through using AI-based tools to achieve better pre-writing performance than high-proficiency students who did not use AI-based tools. Students’ performance for revision did not vary with their English proficiency and was significantly improved in delivering more professional vocabulary, expressing more lexical words, showing higher writing scores, and having a lower probability of writing errors, with effect sizes ranging from 0.14 to 0.82. Students thought that the ChatGPT-assisted revision approach on graph writing was convenient, rapid, and easy, and its feedback was rich, clear, well explained, easy to understand, and of good quality. Originality/value: This study contributes to the growing body of research on learning with the implementation of ChatGPT. Based on Chapelle’s suggested principles for the development of multimedia CALL (1998), the implementation of a five-step TELP mode of the ChatGPT-assisted revision approach in graph writing was proposed. The measurement results of evaluating students’ multiple writing features using different technological assessment tools were consistent. Implications for the implementation of ChatGPT in language learning and future studies are discussed.

ABSTRACT In light of recent calls to investigate Gen-AI’s impact on academic writing motivation, this study introduces an integrated motivational model. It examines the relationships among three key motivational constructs within the model: self-efficacy, future selves, and the perception of the context regarding its effectiveness in fulfilling basic psychological needs. Surveys were administered to 272 undergraduate English majors who attended Gen-AI mediated academic writing courses at the beginning (Time 1) and end of a semester (Time 2), followed by interviews with 9 students. The study yields three major findings. First, Time 1 and Time 2 structural equation modelling results indicate that the integrated model positions self-efficacy as the central motivational driver of academic writing performance, with basic psychological needs and future selves serving as indirect influences. Second, latent profile analysis reveals a motivational evolution among students, characterised by two motivational profiles at Time 1 and three at Time 2. Third, interview data show that Gen-AI usage tends to shape undergraduates’ self-efficacy, ideal L2 self, and basic psychological needs, but not their ought-to L2 self. These findings suggest pedagogically actionable strategies for fostering self-efficacy in Gen-AI mediated writing instruction.

ABSTRACT Background Situated expectancy-value theory (SEVT) is a prominent motivation framework explaining how expectancy (e.g. self-concept) and value factors (e.g. utility value) predict learning achievement. However, existing second/foreign language (L2) motivation studies usually assume a linear relationship between these factors and L2 achievement. The Island Ridge Curve (IRC) offers a theoretical alternative, positing that the effects of cognitive and motivational factors on L2 achievement fluctuate across distinct stages of L2 competence development. Integrating SEVT with IRC would enable a nuanced examination of the dynamic association between motivation and L2 achievement. Purpose This research examined the changing associations between two motivation factors (self-concept and utility value of schooling) and English as an L2 achievement across struggling, low, medium, and high achievers. Methodology The sample comprised 2325 eighth-graders from 16 Hong Kong schools. Multilevel mixture modeling was employed for data analysis. Findings Results showed that (1) the positive association between English self-concept and English achievement varied significantly across the struggling, low, medium, and high achievers, with a significantly larger effect in the medium achievers; and (2) the positive association between utility value of schooling and English achievement fluctuated across the four groups, but the associations were all nonsignificant. Overall, the findings support the IRC, particularly regarding the role of learners’ self-concept in determining L2 achievement. Value This study underscores the value of synthesizing SEVT and IRC to explicate the complex, nonlinear relationship between motivation and L2 achievement, suggesting that future research on motivation should account for proficiency-dependent variations rather than assume uniform effects.

ABSTRACT Having returned to teaching full-time in Higher Education after working in the voluntary sector (2014–2020), I was struck by the reticence of first-year students (post A Level equivalent) in writing freely as I prepared them for summer written examinations. Conversations indicated a fear of making grammatical mistakes, questions about improving vocabulary range and a concern about expectations at university as they transitioned from school or college. Since 2021–2022 I have therefore run a creative storytelling project, involving the coproduction of a short story by a group of 8–14 students. Writing examinations is a stressful experience for many students, elicits a range of coping strategies (Berry, K., and S. Kingswell. 2012. “An Investigation of Adult Attachment and Coping with Exam-related Stress.” British Journal of Guidance & Counselling 40 (4): 315–325) and includes specific challenges for those who did not sit examinations during the COVID-19 pandemic, as well as for those with specific disabilities or learning needs. The project is designed to support formal assessment rather than be formally assessed, with an inclusive learning approach that combines Asset-Based Community Development (ABCD), creative storytelling in MFL teaching, ideas from author Doris Dörrie (2019. Leben, Schreiben, Atmen: Eine Einladung zum Schreiben. Zürich: Diogenes. eBook), and immersive role-play such as Call of Cthulhu (2025. Chaosium Inc. Available Call of Cthulhu – Getting Started). This paper outlines my project design, lesson planning, delivery, observed benefits and issues to consider. It is intended as shared practice to inspire other teachers to draw from their personal gifts, skills, and capacities, all key elements of ABCD, to develop formative creative writing lessons that support and motivate students as they prepare for formal assessment.

ABSTRACT Research and practice show that university-based teacher educators experience great challenges to become teacher-educator-researchers, and need academic support to facilitate their academic development. This paper reports on a grassroots school-baed academic salon in a national teacher education university in China to support foreign language teacher educators’ academic development. Semi-structured interviews and facilitators’ longitudinal observations were employed to collect data. The findings indicate its appeal to teaching-focused mid-career teacher educators who either lacked PhD research training or continuous research experiences, and aspired collegial support to achieve teaching-research integration. Meanwhile, its sustainability arose as a serious issue, suggesting a need for adjustment of its operational mechanisms and administrative support to the facilitating team’s continued efforts. The study suggests the necessity of systemic efforts to support its ongoing development.

ABSTRACT In an increasingly interconnected world, Asian learners of English as a Foreign Language (EFL) often struggle to develop the readiness and confidence required for Intercultural Communicative Competence (ICC), despite achieving high scores on standardized English exams. To address issues regarding learner engagement, limited cultural interaction, and technological ownership, the purpose of this study investigates the integration of non-Generative AI Digital Multimodal Composing (DMC) within a modified Project-Based Learning (PBL) framework. To meet the labor market’s demand for business students capable of diverse intercultural dialogue, this study designed innovative instructional interventions by adding Orientation (preparation) and Rehearsal (practice) phases prior to the standard Engagement and Reflection phases of PBL process. Grounded in Byram’s ICC model, this study using qualitative methodology engaginig 84 Asian students majoring in Business and Information in intercultural dialogues with peers from including France, Malaysia, Indonesia, Haiti, Vietnam, Japan, South Africa, and Russia – to produce 24 DMC videos. The findings of the qualitative analysis of the video artifacts, focus group interviews, and critical reflections revealed that students demonstrated high levels of intercultural knowledge, attitudes, and skills of interpreting and discovery in culturally distinct practice in Halal culinary preferences. However, challenges remained regarding the comprehension of diverse English accents and the sustainability of critical cultural awareness. The study adds values that ICC development requires a decolonized approach to different English voices to foster diversified auditory literacies, thereby supporting learners in navigating cultural differences with greater confidence. Implications for curriculum design are discussed to promote more nuanced and culturally responsive competence in global academic contexts.

ABSTRACT High school English learners often face intense Foreign Language Anxiety (FLA) due to examination pressures. This paper presents the design and implementation of ‘EngEERs’ (English Educational Escape Rooms), an innovative pedagogical framework that employs a ‘narrative-driven game loop’ to mitigate FLA. The intervention integrates immersion, collaborative puzzle-solving, and a failure-tolerant structure to reframe language use as a tool for narrative progression rather than academic performance. A quasi-experimental study involving 62 Chinese high school students was conducted to assess the framework's potential. Results from the Foreign Language Classroom Anxiety Scale indicated a statistically significant reduction in overall FLA within the experimental group, with notable decreases in Fear of Negative Evaluation and Test Anxiety. These preliminary findings provide concrete guidance and highlight the potential of EngEERs as a feasible and engaging approach for practitioners seeking to foster low-anxiety language learning environments.

ABSTRACT Purpose: This study explores how Polish grandparents utilise digital media to support heritage language maintenance (HLM) in their Australian-born grandchildren. Focusing on family literacy practices, this research examines grandparents’ digital engagements during shared reading and media consumption. Design/ Methodology/ Approach: The study employs qualitative thematic analysis to investigate the grandparents’ methods, approaches and the effect of these actions. The sample includes two Polish grandparents and their grandchildren. Findings: The results have shown that intergenerational communication, the inclusion of digital stories and Polish cartoons facilitate the acquisition of vocabulary, foster cultural transmission and increase enthusiasm and participation. Grandparents foster essential heritage language maintenance, and digital storytelling can create a cultural and linguistic bridge, thus strengthening the children’s cultural identity. Originality: This paper advocates for considering the roles grandparents can play in the process of heritage language transmission and by thoughtful use of media, they can strengthen familial bonds and heritage connection to provide a solution for transnational families.