Authentic reading texts intended for everyday communication, rather than those specifically designed for second language (L2) instruction, often provide rich, contextualized examples of natural language use that support L2 acquisition.However, such texts can be challenging for learners to comprehend because of unfamiliar vocabulary and complex sentence structures.To address this, Long (2020) identified two approaches instructors can use to enhance L2 comprehension and incidental vocabulary learning through reading: elaboration and modified elaboration.He further predicted that modified elaborated texts would be the most comprehensible and beneficial for incidental vocabulary learning, followed by elaborated texts and unmodified authentic texts, respectively.This study tested this prediction with 143 intermediate-level EFL university students in China, who were divided into three groups, each reading a different version of the same text: unmodified, elaborated, and modified elaborated.All groups completed the same comprehension test, and their incidental word learning was assessed through pre-and posttests.The results showed that both elaborated and modified elaborated texts significantly improved comprehension and vocabulary learning compared to the unmodified text, with no significant difference between the two elaboration methods.Theoretical and pedagogical implications are discussed.

Writing is often considered the most difficult language skill for EFL learners due to its persistent grammatical and lexical challenges.Although tools such as Google Translate and ChatGPT are increasingly used, concerns persist regarding overreliance and reduced learner autonomy.This study investigated the grammatical errors and writing strategies among Thai EFL university students, with particular attention to the impact of digital tools.Data were collected from 70 undergraduates through in-class writing and a questionnaire on writing attitudes, strategies, and resources.Errors were analyzed using a five-stage error analysis framework.The results revealed that mechanical errors, especially punctuation and capitalization, were most frequent, followed by word-and sentence-level errors.These were attributed to both interlingual and intralingual interference.Further, the survey findings showed that while the students moderately enjoyed writing, they recognized its value beyond exams.Digital tools were widely used and viewed as helpful for improving structure and coherence, yet the study highlighted the need for teacher guidance in order to ensure responsible use.The findings have suggested that effective writing instruction should combine explicit grammar teaching, written corrective feedback, and the guided use of generative AI tools in order to improve writing accuracy and to foster learner independence.

Despite the growing interest in investigating self-regulated learning (SRL) in a writing context, studies on pedagogical utilization of self-regulated learning-based instruction (SRL-BI)and SRL strategies from an activity theory perspective are still scant.This case study aims to explore the implementation of SRL-BI and SRL strategies in essay writing instruction and to provide an explanation for the contradictions within the activity system.Forty students and two lecturers from an essay writing class at a state university in Indonesia participated in this study.The data were collected through classroom observations, students' artifacts, and semi-structured interviews.The findings of this study encompassed two primary aspects.The first finding was that SRL-BI and SRL strategies were goal-oriented and collective activities molded by individual and environmental factors.The second finding related to the contradictions in the activity system between subject-rules, subject-tools, subjectcommunity-division of labor-object, and subject-rules-toolsobject.This study contributes research into the under-explored