The COVID-19 pandemic has transformed teaching and learning in ESL education, particularly through the integration of artificial intelligence (AI) technologies into current English Language Teaching (ELT) practices. However, to ensure the seamless integration of these technologies into ELT practices, a proper framework needs to be developed and validated for future reference by ESL educators. Hence, this study aims to develop and validate the proposed constructs for the framework, using the Content Validity Index (CVI) method with assistance from six experts. Eleven constructs were identified from previous studies, with seven derived from the AI-TPACK framework and four from the Framework for Teaching. These constructs are categorised into three domains: Technological Proficiency, Pedagogical Compatibility, and Social Awareness. The data were analysed using the CVI method. The results show that the S-CVI/Ave value was 0.91, meeting the satisfactory CVI threshold for six experts (>0.83). However, the S-CVI/UA value was 0.73, which does not meet the acceptable CVI value (>0.83). As a result, 10 items with an S-CVI/UA less than 0.83 were removed. Additionally, two more items were excluded due to their constructs having insufficient valid items, with only one item remaining in each construct. Following these amendments, both the S-CVI/Ave and S-CVI/UA values improved to 0.99 and 0.91, respectively. The study proves that the content validity process is crucial to ensuring a reliable and valid instrument for developing a framework for integrating AI into the ELT practices.

Although there are claims that ChatGPT, an AI-based language model, is capable of assessing the writing of L2 learners accurately and consistently in the classroom, a number of recent studies have shown discrepancies between AI and human raters. Furthermore, there is a lack of studies investigating the intra-reliability of ChatGPT scores. Accordingly, this study aimed to examine the accuracy and consistency of ChatGPT compared to teachers, as well as with itself, after being trained on a rubric. To accomplish this goal, the study adopted a quantitative correlational non-experimental design. A dataset of 100 writing assignments, submitted by a cohort of B1-level students at an international branch university in Egypt, was analyzed quantitatively. These assignments were initially evaluated and moderated by trained teachers (n=11), and subsequently, the same assignments were also assessed twice by ChatGPT. The findings indicated that teachers’ scores exhibited a higher level of accuracy compared to those generated by ChatGPT. The results also revealed that ChatGPT exhibits a moderate, yet questioned, level of intra-rater reliability. The weak to moderate correlations between ChatGPT and teacher scores raise concerns about the accuracy and consistency of ChatGPT’s scoring of writing assignments. The implications of the findings highlight the potential applications and limitations of ChatGPT in L2 writing assessment. This study contributes to the ongoing discourse on the use of AI technologies in language education and provides insights into the accuracy and reliability of ChatGPT as an evaluation tool for L2 writing. Keywords: ChatGPT; accuracy; consistency; intra-rater reliability; inter-rater reliability

The present study investigated the effects of gamified grammar and vocabulary learning using Kahoot!, Quizizz, and Quizlet on learning performance, motivation, enjoyment, anxiety, and classroom dynamics and engagement in an English course. The investigation also involved the effects of gamified learning on gender, proficiency, and learning outcomes. Gamified learning was implemented for eight weeks, consisting of Cycle 1 (grammar) and Cycle 2 (vocabulary). Data were collected using survey questionnaires, grammar and vocabulary tests, and English proficiency tests. The results indicated high positive effects on the five survey constructs and significant increases were noted for learning motivation and classroom dynamics and engagement while reducing learning anxiety. The effects remained constant for female and male students, yet high-level students would likely enjoy and be engaged more in gamified learning than low-level students. Despite these highly perceived effects, they were not significant predictors of students’ grammar learning outcomes. Only the degrees of students’ learning enjoyment and anxiety can help estimate students’ achievement in vocabulary learning. Keywords: gamification; grammar learning; vocabulary learning; learning outcomes

For language learners situated in contexts where there is limited exposure to the target language, an authentic learning environment is important. Virtual Reality (VR) has been increasingly used in education to simulate realistic scenarios; however, little is known about whether VR can enhance the nature of authentic learning for learners of English as a foreign language (EFL). Motivated by that reason, this study was conducted to examine the affordances of VR when integrated with language tasks to facilitate authentic learning for EFL learners. Herrington et al.’s (2010) model of authentic tasks was adopted to evaluate the VR-integrated tasks. Twenty-four students participated in the VR technology intervention and were followed up with individual interviews. The results showed VR has the potential to enhance many of the ten attributes of Herrington et al.’s (2010) authentic tasks. Suggestions are provided to further extend the model to be more applicable in EFL contexts, alongside implications for practice and future research.