Volume 7 Issue 3 (2025)

• Exploring the use of Generative Artificial Intelligence (GenAI) in English language teaching: Voices from in-service teachers at an early-adopting Hong Kong secondary school

  Ka Yan Choi, Chenze Wu, Benjamin Luke Moorhouse (2025)

• Autonomous learning and students’ perceptions of automated writing evaluation as a tool to improve writing skills

  Napat Jitpaisarnwattana, Nick Saville (2025)

• Exploring student and lecturer perceptions of web blogging as an alternative tool for language assessment

  Nipunika Dilani (2025)

• Comparing teacher E-feedback, AI feedback, and hybrid feedback in enhancing EFL writing skills

  Laleh Khojasteh, Afshin Soori, Fareeha Javed (2025)

• Remaking signs and potentials for learning in L2 multimodal composing

  Pattaramas Jantasin, Müge Satar (2025)

• ChatGPT’s impact on ESP writing proficiency and learner autonomy: An experimental study

  Amr M. Mohamed, Abdul Aziz Mohamed Mohamed Ali El Deen, Reema O. Abukhait, Fatma Dahleb, Yasmine B. Khan, Hassen A. Jmaiel (2025)

• Investigating a case study of self-instructed language learning with ChatGPT

  Quyen Tran (2025)

• Spontaneous use of generative artificial intelligence in preparing for college English test: GenAI adoption factors, learners' motivation, and self-efficacy

  Tianshi Hao, Xinyu Zhao, Zijin Lu (2025)

• Does blended learning bring about less boredom to EFL teachers?

  Farzaneh Kazemi, Farnaz Heyran Kahnamuei (2025)

• Development of task-based language teaching in virtual reality: A case study

  Koyo Ogawa (2025)

Systematic Reviews & Meta-Analyses

• Enhancing English as foreign language education with virtual reality and augmented reality in K–12 classrooms: A systematic review from 2019 to 2023

  Congzhi Ma, Gabriella Haire, Sara Smith, Nigel Newbutt (2025)