Volume 8 (2026)

• Impacts of self-compiled corpus-based instruction on Ethiopian EFL students’ academic writing sub-skills development: A focus on using AntConc software tools

  Seffiw Alene, Dawit Amogne, Seid Mohammed (2026)

• Teaching in a digital era: Investigating the relationship between digital competence and work engagement among EFL teachers in Türkiye

  Mine Demir, Senem Zaimoglu (2026)

• EFL students’ emotional reactions to class leaderboards

  Andrew Philpott, Jeong-Bae Son (2026)

• The effect of using Bearly AI on developing reading comprehension skills among female tenth-grade EFL students

  Saba Alamoush, Mahmoud Bani Abdelrahman (2026)

• AI-assisted speaking practice for elementary EFL learners: an action research study in a rural context

  Kuan Hung, Ruei-Teng Hung, Kate Chen (2026)

• Transforming teacher training: The power of ChatGPT in lesson practice and reflection

  Ali Al Ghaithi, Behnam Behforouz, Abdullah Al Maqbali (2026)

• Negotiating GenAI in rural secondary schools in Indonesia: EFL teachers’ positioning, identity, and agency

  Nailul Author Restu Pamungkas (2026)

• Embedding constrained, learner-initiated GenAI feedback in collaborative L2 writing: Targeted grammar gains with a two-week follow-up

  Nicolas Emerson, Thomas Holland, Tyler D. Mitchell, Davis Shum, W. L. Quint Oga-Baldwin (2026)

• Aligning ChatGPT with e-portfolio assessment as EFL learning model: Its effect on student’s speaking performance and feedback literacy

  I Putu Yoga Laksana, Ni Made Ratminingsih, Made Hery Santosa, I Putu Indra Kusuma (2026)

• Automated written corrective feedback and ARCS-V model for enhancing writing and self-efficacy of EFL learners

  Eman Mahmoud Ibrahim Alian (2026)

• From assistance toward appropriation: An activity-theoretical perspective on ChatGPT-mediated academic writing among university students

  Ismail Xodabande, Abdulxay Qosimov, Khurshida Umarova (2026)

• Scaffolding postgraduate thesis-writing in a virtual learning environment: Postgraduate student perceptions from a non-English-speaking context

  Elmaziye Özgür Küfi, Nilgün Hancıoğlu Eldridge (2026)

• Teacher-managed generative AI for personalized learning in intermediate Japanese: A classroom-based design study of reading logs and oral information sharing

  Tong Sun (2026)

• Segmental and suprasegmental pronunciation training via AI: An exploration of university students’ perceptions and attitudes

  Khanh Nguyen Huu Lam, Tan Tran Thanh (2026)

• How does AI work as a “game changer”? Self-determination and influencing factors in EFL students’ use of AI for academic writing

  Hao Tran (2026)

• The effect of AI-based instruction on vocabulary retention and learner motivation in higher education

  Behnam Behforouz, Ali Al Ghaithi, Ahmed Alsaadi (2026)

• A corpus-based approach to teaching polysemous verbs in French institutional discourse

  Alman Naufal, Tri Indri Hardini, Eri Kurniawan (2026)

• Linguistic control in AI text generation: An accessible prompt-based approach targeting L2 Spanish absolute beginners

  Raúl Getino-Diez, Mikel García-Madariaga (2026)

• Artificial Intelligence–mediated peer collaboration in EFL argumentative writing: Exploring learners’ inferential reasoning development

  Eka Fadilah (2026)

• Integrating ChatGPT into Thai essay writing instruction for Vietnamese learners

  Pham Phuong Linh, Nathasorn Angsuwiriya , Jomkwan Sudhinont (2026)

• The effectiveness of AI-generated feedback in enhancing students' writing proficiency: A study of Google Gemini

  Bakr Al-Sofi (2026)

Systematic Reviews & Meta-Analyses

• Play to learn: A meta-analysis on the impact of game-based learning on the language learning outcomes of young and middle-aged adults

  Christian Amor Tuso, Mary Alyssa Alconaba, Julius Opriasa, Angelica Fernandez, Georgina Isabel Balauro (2026)

• Generative artificial intelligence integration in foreign language education in higher education: A systematic literature review

  Mohammed Salmane Griche, Mohammed Bennis (2026)