Search Results (293)

The research aims to derive the positive and negative values and strange habits included in Ibn Battuta’s journey called “Tuhfat An-Nuzzar fi Ghara’ibal-Amsar wa-‘Aja’ib Al-Asfar” by Shams al-Din bin Abdullah al-Lawati, the Moroccan al-Tanji, known as Ibn Battuta (d. 1377 AD), presented and investigated by Ali al-Muntasir al-Katani (D.T), which was included in Ibn Battuta’s trip, to the peoples of the countries he visited on the African and Asian continents. A total of 440 respondents participated in the study: 195 teachers in the supplementary track and 245 fourth-year regular track students at an Arab College of Education from all disciplines: early childhood, Arabic language, science, mathematics and computer science, English language, and special education. The respondents were asked to select an enrichment text or a story of one or more pages from Ibn Battuta’s travels, with the aim of eliciting the positive and negative values and strange customs of the peoples and countries Ibn Battuta visited in Africa and Asia. The study results indicated that Ibn Battuta’s travelogue, “Tuhfat An-Nuzzar fi Ghara’ibal-Amsar wa-‘Aja’ib Al-Asfar,” is considered an important literary reference, rich with texts and stories from which we can deduce the values and customs of the people of the countries Ibn Battuta visited in Africa and Asia. Teachers can use this information for discussion and constructive dialogue with their students in schools, in various educational subjects such as social studies, religion, literature, Arabic language, history, and geography. Most of the study participants support the idea of integrating Ibn Battuta’s travelogue into various lessons. The study recommends the importance of integrating and expanding it to include other subjects in schools, colleges, and universities. This integration should be systematically built around various activities that achieve “meaningful learning,” ensure active student participation, and enhance value for the learner and society. In conclusion, I recommend conducting detailed studies and research on the educational values derived from travel literature. Full article

This systematic review synthesizes empirical evidence on the role of Artificial Intelligence (AI) in inclusive education. The review aimed to examine (1) the impact of AI technologies on learning outcomes and engagement among students with special needs, (2) barriers and enablers influencing AI adoption by educators, and (3) the role of theoretical frameworks in guiding AI-based interventions. A comprehensive search was conducted in Scopus, Web of Science, DOAJ, and Google Scholar for English-language, peer-reviewed studies published between 2020 and 2025. Sixteen (16) studies met the inclusion criteria and were appraised using the Mixed Methods Appraisal Tool (MMAT). Findings indicate that AI tools enhance personalization, accessibility, and engagement, particularly for learners with disabilities, while barriers such as infrastructure gaps and low digital literacy persist. Enablers include institutional support and teacher training, though theoretical frameworks were inconsistently applied. Limitations include the exclusion of grey literature and reliance on short-term studies. AI can advance inclusive education when integrated with ethical, pedagogical, and institutional strategies, while future research should prioritize longitudinal, theory-driven, and culturally responsive models. Full article

At present, teachers face working environments characterised by high levels of stress, largely due to constant interaction with students and the multiple challenges inherent in the educational context. In this scenario, the development of socio-emotional competencies (SECs) becomes an essential component of their professional education, as it enables them to manage their emotions effectively and build positive interpersonal relationships within the educational community. Objective: The aim of this research was to analyse the dimensions, strategies, and success factors of education programmes in socio-emotional competencies (SECs) aimed at pre-service teachers. Method: A systematic literature review was carried out using the PRISMA method. Publications in English and Spanish, published between 2019 and 2024 in peer-reviewed academic journals and focused on the university level, were included. Conference proceedings, books, book chapters, and articles not centred on SECs were excluded. The search was conducted in the Web of Science (WOS), Scopus, and ERIC databases, with the final search date being 24 January 2025. After applying the inclusion criteria, eight empirical studies were selected. Results: The reviewed programmes demonstrated similarities in their methodological designs and in the socio-emotional competencies addressed. The practical sessions were based on cooperative methodologies that promoted experiential learning and reflection. The strategies used included video and text analysis, portfolios, role-playing, and simulations. The effectiveness of the programmes was assessed primarily through self-report techniques, such as questionnaires, scales, and interviews. In addition, some studies complemented these strategies with simulations using avatars, content analysis, and digital video recordings. This diversity of approaches reflects the absence of a uniform evaluation criterion; nevertheless, the findings consistently demonstrate the effectiveness of the programmes. Conclusion: The intervention programmes analysed proved effective in developing key competencies in future teachers, such as emotional awareness, self-regulation, empathy, and communication skills. Among the limitations identified in the intervention programmes are biases in sample selection, reflected in the participation of small or unrepresentative groups. This systematic review highlights the relevance of socio-emotional competences in pre-service teachers, addressing the gap caused by the limited number of longitudinal studies. The evidence consolidates current knowledge and underscores effective practices and interventions that enhance educational quality. Full article

Despite much interest in the flow experienced by English as a Foreign Language (EFL) teachers, there is less research on flow re-engagement and pre-service teachers at the crucial phase of career development. This study aims to examine flow dynamics among pre-service and in-service EFL teachers in China during teaching. Six Chinese EFL teachers (three pre-service and three in-service) engaged in two rounds of interviews over the course of one year, which were analyzed using a thematic narrative approach. The findings indicate that immediate feedback, clear goals, and a challenge-skill balance were key antecedents of flow. In-service teachers highlighted principal’s teaching-focused philosophy, technology support, teaching experience and curiosity. All participants reported a sense of control, deep absorption, and time distortion. Two experienced teachers further claimed a loss of self-consciousness. The flow of participants was impeded by student-related factors, strong self-consciousness, and technological breakdowns. In-service teachers noted more complicated causes. To re-enter a state of flow, pre-service teachers favored avoidance strategies, whereas in-service teachers employed more flexible approaches. Flow enhanced instructors’ teaching confidence, shifted pre-service teachers’ career motivation and fostered in-service educators’ professional well-being, post-class reflection, and self-improvement. Administrators and teacher educators should provide a teaching-oriented working environment for in-service teachers and offer flow-focused training to pre-service teachers, thus promoting their flow experiences and fostering sustainable professional development. Full article

This review examines the contemporary evidence on digital gamification’s effect on English as a foreign language (EFL) and English as a second language (ESL) classrooms’ outcome. The study focuses on vocabulary and other course-integrated skills in low-input contexts. We synthesise findings from education-wide meta-analyses and recent language-specific studies using a narrative approach organised by four questions on learning performance, classroom dynamics, student perceptions, and teacher practices. Across sources, gamification is associated with minor improvements in assessed performance, particularly in vocabulary and reading. Studies also frequently report gains in motivation and moment-to-moment classroom energy. These benefits are not uniform. Effects depend on element mixes, social format, pacing, and assessment timing, and they can taper with repeated use. Evidence on durability remains limited because immediate post-tests dominate and delayed outcomes are scarce. Most studies rely on perception surveys or platform logs rather than systematic observation. Students typically report enjoyment and usefulness with low to moderate anxiety, while teachers highlight the value of quick feedback and predictable routines alongside practical constraints such as preparation time, connectivity, class size, and tool fit. We propose minimum reporting standards that specify dose, element configuration, social design, assessment windows, reliability, inclusion context, and low-tech fallbacks. Better reporting and longer follow-ups are needed to separate short spikes from durable learning. Full article

This study investigates how English learning burnout (ELB), academic buoyancy (AB), and foreign language enjoyment (FLE) jointly and independently influence the English academic achievement of Chinese senior high school students. Drawing on the Control-Value Theory of Achievement Emotions, data from 640 students were analyzed using both regression and fuzzy-set Qualitative Comparative Analysis (fsQCA). Regression results indicated that intrinsic enjoyment of language learning was the strongest positive predictor of achievement, whereas exhaustion exerted a notable negative effect. The fsQCA results revealed five pathways to high achievement, such as the combination of high enjoyment and buoyancy with low burnout, which predicted success even without strong teacher support. Conversely, low buoyancy and enjoyment coupled with high burnout characterized underachievement. These findings enrich Control-Value Theory by highlighting asymmetry between the causes of success and failure, and they emphasize the importance of fostering both intrinsic enjoyment and resilience in exam-driven educational contexts. Practical strategies are suggested to help educators reduce negative states and promote sustainable learning engagement. Full article

This study examined the effects of using specially designed AI-mediated pronunciation application in enhancing the production of English fricative consonants among Thai English for Specific Purposes (ESP) learners. The research utilized a quasi-experimental design involving intact classes of 74 undergraduate students majoring in Thai Dance and Music Education, divided into control (N = 38) and experimental (N = 36) groups. Grounded in Skill Acquisition Theory, the experimental group received pronunciation training via a custom-designed AI application leveraging automatic speech recognition (ASR), offering ESP contextualized practices, real-time, and individualized feedback. In contrast, the control group underwent traditional teacher-led articulatory and teacher-assisted feedback. Pre- and post-test evaluations measured pronunciation for nine target fricatives in ESP-relevant contexts. The statistical analyses revealed significant improvements in both groups, with the AI-mediated group demonstrating substantially greater gains, particularly on challenging sounds absent in Thai, such as /θ/, /ð/, /z/, /ʃ/, and /h/. The findings underscore the potential of AI-driven interventions to address language-specific phonological challenges through personalized, immediate feedback and adaptive practices. The study provides empirical evidence for integrating advanced technology into ESP pronunciation pedagogy, informing future curriculum design for EFL contexts. Implications for theory, practice, and future research are discussed, emphasizing tailored technological solutions for language learners with specific phonological profiles. Full article

The aim of this paper is to provide some concrete evidence, based on the literature review, about the reliability and validity of various Generative Artificial Intelligence (GenAI) tools in the educational process aiming to cultivate speaking and writing skills of learners of English as a second/foreign language (EFL). For this purpose, the PRISMA methodology was employed to secure an academically accepted and valid overview of the literature on the relevant topic. After the exclusion process, 54 studies, within the years 2024–2025, were carefully analyzed. Our discussion centers around the most well-cited benefits and limitations of GenAI-induced tools in the EFL context. The most important findings highlight the significance of employing GenAI tools alongside human teachers in the learning process, as these tools provide learners with opportunities to practice the foreign language in a stress-free, authentic, and stimulating environment. The results were further discussed by reviewing the main benefits, limitations, and pedagogical implications of the proposed use of GenAI in the educational process. Several limitations were acknowledged so as to provide guidelines for future research in this area. This systematic review has been registered through PROSPERO (ID: 1126543). Full article

The 2030 Bilingual Policy was introduced in Taiwan to strengthen citizens’ English communication skills, especially among young people, and to enhance their global competitiveness. Within Taiwan’s educational context, several challenges have emerged. In response, researchers have examined the key factors contributing to effective bilingual education, including policy implementation, bilingual instruction models, teacher professional development, and the availability of teaching resources. Despite their important role in bilingual instruction, bilingual professional learning community (BPLC) remains an underexplored topic of discussion. In particular, how BPLC can support subject teachers with limited English proficiency, a common phenomenon in Taiwan, is a question that needs further investigation. Thus, this study aims to implement a sustained BPLC to examine its functional role and influence on bilingual instructional transformation among teachers with limited English proficiency. The study draws on classroom observation notes, BPLC discussions, and interview data collected from fall 2024 to summer 2025. The findings show that regular classroom observations and bilingual professional conversation meetings benefit teachers across various areas, including classroom management, lesson planning, and language development. The BPLC provides real-time feedback and long-term developmental guidance, thereby facilitating more effective bilingual instruction. To conclude, this study contributes to the understanding of the dynamic relationship between bilingual instruction and BPLC. It also offers insights into how BPLC can support teachers with limited English proficiency in various ways. Full article

Grounded in frameworks of decoloniality and transnationalism, this study examines how organizational behaviors in education—particularly in teacher preparation—can shift to more inclusively serve transnational youth, challenging Eurocentric, nation-bound assumptions about pedagogy, belonging, and professional development. The present study aims to understand Mexican-origin returnees and transnational migrants who came back to Mexico to pursue English teacher preparation degrees in Guanajuato and Hidalgo after spending significant periods of time on either side of the Mexico-U.S. border. Our study aimed to recognize and describe the experiences that shaped their English teaching practices and professional commitments to teaching English as a foreign language. Using narrative inquiry within a longitudinal qualitative study of 28 Mexican-origin pre-service English teachers, our research was guided by frameworks of decoloniality and transnationalism. Our findings reveal that for participants, U.S.-based teaching approaches were recalled most often as the best compared to Mexican ones. Participants also reflected on how their experiences of learning and adapting to a new culture contributed to their professional identity and how their ability to adapt constituted a form of international-mindedness. We argue that through the comparison and adoption of multiple decolonial practices, teacher preparation programs can produce culturally responsive pedagogies that cross borders. By illustrating how teacher preparation programs can cultivate culturally responsive pedagogies that transcend national boundaries, the study highlights the potential of decolonial and transnational perspectives to transform organizational behavior at multiple levels of educational practice and policy. Full article

In the era of artificial intelligence, higher education is embracing new opportunities for pedagogical innovation. This study investigates the impact of integrating AI into college English teaching, focusing on its role in enhancing students’ critical thinking and academic engagement. A controlled experiment compared AI-assisted instruction with traditional teaching, revealing that AI-supported learning improved overall English proficiency, especially in writing skills and among lower- and intermediate-level learners. Behavioral analysis showed that the quality of AI interaction—such as meaningful feedback adoption and autonomous revision—was more influential than mere usage frequency. Student feedback further suggested that AI-enhanced teaching stimulated motivation and self-efficacy while also raising concerns about potential overreliance and shallow engagement. These findings highlight both the promise and the limitations of AI in language education, underscoring the importance of teacher facilitation and thoughtful design of human–AI interaction to support deep and sustainable learning. Full article

The rapid proliferation of generative artificial intelligence (GenAI) in educational settings has created unprecedented opportunities for language instruction, yet empirical evidence regarding its efficacy in primary-level English as a Foreign Language contexts remains scarce, particularly concerning pre-service teachers’ implementation experiences during formative practicum periods. This investigation, conducted in a public school in a non-Anglophone country during the Spring of 2025, examined the impact of GenAI-driven gamified activities on elementary pupils’ English language competencies while exploring novice educators’ professional development trajectories through a mixed-methods quasi-experimental approach with comparison groups. Four third-grade classes (n = 119 individuals aged 8–9) in a public school were assigned to either ChatGPT-mediated voice-interaction games (n = 58) or conventional non-digital activities (n = 61) across six 45 min lessons spanning three weeks, with four female student-teachers serving as instructors during their culminating practicum. Quantitative assessments of grammar, listening comprehension, and pronunciation occurred at baseline, post-intervention, and one-month follow-up intervals, while reflective journals captured instructors’ evolving perceptions. Linear mixed-effects modeling revealed differential outcomes across linguistic domains: pronunciation demonstrated substantial advantages for GenAI-assisted learners at both immediate and delayed assessments, listening comprehension showed moderate benefits with superior overall performance in the experimental condition, while grammar improvements remained statistically equivalent between groups. Thematic analysis uncovered pre-service teachers’ progression from technical preoccupations toward sophisticated pedagogical reconceptualization, identifying connectivity challenges and assessment complexities as primary barriers alongside reduced performance anxiety and individualized pacing as key facilitators. These findings suggest selective efficacy of GenAI across language skills while highlighting the transformative potential and implementation challenges inherent in technology-enhanced elementary language education. Full article

English writing proficiency is pivotal to sustainable academic success and employability. In Chinese higher education, however, conventional instruction often constrains students’ self-regulation and access to individualized feedback. Drawing on self-regulated learning (SRL) and co-regulated learning (CoRL), this study investigates whether a CoRL-guided generative AI virtual teacher (CoRL-VT), designed as a “more capable other,” is associated with enhanced undergraduate writing outcomes relative to standard AI support. Using a 12-week quasi-experimental design with two intact classes (N = 61) in Anhui, China, we compared a control condition (standard AI) with an intervention (CoRL-VT). Writing proficiency was assessed via IELTS Writing Task 2 at pre- and post-test; three certified examiners scored all scripts with strong agreement (ICC = 0.87). Analyses adjusting for baseline yielded an estimated group difference favoring CoRL-VT. Teacher interview testimony aligned with the quantitative pattern, noting clearer macro-organization, richer lexical choices, and more teacherly formative feedback among CoRL-VT students. Taken together, these findings offer exploratory, descriptive evidence consistent with the potential of structured, CoRL-informed AI scaffolding in sustainable writing pedagogy and outline design principles for replicable CoRL-VT implementations in resource-conscious contexts. Full article

Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework, this qualitative case study investigates how university English teachers integrate AI chatbots into flipped classrooms. Findings reveal that teachers employed chatbots across multiple pedagogical functions—including vocabulary support, grammar explanation, dialogue simulation, and creative content generation—embedded purposefully into both pre-class preparation and in-class collaboration. Rather than passively adopting these tools, teachers strategically positioned chatbots to enhance student autonomy, confidence, and interaction, while tailoring their use to suit specific flipped classroom designs. Meanwhile, teachers acknowledged the risks of over-reliance on AI chatbot content and the disruptions caused by vague or incorrect responses. They responded by developing structured guidance and reforming their roles as facilitators rather than content deliverers. This study contributes new insights into teacher agency in AI-mediated language education, highlighting the complex pedagogical negotiations required to meaningfully integrate emerging technologies into flipped learning environments. Full article

More than 5 million students in U.S. public schools are immigrants or the children of immigrants, highlighting the urgent need for educational practices that honor their lived experiences and promote both emotional and academic growth. This article details a collaborative effort between a school-based psychologist and two high school English teachers to co-design a 12th grade English Language Arts curriculum responsive to the unique strengths and challenges of immigrant youth. Grounded in transformative social and emotional learning, trauma informed principles and culturally sustaining pedagogy, the curriculum weaves together themes of hope, identity, social determinants of health, and agency. The co-development process involved aligning clinical and educational expertise, adapting trauma-informed principles for the classroom, and centering student experience throughout design and implementation. Students reported high satisfaction with the curriculum. Teachers observed stronger student engagement and deeper, more meaningful relationships, attributing these outcomes to the curriculum’s relevance to students’ cultural and community contexts. This case study illustrates the promise of cross-sector partnerships and provides recommendations for creating learning environments where immigrant students can reflect, heal, and thrive through both academic content and emotional connection. Full article