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AI technology is reshaping language classrooms, prompting students to adopt flexible roles exhibiting linguistic competence and self-regulated learning (SRL) skills. Considerable studies explore the necessary integrated learning perspectives, emphasizing AI's adaptive role as a mind tool. In AI-mediated language learning, the technology's metacognitive importance enables students to learn with AI as a partner, encouraging independent critical thinking. Within Zimmerman's SRL model, AI as a mind tool is integrated for improving language students' strategic employment in a cyclical process. A systematic review, following PRISMA protocols, examines the intersection of AI and self-regulated language learning (SRLL) over 2000–2022. Findings highlight AI's evolving role, predominantly through algorithms and systems, aiming for micro and macro integration. Interactive AI has not fully engaged in two-way directions, despite a familiar process approach in reviewed studies. In the favored ESL/EFL research context, task-specific AI is utilized to encourage cyclical improvement with learner autonomy enhancement mainly among higher education students at intermediate level or above. Pedagogical values are possible when major SRL phases are fully practiced, even without highly autonomous AI. Future research is directed toward adaptive personalized technology by exploring the dynamic interplay between AI technologies and SRLL as educational practices under Education 4.0 principles.

While previous studies have separately explored learner and teacher emotions in the context of second or foreign language (L2) learning, their dynamic associations over time remain underexplored. Additionally, the impact of these reciprocal interplays on learners' communication intention has not been taken into scrutiny in L2 research. The present study investigated the relationships between trajectories of foreign language teaching enjoyment (FLTE), foreign language learning enjoyment (FLE), and L2 willingness to communicate (WTC). Using an experience sampling method, data were collected from 9 English instructors and 162 students over two weeks. The dynamic structural equation modeling analysis revealed significant positive changes in actual and perceived FLTE, FLE, and L2 WTC. Specifically, a reciprocal relationship was found between teacher and student enjoyment, with L2 students' high FLE levels correlating with higher L2 WTC. Although student-perceived FLTE remained stable, L2 teachers’ actual enjoyment fluctuated, being influenced by FLE and L2 WTC. Additionally, L2 WTC significantly impacted teacher enjoyment. On average, teachers with more development in FLTE had students with more development in their FLE and L2 WTC. Overall, the findings underscore the dynamic interplay between teacher and student emotions in L2 learning context and its consequent positive impact on learners' communication intentions. In closing, the findings are discussed in connection with educational theories, and implications are drawn for L2 teaching.

Writing difficulties stemming from cognitive and emotional factors contribute to heightened levels of writing anxiety. Studies have highlighted the pivotal roles of metacognitive strategies and writing self-efficacy in predicting writing anxiety, particularly in cross-sectional analyses. However, how these constructs interact with writing anxiety in longitudinal studies remains relatively understudied. Therefore, it is essential to develop a comprehensive understanding of metacognitive strategies and self-efficacy to effectively mitigate writing anxiety for English as a foreign language (EFL) learners. We administered three questionnaires on metacognitive strategies use, writing self-efficacy, and writing anxiety to 301 participants across online and offline learning modes. We employed a two-wave longitudinal model to explore the possible temporal correlations. The findings indicated negative reciprocal correlations between the metacognitive strategies use in writing context and writing anxiety. Writing self-efficacy positively predicted metacognitive strategies use and negatively predicted writing anxiety. Writing self-efficacy did not act as a moderator in the relationship between metacognitive strategies use and writing anxiety, implying that the impact of metacognitive strategies use on anxiety levels remains consistent regardless of learners' self-efficacy. The current study offers valuable insights to EFL educators on integrating metacognitive strategies and self-efficacy to mitigate learners' writing anxiety.

This paper reports the results of research investigating EMI students' vocabulary gain over a term of study (10–12 weeks) at a university in China. Though vocabulary learning is usually considered by stakeholders to be an underlying goal of EMI, relatively little empirical research systematically explores EMI students' vocabulary gains. We examined EMI students' learning outcomes of receptive and productive general and academic vocabulary, as well as multi-word units. Data was collected from 114 students taking EMI courses in various subject areas using a range of vocabulary knowledge tests, including the vocabulary levels test (VLT), the productive vocabulary levels test (PVLT) and a multi-word units test. Findings reveal some significant gains in students' vocabulary knowledge but with small effect sizes. Significant vocabulary gain was found in students’ general vocabulary receptive and productive knowledge as well as in their productive academic vocabulary and knowledge of multi-word units. Their productive vocabulary knowledge was considerably lower at both data collection points, even though students showed more improvement in productive than receptive vocabulary. Greater vocabulary gains were observed in students who attended more EMI classes. The results suggest that vocabulary gain might not be taken for granted as a by-product of EMI.

Employing a phenomenological lens, this study investigated the lived experiences of teachers engaging in collaborative bilingual instruction, specifically focusing on their practices within a co-teaching framework. Through in-depth interviews and reflective analysis, the study aimed to shed light on how language and content teachers collaborated, the challenges they experienced, and explore professional development opportunities as informed by translanguaging pedagogies. In this regard, phenomenology is a powerful methodological tool as it allowed us to capture and capitalize on the participating teachers’ lived experiences in implementing bilingual instruction as they were engaged in co-teaching. Our findings illustrate the complexities of collaborative teaching practices in bilingual settings; thus, offering insights into how teachers adapt, grow, and (re)define their professional identities. The findings also contribute to a conceptualisation of bilingual instruction in an EFL context with a particular focus on the importance of collaborative efforts of teachers to utilize translanguaging pedagogies in their teaching. The study concludes with implications for both practice and research.

In the context of an ageing and increasingly more independent learning population, a narrative inquiry into the life stories of motivated and still active senior language users remains a promising yet unexplored area. This case study forms part of a PhD research (Darnault, 2023) on the motivational dynamics of lifelong foreign language learning (FLL) individuals. We recorded the retrospective stories of 3 exceptionally motivated French senior learners of English, aged 65 to 80, from childhood to their current learning experience. Our triangulated and multimodal approach elicited written, oral and visual data. An inductive thematic analysis first highlighted the emergence of motivational peaks, subsequently followed by the examination of clusters of self-constructs within participants’ individual time frames in light of the L2 Motivational Self System (L2MSS) framework. Results showed that upon retirement all three learners integrated language learning into their daily routine, incorporating it as an integral part of their identity and broader sense of self outside L2 domain-specific motivational constructs. A particularly unyielding hybrid L2 self emerged in later years, drawing from the combination of ought-to, ideal and anti-ought-to selves that prevailed with different degrees of intensity and interaction according to life periods.

There has been debate regarding how to define the lexical unit for the receptive skills, with different levels of inclusiveness being possible depending on learner proficiency and pedagogical or research purpose. The most frequently-used definitions for L2 reading are the lemma, flemma, and Bauer and Nation's (1993) level-6 word family (WF6). When WF6 is used, it is assumed that if one family member is known, unfamiliar members can be understood when encountered in meaningful contexts. Past investigations of this assumption have been criticized for assessing knowledge of morphologically-related words only in isolation or in sentence-length contexts. The present study addressed this concern by examining Japanese university students' ability to understand related words in isolation, in limited-context sentences, and in page-length passages. The relationship between baseword and derivational form knowledge was weak, and the level of contextualization had little effect on this relationship. These findings corroborate past findings and support the use of limited-context assessment in research on the word family and the relationship between vocabulary and reading.

As an innovative approach to language pedagogy, Computer-Assisted Language Learning (CALL) research has been gaining traction in recent decades. However, the novel incorporation of technology in the classroom context presents some unique challenges unprecedented in conventional language learning contexts. The present study is an attempt at identifying the factors prohibiting the successful implementation of CALL, with particular attention on the context of Iran. To this end, an exploratory mixed-methods sequential design was adopted. Fifteen Iranian EFL instructors were interviewed and the data were analyzed through thematic analysis. Built upon the findings of the interviews, a questionnaire was developed to assess the generalizability of the interview findings. The 33-item questionnaire was developed and distributed online among 200 EFL teachers. It was revealed that certain factors, including EFL teachers and learners' knowledge of computers, cultural and religious background, institutional support policy, and human factors such as learners' learning style and age could hinder the successful incorporation of CALL in language learning contexts. Principal Component Analysis (PCA) confirmed the generalizability of the identified prohibitive factors. The findings are discussed under the light of Rogers’ (2003)Diffusion of Innovation Theory (DIT) to further contextualize the implications of the study for macro- and micro-level policymakers, curriculum developers, and language teachers.

As part of an iterative evaluation process incorporating student stakeholders within a task-based language teaching (TBLT) framework, we examine the design and early learner data of a conversational agent for English as a foreign language (EFL) in the German school context. Students (around age 12 and at an A2 proficiency level) from three 7th grade classes interacted with five tasks and completed a questionnaire assessing their needs and perceptions. Results of the needs analysis revealed that most students speak some English outside of class and that they wish for tasks targeting both authentic and curricular needs. The interaction logs showed a strong preference for typing over speaking and moderate automatic speech recognition (ASR) accuracy for the spoken interactions. Differing rates of task success and interest between the five tasks confirmed the importance of task characteristics. Despite some noted limitations, student perceptions were largely positive, with the tasks appearing more fun and more challenging for students who speak less English outside of class. Overall, our findings highlight the promise and challenges of designing a task-based conversational agent for the school EFL classroom, offering insights into balancing pedagogical and technological design, the demands of official curricula, and students’ authentic needs.