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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.

Recent advances in second language (L2) writing pedagogy have placed argumentative writing at the center of the agenda for classroom instruction and research owing to its perceived advantages for developing learners' language, reasoning, and thinking skills. Along with this trend, the assessment of argumentative writing in terms of both structure (i.e., formal elements) and substance (i.e., argument quality) presents challenges and opportunities. In addition, relatively few studies have looked closely at the longitudinal development of argumentation in L2 writing and their range of geographic contexts is limited. Therefore, this classroom study aimed to track the development of students’ argumentative writing over one year of instruction in an English for Academic Purposes (EAP) course at a Japanese university. Samples of argumentative writing were collected from eighteen student writers using a counterbalanced, pretest, posttest, delayed posttest design. These were scored using an analytic rubric that integrates Toulmin-like elements and argument quality. A significant gain was found between the pretest and delayed posttest, which amounted to a 20% score increase. However, progress was also found to vary according to argumentative elements. This development is discussed in terms of teaching practices adopted in the EAP course, including the pedagogical implications of using the Toulmin model in L2 argumentative writing instruction. Limitations including measurement reliability are also considered.

This paper draws on the ecological concept of affordance and learner agency to investigate Chinese language learners' actualised (perceived, used or shaped) affordances in a mobile-assisted language learning (MALL) environment. This study took place in a beginner-level Chinese course at a university in Australia. Potential learning affordances were designed and made available through WeChat-supported tasks to extend in-class learning. Qualitative student interviews, WeChat history, student survey and teacher reflective journals were the primary sources of data and thematic analysis was used for data analysis. The findings identified different levels of learner-actualised affordances (including perceived, used, and shaped affordances) and missed affordances (including those not perceived and those perceived but not used). Additionally, we investigated the distribution of these affordances within two functional types: cognitive and socio-affective affordances. Potential reasons for the missed affordances were explored. This study suggests that beginner-level learners of Chinese can leverage learner agency to understand the teachers' intended educational affordances. To facilitate this understanding, teachers are advised to offer scaffoldings to enhance the visibility of MALL affordances, particularly those related to interactions, multi-modal expressions, and authenticity. This affordance-oriented guidance has the potential to amplify learning opportunities for learners of the Chinese language engaged in MALL.

There are few continuing professional development (CPD) courses for language instructors who want to incorporate the teaching of pragmatics, particularly outside second and foreign language (L2) English and Spanish (e.g., Cohen et al., 2023; Vellenga, 2011). Furthermore, most courses rarely include pragmatics theories that describe the cognitive processes involved in communication. To address this gap, this study assesses what pre-service and in-service instructors of L2 Japanese (n = 9) know about pragmatics and presents data from a 3-hCPD course. The CPD is based on Sperber & Wilson's (1986/1995) Relevance Theory, an ostensive-inferential pragmatics theory that explains the cognitive mechanisms used to interpret utterances. These cognitive processes and how to teach them are explained through a pedagogical framework that equips instructors with the pragmatic knowledge and tools needed to help their learners achieve effective communication.

A qualitative pre- and post-test was employed to ascertain instructors' knowledge of pragmatics and ability to activate their pragmatic competence. Focus groups with each cohort were conducted to gather insights into instructors' willingness and preparedness to teach pragmatics. The CPD increased both participants' understanding of pragmatics and knowledge of how to activate learners' pragmatic competence. The data also reveals differences between pre-service and in-service teachers, as well as native and non-native speakers’ willingness to include pragmatics in their teaching.

In learning English as a foreign language (EFL), students often experience foreign language anxiety. Artificial intelligence (AI) applications that provide emotional support and/or create emotional impacts on student learning, so-called emotional AI applications, have received increased attention. However, there is a lack of a systematic review of studies on emotional AI in EFL education. This paper presents a systematic review of research in this field. The results reveal five affordances of emotional AI in EFL education, namely (1) enabling human-like conversations, (2) providing personalized real-time feedback or instructions, (3) translating images into English text, (4) generating personalized learning content and tasks, and (5) recognizing and analyzing emotions. The first three affordances are more frequently used and have shown promising effects on improving students’ behavioral, cognitive, and affective learning outcomes. Moreover, the findings reveal that emotional support is often integrated with cognitive support; providing emotional support alone may not be enough to support student learning. Meanwhile, providing cognitive support alone can enhance both affective and cognitive learning outcomes. Finally, attention should be paid to the factors that might influence the adoption and effects of emotional AI in EFL education.

The rapid advancements in Artificial Intelligence (AI) are reshaping language education, raising concerns about the professional future of English as a Foreign Language (EFL) teachers. While existing literature often highlights the effectiveness of AI tools, it tends to overlook their impact on teachers' relevant expertise development and emotional experiences. This longitudinal study addresses this gap by exploring EFL teachers' emotional landscapes and adaptive expertise development through the lens of positive psychology. Employing thematic analysis, the study draws on data from three rounds of semi-structured interviews with ten EFL teachers, complemented by students' post-class reflections and classroom observations. The findings highlight the pivotal role of positive emotions in EFL teachers' professional development, revealing a dynamic, non-linear interaction between positive and negative emotions as teachers navigate AI-integrated language education. This emotional interplay is significantly influenced by teachers' social connections and professional backgrounds. The study underscores the need for institutional support systems that promote positive emotions and enhance teachers' digital literacy. By deepening our understanding of EFL teachers’ emotional experiences and professional growth within the AI-integrated educational context, this study offers valuable insights for designing targeted interventions and curriculum reforms that foster effective collaboration between human and AI intelligence in global education.

Despite recent interest in language learners' psychology, a noticeable gap remains in understanding the effects of a range of psychological factors, such as emotion-regulation (ER) strategies (i.e. cognitive reappraisal and expressive suppression), foreign-language enjoyment (FLE), and perceived academic stress (PAS) on foreign-language learners’ proficiency. To address this gap, this study collected quantitative data from 215 undergraduate Saudi students studying English as a foreign language (EFL). A partial least squares structural equation modelling approach was used to construct and test a hypothesised structural model of the direct and indirect effects of ER, FLE, and PAS on EFL proficiency. The findings indicate that FLE and PAS positively predict high EFL proficiency. ER strategies do not directly influence EFL proficiency, but do so indirectly through FLE and PAS. The findings also reveal that the adoption of cognitive reappraisal predicts high levels of FLE and PAS, whereas the adoption of expressive suppression predicts lower PAS without reducing FLE. The findings indicate a complex and evolving relationship between the positive and negative emotions of language learners, which can influence their progress in language learning both directly and indirectly.

While teacher feedback literacy has garnered increasing scholarly interest, much discussion has centred on teachers’ perspectives, overlooking students’ insights into teacher feedback literacy in enhancing their learning (and writing). To address this issue, this study draws on the effective feedback process recognised by the teacher and students within the same L2 postgraduate academic writing class, exploring the key teacher competencies that compose and contextualise teacher feedback literacy. The analysis of individual interviews with the teacher and nine students, 150 students’ self-reflections and classroom observations informs the development of a two-dimension framework with six key competencies contributing to teacher feedback literacy. The first is autonomous dimension, which includes three teacher competencies characterised by ‘collaboration’, ‘reflection’ and ‘refinement’, emphasising teachers’ self-governance, continuous improvement and proactivity in designing and enacting feedback practices. The second is facilitative dimension, which encompasses such competencies as facilitating a ‘synergy’, ‘student reflective and critical engagement’ and ‘long-term effects’ of feedback practices, highlighting teachers’ capacity of enabling and guiding the students, and making the feedback process more engaging. The two-dimension framework of teacher competencies suggests a longitudinal perspective of constructing a student-led feedback process that fosters synergic collaborations among human agents and their interactions with feedback resources and artefacts.