Journal Archives
This study addresses the growing need to critically examine GenAI in language education through teachers’ lived experiences. Using a collaborative autoethnography, it draws on reflective narratives to explore how languag…
TESOL teacher educators across different countries play a pivotal role in preparing and training English language teachers in diverse contexts. Teacher educators also navigate the sociocultural and sociopolitical factors…
This study examines policy–test alignment in China’s National Matriculation English Test (NMET) by evaluating how assessment evidence represents the competencies articulated in the Senior High School English Curriculum S…
This qualitative multiple case study follows two EAP teachers: one novice and one experienced over 24 months to explore how they enacted professional agency during significant educational reforms at a Sino-British univer…
English language practitioners at the university often occupy a rather displaced position as they are seen as service providers rather than intellectual contributors. This study explores how three university English lang…
As artificial intelligence (AI) increasingly reshapes language learning through multimodal environments involving text, audio, and images, recent research has called for more dynamic and system-oriented approaches to und…
While numerous studies have explored the affordances of generative artificial intelligence (AI) for writing, few have empirically examined its automated language editing capabilities. To address this gap, this paper exam…
As English-medium instruction (EMI) programs expand globally, teacher educators play a crucial yet understudied role in navigating multilingual, sociocultural, and institutional complexities. Understanding their agency i…
This article addresses the ergodicity problem in Second Language Learning and Teaching (SLLT), emphasizing the need for methodological advancements that account for the dynamic, nonlinear nature of language development.…
Generative artificial intelligence (AI) has unsettled a long-standing premise of second language (L2) writing research: that the language through which a writer’s voice is realised originates with the learner. Voice (wha…
Despite the increasing use of artificial intelligence (AI) tools in informal English-speaking practice, there is still limited understanding of multilingual learners’ subjective perceptions and engagement patterns in thi…
Despite the growing uptake of Critical Content Analysis (CCA) in EFL education research, its methodological enactment remains insufficiently explicated. Many studies invoke CCA as an analytic framework yet offer limited…
