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Peer-reviewed articles published ahead of print18 articlesOpen Access

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Scaffolding L2 Learners’ Critical Thinking Tendency and Achievement Emotions: Students’ Experience of a Three-Stage AIassisted Speaking Pedagogy

Molly Xie Pan, Di Zou, Dandan Xie

College of Professional and Continuing Education, The Hong Kong Polytechnic University, Hong Kong SAR, China · The Hong Kong Polytechnic University, Hong Kong SAR, China · Shenzhen Polytechnic University, China

While artificial intelligence (AI) tools offer rich input for language learning, few studies examine their role in driving higher-order cognitive processes, integrated pedagogical cycles, and broader achievement emotions…

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Generative AI in L2 English Academic Writing: University Students’ Perspectives on Autonomy and Human–AI Interaction

Liubov Darzhinova, Shuting Zhang, Chi-Kin John Lee, et al.

The Education University of Hong Kong, Hong Kong SAR, China

Generative Artificial Intelligence (GenAI) tools are widely reported to improve writing quality and efficiency, yet their implications for autonomy, defined here as volitional, informed, and self-endorsed decision-making…

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TESOL Practitioners’ Perceptions of Using ChatGPT to Design Communicative Tasks for Task-based Language Teaching

Martin East

University of Auckland, New Zealand

Task-based language teaching (TBLT) is increasingly advocated in a range of contexts across the globe as an effective learner-centred and experiential alternative to more traditional teacher-led and instructivist approac…

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From Corpus to Curriculum: Disciplinary Variation in Doctoral Abstracts and Its Implications for Writing Instruction

Ying Chai, Yingqi Huang, Yueyue Huang, et al.

The Hong Kong Polytechnic University, China · Fujian Normal University, China

A recurring challenge in English for Academic Purposes (EAP) writing instruction is deciding how far a single, shared curriculum can serve doctoral writers from different disciplines, and where teaching must instead be c…

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ChatGPT as a Translanguaging Partner: Filipino University Students’ Multilingual Meaning-making in GenAI-mediated Language Learning

Mark Bedoya Ulla, Kenneth Ian B. Barrera, Joshua Eriberto Miguel G. Llames, et al.

Walailak University, Thailand · Saint Michael College of Caraga, Philippines · Laguna State Polytechnic University, Philippines · Khon Kaen University, Thailand

This qualitative study examines how Filipino university students integrate ChatGPT into their language-learning practices, with particular attention to translanguaging and multilingual meaningmaking. Data were collected…

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Linguistic Justice through GenAI: A Collaborative Autoethnography

William F. Perales, Mark Bedoya Ulla, Stephenie Ong Busbus

Walailak University, Thailand · Saint Louis University, Baguio City, Philippines

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…

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Collective TESOL Teacher Educator Agency

Grace Jue Yeon Kim, Zhenjie Weng, Tamara Mae Roose

Bucknell University, USA · Duke Kunshan University, China · California State University, San Bernardino, USA

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…

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Policy–Test Alignment in High-Stakes Assessment: Evaluating Construct Representation in China’s NMET Under the 2017 Curriculum Standards

Lu Geng Sun, Jirada Wudthayagorn

Chulalongkorn University, Thailand

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…

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EAP Teachers’ Agency in Flux and Transformation: A Longitudinal Study in the GenAI Context

Can Chen, Lingli Hu, Chenyue Zhu

Southeast University, China · Xi’an Jiaotong-Liverpool University, China

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…

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Going Bravely into Liminality: English Language Practitioner Agency in a Prison-Education Program in Sabah, Malaysia

Esther Jawing, Junaidah Januin, Daron Benjamin Loo

Universiti Malaysia Sabah, Malaysia

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…

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Research Trends in Mapping Engagement in AI-Supported Multimodal Language Learning: A Network Analysis of Psychological Factors

Yongliang Wang, Ali Derakhshan

North China University of Water Resources and Electric Power, Zhengzhou, China · Golestan University, Gorgan, Iran

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…

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Agency in Motion: An Autoethnographic Inquiry of a Transnational Language Teacher Educator

Mengfei Liu

Wenzhou-Kean University, China

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…

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