<i>Twee</i>: Artificial Intelligence Assistant to Generate Versatile Materials for Language Education

2024-9-11

Negotiating Identity Tensions: Challenges of an Online Volunteer English Language Teacher in Rural China

2024-9-10

Post-elicitation Wait Time in the Japanese University English as a Foreign Language Classroom

2024-9-9

Emotion–Identity–Agency Triangle in Practicum Experience: A Pre-service Second Language Teachers Development of Critical Emotional Reflexivity

2024-9-9

Cultivating Teacher Identity in a Graduate Program: A Holistic Approach

2024-9-5

EFL Learner Perceptions and Engagement of a Customized AI-led Class

2024-8-22

Designing Curriculum for Student Feedback Literacy: Student Appreciation for and Engagement with Teacher Feedback

2024-8-16

Online Learner Engagement: Insights from a University Language Centre

2024-8-12

Effects of Automated Feedback on English as a Foreign Language Learners’ Writing Performance: Evidence from a Quasi-experiment

2024-8-7

InVideo AI: Creating Instructional Audiovisual Input for English Learning

2024-8-2

ChatGPT Over My Friends: Japanese English-as-a-Foreign-Language Learners’ Preferences for Editing and Proofreading Strategies

2024-7-26

Human–Machine Collaboration in Language Education in the Age of Artificial Intelligence

2024-7-23

Exploring Language Teacher Identity and Investment: In Discussion with Bonny Norton

2024-7-23

Using Artificial Intelligence Chatbots to Support English-as-a-Foreign Language Students’ Self-Regulated Reading

2024-7-23

‘A Necessity or Luxury?’ Publishing Practitioner Research in Language Education and Higher Education

2024-6-17

Understanding Students’ English-Speaking Difficulties: An Exploratory Practice Approach with Web 2.0

2024-5-15

“Yes, I Am More Confident with My Avatars”: Integrating EFL Students’ Speaking Practice into Metaverse

2024-5-6

Move Up the Fluency Ladder: Introducing Deep English as an Artificial Intelligence Speaking Tool for Speakers of English as a Foreign Language

2024-5-5

Sudowrite: Co-Writing Creative Stories with Artificial Intelligence

2024-4-28

Teacher Research for Professional Development: The Tales of Two Teachers

2024-4-22

Which Type of Vocabulary-Knowledge Better Correlates with Reading-Comprehension, Meaning-Recognition or Meaning-Recall?

2024-4-22

Impressing Artificial Intelligence: Automated Job Interview Training in Professional English Subjects

2024-4-12

International Students Tackling Linguistic Challenges in Cross-Border English-medium Instruction: The Perspective of Migration Infrastructures

2024-4-2

ChatGPT and the Future of Editorial Writing

2024-3-21

Realizing the Sustainability of Portfolio Assessment in Second-Language Writing

2024-3-6

Leveraging Relational Agency: CLIL Teacher Collaboration in One Kazakhstani University

2024-3-5

Test-Takers’ Perceptions of the Inclusion of Different English Accent Varieties in the IELTS Listening Tests

2024-2-26

Language Assessment Literacy Development of a Novice University English Teacher in the Chinese Context

2024-2-20

The Motivation of Uncertainty: Gamifying Vocabulary Learning

2024-2-11

Scaffolding Summary Writing through the ‘Reading to Learn’ Pedagogy

2024-2-5

A Conversation with Ofelia García: Critical Perspectives on Translanguaging and Adolescent English Learners

2024-2-5

De-foreignizing English Outside Class: Junior-Secondary-Level English-as-a-Foreign-Language Learners’ Extramural English Engagements and Listening and Reading Proficiency

2024-2-4

A Coherent Reflective Framework for Second-Language Writing Teacher Preparation

2024-2-4

Feeling Incompetent Drives Me to Learn: Unraveling Teacher Learning Mechanisms in EFL Materials Development

2024-2-4

Realizing Corrective Feedback in Task-Based Chatbots Engineered for Second Language Learning

2024-1-17

Kialo Edu

2024-1-11

To Assign a Topic or Not: Examining Critical Thinking in English as a Foreign Language Speaking

2024-1-9

Implementing Assessment as Learning in Online EFL Writing Classes

2024-1-8

Using Call Annie as a Generative Artificial Intelligence Speaking Partner for Language Learners

2024-1-5

Can Learners Understand Words with Derivational Affixes and Does Presence of Context Make a Difference?

2023-12-25

Teachers’ Collaborative Reflections on Classroom Materials: From Traditional Consumers to Digital Materials Developers and Teacherpreneurs

2023-12-21

Using Online Tools to Help Students Elevate Lexical Range in English-as-a-Foreign-Language Writing

2023-12-10

Incorporating World Englishes into Middle and High Schools in Korea: Teachers’ Awareness and Attitudes

2023-11-26

In Conversation with Peter De Costa

2023-11-16

Language Teacher Educators’ Identity Construction through Teaching and Supporting Action Research: A Trioethnographic Study

2023-11-9

Queer Pedagogy in TESOL: Teachers’ Perspectives and Practices in Thai ELT Classrooms

2023-11-9

English Language Teaching in the Postmodern World: <i>RELC Journal</i>'s Contribution

2023-11-9

Implementing Extensive Graded Reading in English as a Foreign Language Teaching Through <i>Newsela</i>

2023-10-30

Integrating Automated Written Corrective Feedback into E-Portfolios for second language Writing: Notion and Notion AI

2023-9-20

Supporting the Teaching of Global Englishes Language Teaching (GELT) Through Voki

2023-9-12