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This study investigates Vietnamese pre-service EFL teachers' readiness for ChatGPT integration through the AI-enhanced TPACK framework. The research addresses two questions: (RQ1) How do Vietnamese pre-service EFL teachers' perceptions and readiness align with AI-enhanced TPACK requirements? (RQ2) What culturally responsive implementation strategies do they plan for ChatGPT integration? Employing an explanatory sequential mixed-methods design, data were collected from 247 pre-service teachers via questionnaires, followed by semi-structured interviews with 12 participants selected through maximum variation sampling. Statistical analysis revealed significant disparities between Content Knowledge (M=5.82) and Pedagogical Knowledge (M=5.64) versus Technology Knowledge (M=4.93). Factor analysis identified four primary barriers: technical infrastructure, institutional support, professional development, and time constraints, explaining 72.4% of implementation challenges. While 83.7% intended to use ChatGPT for instructional planning, correlation analysis showed integration intentions were moderated by institutional support (ΔR²=.14, p<.001) and self-efficacy (β=.53, p<.001). Qualitative findings revealed hybrid implementation approaches emphasizing preparatory rather than real-time use, with cultural adaptation as a central concern. The study demonstrates that successful ChatGPT integration in Vietnamese EFL contexts requires addressing both technical competencies and culturally responsive pedagogical applications.

Nghiên cứu này điều tra sự sẵn sàng của giáo viên tiếng Anh tiền nghề nghiệp Việt Nam trong việc tích hợp ChatGPT thông qua khung AI-TPACK. Nghiên cứu giải quyết hai câu hỏi: (CH1) Nhận thức và sự sẵn sàng của giáo viên tiền nghề nghiệp EFL Việt Nam phù hợp như thế nào với yêu cầu của khung AI-TPACK? (CH2) Họ lập kế hoạch những chiến lược triển khai phù hợp văn hóa nào cho việc tích hợp ChatGPT? Sử dụng thiết kế phương pháp hỗn hợp tuần tự giải thích, dữ liệu được thu thập từ 247 giáo viên tiền nghề nghiệp qua bảng câu hỏi, sau đó là phỏng vấn bán cấu trúc với 12 người tham gia được chọn qua lấy mẫu biến thiên tối đa. Phân tích thống kê cho thấy sự chênh lệch đáng kể giữa Kiến thức Nội dung (M=5,82) và Kiến thức Sư phạm (M=5,64) so với Kiến thức Công nghệ (M=4,93). Phân tích nhân tố xác định bốn rào cản chính: cơ sở hạ tầng kỹ thuật, hỗ trợ thể chế, phát triển chuyên môn và ràng buộc thời gian, giải thích 72,4% thách thức triển khai. Trong khi 83,7% dự định sử dụng ChatGPT cho lập kế hoạch giảng dạy, phân tích tương quan cho thấy ý định tích hợp được điều tiết bởi hỗ trợ thể chế (ΔR²=0,14, p<0,001) và tự hiệu quả (β=0,53, p<0,001). Phát hiện định tính tiết lộ các phương pháp triển khai kết hợp nhấn mạnh việc sử dụng chuẩn bị hơn là thời gian thực, với thích ứng văn hóa là mối quan tâm trung tâm. Nghiên cứu chứng minh rằng tích hợp ChatGPT thành công trong bối cảnh EFL Việt Nam đòi hỏi giải quyết cả năng lực kỹ thuật và ứng dụng sư phạm phù hợp văn hóa.

While interpersonal communication has been widely examined in the language-learning area, the role of attachment anxiety in shaping foreign language anxiety (FLA) and learners’ second-language willingness to communicate (L2WTC) remains insufficiently understood. This study investigated the relationship among attachment anxiety, FLA, and L2WTC in 193 college students using structural equation modelling. The structural equation modelling results indicated that: (1) higher attachment anxiety predicted greater perceived FLA and lower L2WTC; and (2) FLA significantly mediated the relationship between attachment anxiety and L2WTC. These findings highlight attachment anxiety as an important individual-difference factor in L2 communication and learning. They also suggest that interventions to enhance L2 participation may be more effective when they explicitly target learners’ underlying emotional and psychological vulnerabilities.

許多研究已探討人際溝通在語言學習中的作用，但依戀焦慮對外語焦慮以及個體參與溝通意願的具體影響，仍相對缺乏深入研究。本研究旨在以193名大學生為樣本，探討依戀焦慮、外語焦慮與第二語言溝通意願之間的關係。結構方程模型結果顯示：（1）依戀焦慮程度越高，個體感受到的外語焦慮越強，且第二語言溝通意願越低；（2）外語焦慮在依戀焦慮與第二語言溝通意願之間具有中介作用。這些發現凸顯依戀焦慮在塑造語言習得與溝通行為中的關鍵角色。本研究亦有助於深化我們對「心理特質個別差異如何影響語言學習結果」的理解，並指出有必要發展更具針對性的介入策略，以處理第二語言有效溝通背後的情緒與心理障礙。

본 연구는 2022 개정 대한민국 영어과 교육과정의 ‘의사소통에 필요한 언어형식’ 영역에 제시된 예문을 대상으로 언어적 복잡성을 분석하고, 예문이 문장 난이도에 따라 권장 학교급(초등학교, 중학교, 고등학교)별로 체계적으로 제시되어 있는지를 검토하였다. 이를 위해 총 375개 예문에 대해 어휘적·통사적 복잡성을 반영하는 네 가지 다차원 언어 지표(단어 길이, 단어 난이도, 문장 길이, 문장 깊이)를 적용하였다. 분석은 세 단계로 수행하였다. 첫째, 언어 지표를 바탕으로 학교급별 문장 난이도 점수를 산출하였다. 둘째, 표준화한 난이도 지표에 근거하여 예문을 상·중·하의 세 수준으로 재분류하였다. 셋째, 교육과정에서 제시한 학교급 분류 체계와 재분류 결과 간 정합성을 비교하였다. 분석 결과, 상위 학교급으로 갈수록 언어 난이도가 증가하는 전반적 경향은 확인되었으나, 학교급 구분과 난이도 수준 간 불일치도 상당한 것으로 나타났다. 특히 초등학교 및 중학교 수준으로 제시된 예문 중 다수가 상위 난이도 범주로 재분류되었다. 이러한 결과는 교육과정에서 설정한 예문 수준 구분이 학습자의 언어적 발달 수준과 일관성 있게 정렬되어 있지 않을 가능성을 시사한다. 본 연구는 교육과정 설계, 교과서 개발, 교수·학습 실행에서 학습자 발달 수준을 고려한 내용 배열을 구현하기 위해 언어 난이도에 대한 데이터 기반의 체계적 검증이 필요함을 제안한다.

This study examined the linguistic complexity of example sentences in the Language Forms for Communication section of the Republic of Korea’s 2022 National English Curriculum. It aimed to determine whether the curriculum’s recommended starting school levels (elementary, middle, and high) systematically reflect developmental progression in linguistic difficulty. A total of 375 sentences were analyzed using four multidimensional linguistic indices—word length, word difficulty, sentence length, and sentence depth—representing lexical and syntactic complexity. The analysis proceeded in three stages: (1) calculating linguistic feature scores across school levels; (2) reclassifying all sentences into three difficulty levels (low, medium, high) based on standardized composite indices; and (3) comparing the alignment between curriculum-based and empirically derived classifications. Results showed that linguistic difficulty generally increased with higher school levels, but substantial discrepancies remained, including many elementary- and middle-level sentences reclassified into higher categories. These findings indicate that the curriculum’s grade-level distinctions do not consistently align with learners’ developmental readiness. They highlight the need for systematic, data-driven validation of linguistic difficulty to ensure developmentally appropriate sequencing in curriculum design, textbook construction, and instructional practice.

Generative artificial intelligence (GenAI) tools such as ChatGPT and Grammarly have rapidly entered English as a Foreign Language (EFL) education, offering new opportunities for feedback and learning autonomy while raising ethical concerns. This exploratory study examined Vietnamese translation stu-dents’ perceptions of GenAI through the combined lenses of the Technology Acceptance Model (TAM) and Self-Determination Theory (SDT). A survey of 44 undergraduates measured self-report ratings on perceived usefulness (PU), perceived ease of use (PEOU), autonomy, competence, and ethical use using a 32-item Likert-scale questionnaire. Results revealed uniformly high self-perceptions across all con-structs, indicating strong subjective acceptance and confidence. Correlational analyses showed signifi-cant positive relationships among all variables, while regression analyses demonstrated that PU signif-icantly predicted competence and autonomy, and competence alone predicted ethical use. These find-ings suggest that students’ ethical engagement with GenAI stems primarily from their perceived com-petence rather than ease or usefulness alone. The study highlights a developmental shift from mere AI acceptance toward ethical empowerment, emphasizing competence-based ethics and autonomy-sup-portive pedagogy. Integrating TAM and SDT provides a holistic framework to understand how cogni-tive beliefs and motivational needs jointly shape responsible AI literacy in EFL education. Pedagogical implications include designing guided AI literacy tasks that transform technological utility into ethical capability.

Các công cụ trí tuệ nhân tạo tạo sinh (GenAI) như ChatGPT và Grammarly đang nhanh chóng được tích hợp vào giảng dạy tiếng Anh như một ngoại ngữ (EFL), mang lại cơ hội cho phản hồi và tính tự chủ trong học tập, đồng thời cũng đặt ra những vấn đề đạo đức. Nghiên cứu này khảo sát nhận thức của sinh viên chuyên ngành ngôn ngữ Anh tại Việt Nam về GenAI dựa trên Mô hình Chấp nhận Công nghệ (TAM) và Thuyết Tự Quyết (SDT). Khảo sát với 44 sinh viên thông qua bảng hỏi Likert 32 mục để tự đánh giá tính hữu ích (PU), tính dễ sử dụng (PEOU), tính tự chủ, năng lực và việc sử dụng có đạo đức. Kết quả cho thấy mức độ tự đánh giá cao ở tất cả các biến, phản ánh sự chấp nhận và tự tin mạnh mẽ của người học. Các phân tích tương quan chỉ ra mối quan hệ tích cực có ý nghĩa giữa các biến. Phân tích hồi quy cho thấy tính hữu ích dự đoán đáng kể năng lực và tính tự chủ, trong khi năng lực là yếu tố duy nhất dự đoán việc sử dụng có đạo đức. Những kết quả này cho thấy việc sử dụng GenAI có đạo đức chủ yếu xuất phát từ năng lực cảm nhận của người học, thay vì chỉ từ tính hữu ích hay tính dễ sử dụng. Nghiên cứu nhấn mạnh sự chuyển dịch từ chấp nhận công nghệ sang trao quyền đạo đức, đồng thời gợi ý thiết kế các nhiệm vụ học tập nhằm phát triển năng lực sử dụng AI một cách có trách nhiệm.

이 연구는 영어 매개 수업(EMI) 교실에서 메타언어(metalanguage)의 역할과 그것이 제2언어 습득(SLA)에 미치는 영향을 분석한다. EMI는 주로 내용 학습에 초점을 두지만, 동시에 학습자들이 영어 능력을 향상시킬 수 있는 기회를 제공한다. 그러나 EMI 교사들은 언어 교수 전문성이 제한되어 있어 언어적 문제를 효과적으로 다루는 데 어려움을 겪는 경우가 많다. 본 연구는 한국의 고등학교와 대학교 수업을 대상으로 한 교실 관찰과 담화 분석을 통해 EMI 교사들이 사용하는 메타언어의 유형과 기능을 분류하였다. 연구 결과, 교사들은 주로 반기술적(semi-technical) 및 비기술적(non-technical) 메타언어를 사용하며, 이를 선제적으로(preemptively) 활용하기보다는 주로 사후적으로(reactively) 사용하는 경향이 있는 것으로 나타났다. 또한 학문 분야에 따라 메타언어 사용 방식에도 차이가 있는 것으로 확인되었다. 이러한 결과는 EMI 교사들이 학습자의 이해와 제2언어 습득을 효과적으로 촉진할 수 있도록 언어적 전략을 갖추게 하는 전문성 개발 프로그램의 필요성을 시사한다. 본 연구는 학문 내용 지도와 제2언어 발달 간의 상호작용을 강조함으로써 EMI 교수법 연구에 기여한다.

This study examines the role of metalanguage in English-medium instruction (EMI) classrooms and its implications for second language acquisition (SLA). While EMI primarily focuses on content learning, it also provides opportunities for students to develop their English proficiency. However, EMI teachers often struggle with addressing linguistic issues due to limited language-teaching expertise. Through classroom observations and discourse analysis in high school and university settings in South Korea, this study categorizes the types and functions of metalanguage used by EMI teachers. Findings reveal that teachers predominantly use semi-technical and non-technical metalinguistic terms, often reactively rather than preemptively. Disciplinary differences also shape how metalanguage is employed. These insights highlight the need for professional development programs that equip EMI teachers with effective linguistic strategies to enhance student comprehension and SLA. This study contributes to EMI pedagogy by emphasizing the intersection of disciplinary instruction and second language development.

This study is to investigate the effects of AI-driven feedback generated by My Access on EFL college students’ academic writing performance and student writing assessment literacy (SWAL). Adopting a mixed-methods research design with a quasi-experimental quantitative strand and a complementary qualitative strand, this study addressed four research questions concerning between-group differences in writing performance, within-group writing improvement, between-group differences in SWAL, and students’ perceptions of AI-driven feedback. Participants were fifty-three first-year vocational students assigned to either an experimental group (AI-driven feedback) or a control group (teacher feedback). They also completed different writing tasks and revised drafts across feedback cycles. Quantitative analyses examined pre- and post-test writing performance across six traits and SWAL across four dimensions. Results indicated there was no significant difference between the groups after testing, whereas the experimental group showed significant in-group improvement. MANCOVA revealed a statistically significant group effect in favor of the experimental group for SWAL, where stronger behavioral engagement was found to be more pronounced, and marginal gains were observed regarding assessment literacy. Qualitative data further indicated greater self-awareness, revision, and metacognitive engagement, but with caution regarding the utility of feedback. Overall, the findings indicate AI-driven feedback improves engagement and assessment literacy in EFL writing.

本研究探討人工智慧寫作評分系統 My Access 所提供之 AI 回饋對大學生英文寫作表現與寫作評量素養（SWAL）的影響。本研究採混合方法研究（MMR）之準實驗設計，並聚焦於四項研究問題：（1）AI 與教師回饋在寫作表現上的組間差異、（2）兩組學生在組內寫作進步情形、（3）兩種回饋在 SWAL 上的組間差異、（4）學生對 AI 回饋在寫作發展與評量素養之影響的感受。本研究招募 53 位具高職背景的大一學生，分為 AI 回饋實驗組與教師回饋控制組。學生完成三種類型的寫作並依回饋修訂。量化前後測評量六項寫作構面與 SWAL 四構面。研究結果顯示兩組在整體寫作表現上無顯著差異，但實驗組呈現顯著組內進步。MANCOVA 指出 SWAL 存在顯著組別效果，實驗組在行為構面優於控制組，知識構面則呈邊緣顯著。質性反思顯示學生感受到自我覺察、寫作知識與後設認知投入的提升，但對 AI 準確性仍持有不同態度。整體而言，AI 回饋有助提升學生之學習投入與寫作評量素養。

This conceptual paper proposes a model of adult L2 pronunciation development that integrates explicit segmental and suprasegmental instruction, literacy training with the International Phonetic Alphabet (IPA), and technology-mediated practice. Building on empirical findings from pronunciation pedagogy, this model outlines a five-stage pathway by which explicit pronunciation instruction improves adult learners’ listening and speaking proficiency via IPA literacy development and artificial intelligence (AI)-based practice that can result in improving learners’ real-world communication. While suprasegmental features have often been prioritized in the literature, recent evidence highlights the complementary role of segmental accuracy in achieving intelligibility. The proposed model emphasizes the importance of explicit, symbol-based instruction for adult learners, who can benefit from metalinguistic awareness and autonomous practice. Although theoretical, the framework offers a foundation for future empirical research and practical curriculum design, particularly in English as a foreign language (EFL) contexts, where pronunciation instruction remains underdeveloped.

This paper investigates the use of AI in assisting language test design by pre-service teachers (PSTs), who often require such support due to their limited experience in this area. Nine PSTs participated in the study after completing their language test design assessment. They were asked to complete a survey on their use of AI in language test design and to provide written reflections on these practices. An analysis of their reflections revealed the complexity involved in using AI for language test design, rang-ing from creating question items to transforming written texts into oral formats for assessing different language skills. Furthermore, the study highlights concerns regarding the validity and reliability of AI-generated tests, particularly when these tests do not align with the curriculum or account for contextual conditions. Recommendations were provided to help PSTs make effective use of technology in support-ing their teaching and learning, particularly in language test design.

This study investigates the implementation of the Blended-Collaborative Writing Instructional (BCWI) model to enhance English as a Foreign Language (EFL) student teachers’ academic writing achievement. Academic writing is a critical skill for prospective educators, yet EFL learners often encounter challenges across the writing process, including idea generation, organization, revision, and editing. Employing a mixed-methods design, the study pursues three main objectives: (1) to examine whether the BCWI model improves student teachers’ overall academic writing achievement, (2) to analyse whether the model enhances individual writing elements such as content, organization, vocabulary, language use, and mechanics, and (3) to explore student teachers’ perceptions toward BCWI practices in academic writing classes. Findings reveal that the BCWI model significantly improves learners’ ability to generate and structure ideas, refine drafts through iterative feedback, and develop autonomy in managing the writing process. Moreover, the model optimizes instruction, fosters collaboration, enriches materials, and incorporates constructive feedback through blended learning environments. Nevertheless, challenges emerged, including communication issues, unequal workload distribution, irresponsible group behaviour, and varying levels of digital literacy. These findings underscore the pedagogical potential of BCWI while highlighting the need for further research to refine its application across diverse learner profiles and proficiency levels.

This study investigates Korean university EFL students' first-hand experiences, perceptions, and attitudes toward the use of generative AI (GenAI) in English learning. A descriptive survey was administered to 73 undergraduates enrolled in compulsory English courses. Results showed that ChatGPT (65.8%) and Google Translate (42.5%) were the most frequently used tools, primarily for coursework and convenience. Although students generally perceived GenAI as moderately effective for improving English skills, many reported limited familiarity and only moderate technological readiness. Over half of the participants indicated they had never received formal training on using AI tools for language learning. Students rated real-time feedback, translation support, and access to diverse learning resources as key opportunities. These findings suggest that Korean universities should provide structured AI literacy instruction to support pedagogically meaningful and responsible GenAI use in EFL programs, particularly within large, mixed-proficiency general English courses.

While online applications are widely used for language learning, little is known about which features effectively support learners in developing productive skills like speaking and writing. This exploratory study examined how 10 EFL students engaged in self-directed learning using applications such as Cake, Duolingo, Elsa Speak, Grammarly, and Write&Improve over a period of one month. A coding scheme was developed to analyze the features that supported English language learning, including language activities, assessment and correction, personalized learning, and technological presentation. Data from 50 student journals and interviews revealed that the apps offered teacher-like feedback, suggested learning plans, and engaging technological features that supported autonomous learning. The students reported improvements in pronunciation, vocabulary, grammar, and fluency in speaking, as well as enhanced error detection, language use, coherence, and organization in writing. Despite occasional feelings of artificial interaction, most students found the apps beneficial for developing their language skills and guiding their learning paths effectively.

This study investigated the impact of guided meditation on the well-being of online college students. The research sample consisted of 214 fourth-year students (morning and evening studies) specializing in English language at the University of Diyala, Iraq. Guided meditation techniques were implemented during online classes via Google Classroom, following student consent, and data were collected through a survey questionnaire. Responses were analyzed using Partial Least Squares–Structural Equation Modelling (PLS-SEM) with Smart PLS software. Findings reveal that guided meditation significantly enhances learning outcomes, student engagement, and teacher–student rapport, though no evidence was found to support its role in increasing motivation for online learning. By employing both quantitative and qualitative approaches, the study demonstrates the methodological value of mixed designs while acknowledging limitations such as small sample size, gender imbalance, and cultural specificity. These constraints underscore the need for broader investigations incorporating diverse participant groups, hybrid learning environments, and expanded qualitative inquiry. Despite its limitations, the study highlights guided meditation as a promising technique for fostering engagement and rapport in online education, offering a foundation for more comprehensive exploration of its pedagogical potential.

This study examines instructor communication during the initiation, development, and implementation of a short-term virtual exchange (VE) between university students in Japan and Taiwan. While much VE research focuses on student outcomes, less attention has been given to the communicative processes through which instructors negotiate and coordinate exchanges. Drawing on thematic analysis of forty-one emails exchanged over an eight-week period, this study identifies four interconnected themes: negotiating consensus in planning, emphasizing student collaboration and engagement, collaboratively addressing emerging challenges, and providing proactive support while respecting differences. The findings highlight how sustained communication, flexibility, and shared pedagogical intentions shaped the organization of the exchange. The analysis foregrounds the relational and practical work required to align logistical decisions, technological arrangements, and student-centered goals. It also identifies areas for improvement, including clearer allocation of responsibilities, more structured feedback mechanisms, and pre-exchange technical preparation. By centering instructor interaction as the focus of investigation, this study contributes to a deeper understanding of the communicative and collaborative processes that underpin short-term cross-border VE implementation.

This mixed-methods research investigates the perceptions of teachers and students regarding the fulfillment of English for specific purposes (ESP) students’ BPN for competence, relatedness, and autonomy in learning English for nursing. The surveyed participants involved 90 teachers and 570 students from three different provinces in Indonesia. Interviews were administered to 15 teachers and 30 students selected via convenience sampling. The Mann–Whitney U test was employed to analyze the differences of perception between the two groups of participants. Additionally, the results of interviews were thematically interpreted based on the implementation of BPN in their instructional practices. The survey results indicated a convergence of perceptions regrading autonomy and competence. However, a divergence in perceptions between the two groups of participants was identified in relation to the fulfilment of relatedness. The qualitative findings further revealed that the enactment of relatedness remained limited, underscoring the needs for more authentic and substantive integration within ESP instructional practices.