مطالب

Various aspects of English as a foreign language (EFL) education are affected by the adopting of artificial intelligence (AI) tools with both monomodal and multimodal capacities. However, the emotional consequences of AI-mediated second/foreign language (L2) education remain underexplored in the existing literature. To address this gap, the current experimental study drew on the principles of existential positive psychology (EPP) to explore the role of multimodal AI technologies in shaping students’ positive and negative achievement emotions. A total of 82 Iranian EFL students were assigned to a control ( n = 41) and an experimental group ( n = 41) and completed a validated achievement emotions questionnaire a questionnaire twice (pretest and posttest). Students in the experimental group went through a multimodal AI-mediated instructional intervention, while their peers in the control group received conventional teacher-fronted instruction. The results of analysis of covariance (ANCOVA) revealed that multimodal AI-mediated instruction had a statistically significant impact on EFL students’ achievement emotions. Specifically, there were significant improvements in learners’ positive emotions, while their negative emotions significantly decreased after the intervention. Interpreted through an EPP lens, these findings suggest that engagement with multimodal AI technologies may simultaneously foster emotional flourishing and alleviate emotionally adverse experiences in EFL learning contexts. The study foregrounds often-overlooked emotional dimension of AI-mediated L2 education and provides theoretical and pedagogical implications pertaining to multimodal AI adoption by students and teachers in EFL contexts

Among increasing interest in emotional and relational dimensions of language teaching, this conceptual review highlights the essential effect of interpersonal justice in promoting learner well-being and engagement in English as a Foreign Language (EFL) settings. Based on Self-Determination Theory (SDT), asserting that learning is most effective when individuals' basic psychological needs for competence, autonomy, and relatedness are fulfilled, this review investigates the effect of interpersonal justice can address these needs and it also synthesizes extended empirical results to investigate the effect of respectful, empathetic, and dignified class interactions on cultivating engagement, and well-being in EFL students. Recontextualization of the previous research in this review illustrates that previously examined justice-related elements had contributed to enhancing learner engagement and well-being. Justice educational activities, including unbiased feedback, active listening, and dignity-preserving communication, reduce anxiety, foster trust, and maintain learner persistence, thereby promoting engagement and well-being. The review ends with practical implications for teachers and policymakers and outlines future research directions focused on extending comprehension of interpersonal justice as an affective and motivational structure in EFL settings.

The aim of the present study was to examine whether Metacognitive Intervention (MI) had any significant effect on English as a Foreign Language (EFL) learners’ Working Memory (WM) and if gender had any effect on it. The findings indicated that there was a significant effect on EFL learners’ working memory in listening comprehension after they received MI in L1. It was also found that gender had a significant effect on the EFL learners’ working memory and listening comprehension when they receive MI in L1. The findings might contribute to assist language instructors to adopt strategy-based approaches to teaching listening. Furthermore, curriculum designers and ELT policymakers might consider metacognitive intervention as an effective teaching approach and add it to EFL learners’ curriculum.

This study aimed to examine the frequency of reading strategy use among EFL high school students and the relationship between their strategy use and reading comprehension achievement. The research sample consisted of 328 EFL students from four high schools in Central Vietnam. Data collection was carried out using three primary instruments: a questionnaire, follow-up interviews, and two reading comprehension tests. The findings revealed that most participants expressed a generally positive attitude toward the use of reading strategies. However, their actual use of these strategies was found to be limited during the reading process. Moreover, the study identified a significant correlation between the frequency of reading strategy use and students’ reading performance: students who employed reading strategies more frequently achieved higher reading scores. Based on these findings, several pedagogical implications were proposed for both EFL students and teachers, aimed at enhancing the teaching and learning of reading skills in EFL contexts