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The primary aim of this study is to delve into the experiences of postgraduate EFL students in using ChatGPT and to uncover the strategic approaches they implement throughout their writing process. This qualitative case study research design engages 16 Master's degree students from four different universities in Indonesia, each with varying levels of English proficiency. Findings indicate a positive reception of ChatGPT among EFL students, who note its versatility in improving vocabulary, grammar, idea generation, essay structuring, and language refinement. Students utilize a range of strategies in their interactions with ChatGPT, including critical evaluation, peer consultation, and the use of primary research sources, which demonstrates its adaptability as an educational resource. These findings suggest that ChatGPT could revolutionize EFL instruction by serving as an adaptable cognitive tool that aligns with diverse pedagogical models and cognitive development stages. Its capabilities support educational theories such as Scaffolded Writing, Distributed Cognition, and Cognitive Flexibility Theory, which enhance students' self-efficacy and academic success. However, the study's reliance on self-reported data and its limited sample size are notable limitations, potentially impacting the generalizability of the results. The study recommends that future research with a broader, more diverse sample and a mixed-methods framework could provide deeper insights into the effectiveness of ChatGPT in EFL contexts and its potential to augment students' writing competencies.

The emergence of artificial intelligence (AI) technologies based on Large Language Models (LLMs) is reshaping the translation landscape, particularly by facilitating unprecedented levels of translation efficiency. To unlock the potential of (AI) tools in facilitating intercultural understanding and bridging language barriers in literary translation, this study examined the perspectives of 63 Saudi EFL student translators (27 novices, 36 advanced) on literary translations generated by Google Translate (GT) and ChatGPT. It compares their evaluations in terms of accuracy, fluency, and cultural understanding. This mixed-methods study collected quantitative and qualitative data utilizing a pre-survey, a questionnaire, and reflection sheets. The findings revealed that both groups used machine translation tools, with advanced students perceiving themselves as more proficient. While no significant differences emerged between groups in perceptions of ChatGPT and GT-except higher trust in GT accuracy among novices-both groups favored ChatGPT for literary translation. Qualitative data provided deeper insights into student translators' evaluations. Both groups of students were negative toward GT, pointing out its deficiency in capturing the linguistic and cultural nuances of original literary texts, and they were more appreciative of translations produced by ChatGPT, highlighting its various affordances in reaching satisfactory translation results. Pedagogical implications are presented and discussed. .

Writing in English as a Foreign Language (EFL) is a special chance for students to improve their language skills and develop their social awareness. Through the use of writing prompts that promote values like tolerance, respect for others, and critical thinking, students are able to express themselves more effectively in English and gain a deeper comprehension of other viewpoints. This study used qualitative research to examine the effects of implementing religious moderation values on EFL students' writing ability. Analysis of the effects of exposure to these values on writing coherence, argumentation, and intercultural sensitivity was done using data acquired through students interviews and observation sheets. The results show that the incorporating of religious moderation in EFL lessons has a positive effect on students' language learning and knowledge of global cultural issues encouraging more considerate and polite conversation. The research emphasizes how learning a language together with a values-based education can result in students who are more adept and socially conscientious, especially in writing class.

Over the past decade, there has appeared a surge of research interest in language learners’ academic engagement and psychological well-being as important factors in improving the quality of education. However, research on the roles of English as a foreign language (EFL) teachers’ affective scaffolding in enhancing the academic engagement and psychological well-being of their students is relatively scant. Inspired by this gap, the current study aimed to investigate the impact of Chinese EFL teachers’ affective scaffolding on their learners’ academic engagement and psychological well-being. To this end, a total number of 1968 Chinese EFL learners participated in this questionnaire survey. The results of the study showed that EFL teachers’ affective scaffolding positively and significantly predicted students’ academic engagement and psychological well-being. More specifically, it was found that teachers’ affective scaffolding explained about 73% and 65% of variances in EFL students’ academic engagement and psychological well-being. Moreover, it was found that psychological well-being and academic engagement were positively correlated and predicted 56% of each other’s variances. In accordance with these findings, educators are recommended to build up a harmonious teacher-student relationship to foster students’ psych-emotional development.

This study aimed to provide an in-depth understanding of English as a Foreign Language (EFL) students' perceptions concerning both the benefits and limitations of Artificial Intelligence (AI) in the context of critical thinking. Utilizing a qualitative research design that focuses on case studies and employs semi-structured interviews, seven master's degree students from two different Indonesian universities were purposively selected for the sample. The findings revealed a complex view of critical thinking that involves questioning norms, analyzing context, and evaluating evidence. Students acknowledged AI's utility in enriching various facets of critical thinking, such as academic research and theory scrutiny. However, concerns were also raised about AI's limitations, including lack of personalization, potential for echo chambers, and difficulties in nuanced understanding. The study concludes that AI can be an asset in the development of critical thinking skills, but with caveats that require careful management. A balanced approach that capitalizes on AI's strengths while being aware of its limitations is necessary for cultivating robust critical thinking abilities among EFL students. Limitations of the study include its reliance on self-reported data, which may introduce biases, and the heterogeneity in the participants' backgrounds, affecting generalizability. Future research may consider more objective measures such as observations or psychometric tests, and investigate pedagogical methods for integrating critical thinking and AI applications effectively.

This study was to uncover the interplay of motivation, attitude, and anxiety in Iranian intermediate EFL students' task-based speaking classes. For this purpose, 120 Iranian intermediate EFL students of Safir-e-Andisheh Language Institute in Isfahan, Iran, who were homogenized by the Oxford Quick Placement Test (OQPT) were selected by convenience sampling. The data were collected using the Foreign Language Classroom Anxiety Scale (FLCAS), Motivation Questionnaire (MQ), and Attitudinal Questionnaire (AQ) and analyzed using standard multiple regression. The findings demonstrated that behavioral and cognitive attitudes predicted the changes in anxiety, and in terms of motivation, attitude toward learning languages, pragmatic benefits, and English for the workplace explained variances in anxiety. Furthermore, interest in foreign languages, attitude toward learning languages, obligation for learning English, and English for workplace predicted the variances in EFL learners' attitudes. Concerning anxiety, the fear of negative evaluation explained variances in their attitude. This study revealed the complex interactions between motivation, attitude, and anxiety in shaping the speaking performance of Iranian intermediate EFL students, emphasizing the crucial role that positive attitudes and motivation play in mitigating anxiety during task-based speaking activities. Therefore, educators should focus on fostering positive attitudes and motivation among EFL students through engaging activities and supportive environments to enhance language learning outcomes and reduce anxiety in speaking contexts.

ChatGPT is one example of an artificial intelligence (AI) tool that is gaining attention in the field of language education due to its potential as a digital language learning assistant. ChatGPT allows for customized interactions and real-time feedback to improve language learning. Yet, there is a study void on English as a Foreign Language (EFL) teachers and students’ use of ChatGPT in language learning. To fill this void, this a cross-sectional survey study investigates the perceptions and preferences of the 80 EFL teachers and the 46 EFL students in East Java, Indonesia. The study’s primary objective is to gain insight into how they perceive about using ChatGPT to improve their language learning. The results revealed possible benefits, such as better language competency and individualized learning experiences, as well as problems, such as language accuracy and technological dependence. The study also highlights the importance of pedagogical support, curricular alignment, user-friendly interfaces, and compelling interactive activities for successful integration. In light of these results, this study suggests ways in which teachers might better include ChatGPT as a digital language learning assistant. This study contributes to the body of knowledge of ChatGPT’s function in EFL instruction and will guide the improvement of other digital tools for language learning. Graphical Abstract

This study investigated the effects of process genre-based writing (PGBW) and process writing (PW) approaches on 40 Asian EFL pre-university students’ academic writing performance in a pre-university writing course. The study employed a quasi-experimental research design by dividing the participants in two classes with equal number: 20 students in the process genre-based writing class consisting of 9 males and 11 females, and 20 students in the process writing class comprising 8 males and 12 females. Students’ writing performances were examined using a comparison of their pre- and post-test writing scores. Data analysis revealed that students in both groups showed significant increases in their post-test writing performance after engaging in the PGBW and PW activities; however, learners in the PGBW class obtained higher average mean scores in the post-test writing compared to their peers in the PW class. A significant difference in the overall mean scores for the PGBW and the PW groups after the interventions was at p-value < .05 (t (38) = 3.17, p = .003). These results suggest that the PGBW approach had a greater positive effect on students’ writing performance. Implications of these findings for implementation of the PGBW approach are discussed.

In Indonesia’s post-pandemic university context, where Hybrid Learning (HL) remains implemented in particular EFL Master’s courses, understanding how students experience and participate in a classroom that combines online and offline learning has become increasingly important. To explore EFL students’ overall experiences and participation in HL in a post-pandemic Indonesian context, focusing on how they perceived its strengths through their best experiences, how they perceived the challenges, and how they critically reflect on the challenges into suggestions for better implementation of HL. This study used a qualitative case study design with five EFL master’s students. Data were collected through semi-structured interviews and analyzed using Broun and Clarke’s thematic analysis. Member checking was conducted to ensure accuracy and credibility in capturing students’ HL experiences in the post-pandemic context. The findings showed that hybrid learning offered valuable flexibility and supported students with diverse backgrounds, allowing them to participate according to their needs and circumstances. However, they also faced challenges, particularly unstable internet connectivity and difficulty maintaining focus. To improve HL, students suggested stronger internet support, clear and balanced online-offline teaching, and more interactive teaching approaches. This study offers valuable insights into post-pandemic EFL education by showing that hybrid learning, when supported with improved infrastructure and thoughtful pedagogical design, can meaningfully enhance flexibility, learners' autonomy, and equitable participation for diverse student groups.

Various studies have been done on shifting toward technology-based second language (L2) education. However, the influence of psycho-emotional factors on students’ technology acceptance is overlooked. To fill this gap, the present quantitative study examined the role of students’ achievement emotions and technological self-efficacy in predicting their technology acceptance in China. To this end, 380 Chinese students were invited to complete three questionnaires. The results of structural equation modeling revealed that Chinese L2 students’ achievement emotions and technological self-efficacy are significant predictors of their technology acceptance; technological self-efficacy uniquely could explain 59% of its variance and students’ achievement emotions could explain 75% of its variance. The study also draws some conclusions and offers implications for L2 teachers, students, and school managers to foster the acceptance of technology in L2 education.