This study explores transformative learning (TL) in community-based language learning experiences. The fall 2019 study, conducted with 25 undergraduate students enrolled in two advanced language courses with a service-learning component, was designed to identify if TL is occurring, which classroom and community-based activities lead to TL, and…

Background/purpose: The present quantitative study investigated the effectiveness of utilizing ChatGPT as an instructional tool to enhance the learners' grammatical proficiency. Materials/methods: The study involved 60 Omani intermediate EFL learners randomly divided into three groups with 20 learners. The control group received traditional…

This study investigates the effects of a Gamified Learning Model (GLM) on the writing skills and metacognitive awareness of Thai EFL university students within a blended learning environment. Employing a quasi-experimental one-group pretest-posttest design alongside a Concurrent Embedded mixed-methods approach, the research scrutinizes the…

The increase in popularity of Generative Artificial Intelligence Chatbots, or GACs, has created a potentially fruitful opportunity to enhance teaching English as a Foreign Language (EFL). This study investigated the possibility of using GACs to give EFL students metalinguistic guidance (MG) in linguistics courses. Language competency gaps, a lack…

As globalized industries evolve, leaders of today and tomorrow will need multifaceted skills for multilayered engagement in an international environment. One method to develop competencies built for a global setting is study abroad, where U.S. colleges embed students in a travel context beyond classroom walls and borders. Study abroad is made up…

English as an International Language (EIL) holds transformative potential for developing intercultural competencies in Australian higher education. Challenging the 'native-speaker' model, EIL offers students and institutions an opportunity for intercultural learning through engaging with linguistic and cultural difference. This paper reports on a…

This design case follows the transformation of a language and culture course for first-year international students from face-to-face to online. It focuses on creating and managing disorienting dilemmas in an online environment as students are given the opportunity to pursue transformative learning. Design decisions about creating community, course…

This study aimed to investigate the Iranian EFL students and their teachers' perceptions of the factors involved in the implementation of Transformative Education (TE). More importantly, the focus was on investigating the feasibility of the integration of TE with Dynamic Assessment (DA) in the Iranian EFL setting. To do so, 105 Iranian university…

This study examines the adaptations and experiences of college-level language learners in the post-pandemic era, providing valuable insights into the transformative nature of language learning in an evolving world. Within the framework of the socio-cultural perspective, this study explores the interplay between technology, self-directed learning,…

Building on recent efforts to bridge transformative learning and world language education (Clifford & Reisinger, 2019; Johnson, 2015; Randolph & Johnson, 2017), this article explores how perspective-shifting can be fostered among L2 learners through critical reflection tasks staged across collegiate language curricula. A range of…

International students with low academic English proficiency face challenges with reading their course materials and writing assignments. Their challenges are exacerbated during remote learning, as they remain in their home countries, immersed in their home languages, which may be quite distant from academic English. To investigate the effects of…

Community engagement through service-learning has been a mainstay of higher education for the past 20 years and has increasingly proven successful in grounding academic knowledge in community experience. This article explores how service-learning programs designed to shape students' sense of responsibility for the common good can also foster their…

We charted how one educator's use of proleptic language--or language that invoked students' imagined future identities as if they are fully realized in the present--situated students in communities of academic and professional practice, both within the tangible community of the classroom and within those intangible communities consisting of…

The study reports how "A Glimpse of China," a cultural course that had been typically conducted offline for cultural immersion, adapted to the COVID-19-imposed challenges of an online transition. The teaching team sought the guidance of social constructivism and the WisCom Framework, made adaptations in the instructional design, assessed…

Discourses around Study Abroad (SA) consistently portray a transformational experience for participants who return home forever changed. This article investigates how such change is inscribed in texts addressed to Australian tertiary students considering SA. Acknowledging the significant role of the non-study component of SA in triggering change,…