This article introduces my C.H.A.T.S. model (Conversational, Holistic, Authentic, Transformative, Situated), a novel pedagogical framework I designed to revolutionize language learning and teaching through the strategic integration of Artificial Intelligence (AI) and conversational chatbots with established learning theories. The model addresses…

Most second language writing studies have approached the L2 Writing phenomenon through the cognitive theoretical lens that situates writing as a mental activity that resembles psychological and mathematical problem-solving (Cumming, 2016, p. 69). "While research on second language writing has expanded exponentially in recent years, it has for…

In response to the evolving landscape of language education, the "Dynamic Language Learning Framework" is conceived as a progressive pedagogical approach informed by key principles from notable works in the field. Inspired by the communicative language teaching philosophy proposed by Hymes (1971) and expanded upon by Canale and Swain…

The notion of "Micro-Learning" (ML) has been repeatedly accented as a successful learning approach in different learning phenomena. Despite these optimistic emphases, several studies lack a theoretical grounding in adoption of ML, thus missing a shared perspective of the education community. The scarce theoretical justification for…

This study attempts to synthesise the scholarship on second language (L2) motivation and systematically examines the theoretical approaches, methods, research instruments, and learning contexts found in recent research published between 2010 and 2019. Following a comprehensive survey of six influential, high-impact journals in the field, 100…

Listening is a major challenge for many English-as-a-foreign language (EFL) learners. Decoding training, which helps learners develop the ability to recognize words from speech, is frequently used to assist EFL learners. Although recent empirical studies on decoding training have provided positive evidence on its effectiveness in improving EFL…

While language aptitude and motivation are considered to be important contributors to second language (L2) attainment, two major gaps in the past research have been (1) a lack of nonlinear models stemming from a naive and tacit assumption that learning outcomes are linearly related to their predictors, and (2) a lack of unified and integrative…

This paper proposes a new theoretical framework for reading instruction in second/foreign language classrooms. The theoretical framework introduced in this paper is called the Schematic Information-Processing (SIP) model of reading comprehension and is a combination of video-based instruction and various reading comprehension theories, models, and…

As the number of language instructors seeking to implement digital technologies in their teaching continues to grow, so does the need for direction with regard to making pedagogically sound decisions concerning digital tool use. One popular and useful guide for considering the educational potential of digital technologies has been Puentedura's…

The purpose of this non-experimental quantitative study was to measure Feared L2 Self (FL2S) as a new component of the existing L2 Motivational Self System (L2MSS) and offer a new model through partial least squares structural equation modeling (PLS-SEM). As for the instrument to measure L2 selves, an adopted survey consisting of 72 5-point Likert…

While knowledge, attitudes and beliefs as well as skills are integrated parts of Culturally Responsive Teaching (CRT) competency, few teacher education programmes have targeted the well-rounded CRT competency in all of these three aspects. Drawing on the conceptual framework of CRT competency and constructivist learning theory, the present study…

Research suggests that students put more effort into language learning when they feel that it is a voluntary and self-relevant activity or they enjoy the process of mastering that language (i.e., they have a more self-determined orientation). This orientation is fostered when learners feel autonomous, competent, and related to others in their…

The present study analyzes morphological productivity for complex verbs in second language acquisition by analyzing a corpus of German as a Foreign Language (GFL). It shows that advanced learners of GFL use prefix and particle verbs relatively frequently and productively but less so than native speakers do and discusses these findings in the light…

This study investigates the extent to which Japanese learners of English as a Foreign Language (EFL) are able to offer mediation to their peers while engaging in pair work, and whether that mediation is sensitive to the needs of their partner. Grounded in sociocultural theory, the study assesses the extent to which the study participants identify…

Inherently concerned with the personal and cultural development of individuals, intercultural competence can be regarded as an inseparable aspect of "Bildung". However, while scholars have acknowledged the affiliation between these two concepts, what remains to be investigated is the extent to which notions of "Bildung" are…