Author(s): Congchao Hua and Yongli Liu

Published: 20 January 2026

Abstract: This study investigated emergent Mandarin-English bilinguals’ practices and perceptions of translanguaging in the process and product of digital multimodal composing (DMC) in a content and language integrated learning (CLIL) context...

Author(s): Yeong-Ju Lee, Rauno Parrila, and Danielle Colenbrander

Published: 16 March 2026

Abstract: Artificial intelligence (AI) is reshaping academic writing instruction. However, there is limited evidence on how students actually interact with AI and how pedagogy can guide ethical and reflective engagement...

Author(s): Yu-ju Hung

Published: 14 April 2026

Abstract: The Taiwan government has enforced educational policies that encourage implementation of Content and Language Integrated Learning (CLIL) in elementary school subject courses. Given concerns about the lack of content teachers with adequate English proficiency...

Author(s): Frankie Har & Jamie Sullivan

Published: 15 April 2026

Abstract: ClassPoint, an interactive presentation tool, was integrated into a Year 1 university-level English for Academic Purposes (EAP) course in Hong Kong to foster real-time participation, boost critical engagement, and hone students' academic literacies...

Author(s): Rintaro Sato

Published: 16 April 2026

Abstract: This practitioner-led innovation study examines a decade-long effort to establish English-medium academic meetings at a teacher education university in Japan, where English is highly valued as a school subject yet rarely used in teachers' professional communication...

Author(s): Lu Xiaotong & Lin Pan

Published: 20 April 2026

Abstract: Writing is one of the essential skills that foreign language learners should master. Written feedback is a practical way for teachers in China to provide feedback when teaching English writing. As a dimension of the learner factor, students' cognitive learning styles may influence their performance in developing writing skills and their reaction to teachers' written feedback...

Author(s): Tran Thuy Khanh-Quynh & Ngo Cong-Lem

Published: 20 May 2026

Abstract: While existing research has largely focused on students' perceptions of GenAI tools, there remains limited empirical evidence of how EFL university students engage with these tools during real-time writing processes, particularly within Asian higher education contexts...

Author(s): Richard Watson Todd

Published: 28 May 2026

Abstract: The use of generative AI (GenAI) to aid in the writing of research articles is potentially highly beneficial, yet the practice runs the risk of producing texts that are not the author's original contribution. Based on distributed cognition, this research focuses on using GenAI prompts of different strengths to revise an article...

Author(s): Enid Lee

Published: 12 August 2026

Abstract: Linguistic landscape (LL) projects are widely used to foster sociolinguistic awareness and experiential learning, yet evaluations have relied predominantly on qualitative analyses of interviews and reflective journals. Consequently, systematic examination of student writing for broader discourse patterns remains limited...

Author(s): Junjie Gavin Wu

Published: 30 August 2026

Abstract: The final year of a Ph.D. program is a crucial transition from doctoral student to independent academic and social actor. Within years, new graduates often become supervisors themselves, navigating an academic ecosystem increasingly transformed by generative artificial intelligence (GenAI)...

Author(s): Shizhou Yang & Manichar Aimdilokwong

Published: 1 September 2026

Abstract: Translanguaging in popular music has attracted growing scholarly attention, yet how the practice is received by the people who produce and consume it remains largely unexamined. This survey-based study addresses that gap by examining the attitudes of 15 singers and 617 fans toward translanguaging in the Thai pop songs of CGM48...