Journal of ELT Studies

A Proposed Framework for Teaching English Idiomatic Expressions Appearing in Friends to English Language Learners

2026-08-24T14:31:45+00:00

The purpose of this study is to propose a structured framework for selecting and teaching English idiomatic expressions to English language learners. The framework is intended to organize authentic audiovisual input into level-appropriate instructional materials rather than to test or demonstrate instructional effectiveness. To provide contextualized and engaging input for English language learners, the American sitcom Friends, which was popular globally, was used as educational material. Since idiomatic language is formed and used based on Western history, culture, and social background, sitcoms containing everyday Anglo-American culture and sentiments can be suitable materials for the teaching and learning of English idiomatic expressions. By analyzing the transcripts and video recordings of Friends, 277 significant vocabularies and multi-word units were extracted from the television narrative based on spoken language actually used in real conversational contexts. Among these, 124 idiomatic expressions were extracted after excluding overlapping expressions, slang, and highly specialized jargon. Expressions occurring two or more times were retained for frequency-based analysis. Based on constituent-vocabulary difficulty and semantic transparency, 42 expressions were selected and organized into elementary, intermediate, and advanced tiers. Proposed instructional applications were then developed for each level. These applications are suggestions for classroom use and were not empirically tested in the present study.

The Impact of AI-Driven Technologies on the EFL Learning Process

2026-08-18T20:47:46+00:00

The present study aimed to analyze the impact of AI-driven technologies on Kurdish students of English as a Foreign Language. For this experimental research, a quantitative methodology was used. An online questionnaire was used through Google Forms. The findings of this experiment indicated that students spend much time using various AI-driven technologies to learn English. Listening skills are the most improved skill through the AI model. This research also showed that using AI-driven technologies helps students acquire new functional vocabulary elements to reduce their previous spelling errors. Among the different AI models, Duolingo was the most used AI model for learning the English language. By extension, the research also recommended investigating the impact of AI-driven technologies on each skill obtained, but separately.

ESP in Moroccan Higher Education: Challenges, Cultural Implications, and Pedagogical Approaches

2026-05-07T22:46:02+00:00

This research examines the impact of English for Specific Purposes (ESP) programs in Moroccan higher education, with an emphasis on their effectiveness in enhancing language proficiency and addressing socio-cultural barriers. Using a mixed-methods convergent parallel design, the study combines both quantitative and qualitative data for a thorough evaluation. The results reveal that, although ESP programs generally improve language skills, challenges related to cultural resistance and teaching methods remain. The study recommends enhancing teacher preparation, creating culturally responsive materials, and strengthening partnerships with industry. These insights contribute to ongoing discussions on ESP by proposing methods to harmonize language education with both local cultural norms and global professional needs.

A Integrating AI-Powered Chatbots into EFL Speaking Classes: A Mixed-Methods Study on Learners’ Communicative Confidence and Interaction Patterns

2025-09-28T21:11:05+00:00

Artificial intelligence (AI) has emerged as a transformative force in education, reshaping the ways learners engage with language, content, and communication. Within English as a Foreign Language (EFL) pedagogy, the integration of AI-powered chatbots has generated increasing interest due to their ability to provide authentic conversational practice and individualized feedback. This study investigates the impact of AI chatbot integration on learners’ communicative confidence and interactional behavior in EFL speaking classes. Employing a mixed-methods design, the study involved 52 intermediate-level Iranian learners over eight weeks, during which participants interacted regularly with ChatGPT for structured and semi-structured speaking tasks. Quantitative data from pre- and post-intervention questionnaires revealed a statistically significant improvement in self-reported communicative confidence (t(51) = 8.56, p < .001, d = 1.21), while qualitative analyses of interviews and chat transcripts highlighted reductions in speaking anxiety, greater fluency, and improved turn-taking skills. Findings underscore the pedagogical potential of AI-powered tools for promoting learner autonomy, affective engagement, and interactional competence in the EFL context. The study concludes with recommendations for ethical and pedagogically sound integration of chatbots into communicative language teaching frameworks.

L2 Teachers’ Perception of AI-based Assessment on Student Essay: The Case of CoGrader

2025-08-14T02:03:58+00:00

Abstract: Writing assessment in English as a foreign language (EFL) learning increasingly involves artificial intelligence (AI)-based technology. However, there are also issues regarding how well and how useful automated systems like CoGrader are in real classrooms. This study looks at how teachers view the assessment feedback of CoGrader on student essays. Three L2 teachers took part in this study by being interviewed in depth and being observed as they graded students’ essays using CoGrader. The data were then analyzed thematically using Brown's (2004) principles of language assessment, which include practicality, reliability, validity, authenticity, and learning impact (washback). The result shows that teachers appreciate CoGrader's speed in finding technical errors such as structure and language use implying that the principles of practicality and reliability are fulfilled in the assessment. However, teachers also view that the system cannot understand the personal context of students’ essays, which may result in their failing to make revisions in a meaningful way. These shortcomings indicate that the principles of validity, authenticity, and washback are not yet fulfilled when using CoGrader as an assessment tool. In practice, teachers still check, simplify, and change AI input before giving it to pupils. This underscores the critical role of teachers as a bridge between technological advancements and students' learning needs. The study emphasizes aspects of AI integration that are often overlooked and helps create a balanced writing assessment system that combines teachers' pedagogical knowledge with technological advancements, particularly in the learning process.

Keywords: Generative AI, Feedback, Language Assessment, Teacher Perceptions