English Literature and Language as a Medium of Artificial Intelligence Instruction at Tertiary Level Classrooms: Indian Teachers' Perspective

A Critical Analysis of Research on the Use of Artificial Intelligence in English Language Teaching in Thailand: Conflicting Results and Methodological Limitations

The study concludes that current literature frequently overlooks the practical integration of AI within traditional, human-centric teaching methodologies and recommends a forward-looking research agenda prioritizing longitudinal, mixed-methods studies and the development of balanced pedagogies that harmonize AI innovations with the traditional teacher-student relationships deeply rooted in Thai culture.

Examining the Difficulties of English Language Teaching in Japan: Implications for Future Assistant Language Teachers

English language education has been a central focus of educational reform in Japan as the country seeks to strengthen students’ communicative competence in a globalized world. Despite these reforms, many Japanese learners continue to face challenges in developing effective English communication skills. This qualitative study examines the difficulties encountered in English language teaching (ELT) in secondary schools in Kobe, Japan, and explores the implications of these challenges for future Assistant Language Teachers (ALTs). The study employed a qualitative research design using semi-structured interviews with twenty English teachers from three public secondary schools in Kobe. Data were analyzed using thematic analysis to identify recurring patterns and key instructional challenges. To strengthen the analysis, frequency counts and participant quotations were incorporated. The findings reveal that examination-oriented teaching practices continue to shape classroom instruction, with teachers prioritizing grammar and reading skills. Other challenges include limited class time, large class sizes, and varying levels of teacher confidence in conducting communicative lessons. Despite these constraints, collaboration with Assistant Language Teachers and the use of interactive strategies were identified as potential solutions. The study concludes that strengthening teacher training, integrating communicative approaches, and providing institutional support are essential to improving English language learning outcomes.

The Effectiveness of Grammar Translation and Direct Method in Teaching English literature:A Quantitative Study of EFL Students at University of Benghazi

This study investigates the effectiveness of the Grammar Translation Method (GTM) and the Direct Method (DM) in teaching English literature from the perspectives of English as a Foreign Language (EFL) students at the University of Benghazi, Al-Abyar Branch. The study aims to identify students’ perceptions of these two pedagogical approaches and determine which method better supports comprehension, classroom engagement, and language development.   A quantitative research design was employed using a structured questionnaire consisting of eight closed-ended items based on a four-point Likert scale. The questionnaire was administered to a purposive sample of 40 sixth-semester students enrolled in the English Department. The collected data were analyzed using descriptive statistics, including frequencies and percentages.   The findings indicate that students generally recognized the instructional value of both teaching methods. The Grammar Translation Method was perceived as effective in facilitating the understanding of difficult literary concepts through the use of the learners’ first language and explicit grammar instruction. In contrast, the Direct Method received more favorable responses regarding students’ active participation, target-language use, visual support, and error correction techniques. Overall, the results suggest that while the Grammar Translation Method enhances comprehension of complex literary texts, the Direct Method provides a more interactive and communicative learning environment.   The study concludes that combining the strengths of both methods may offer a more balanced and effective approach to teaching English literature in higher education. It recommends increasing the use of learner-centered instructional strategies, contextualized vocabulary teaching, visual aids, and communicative classroom activities to improve students’ engagement and academic achievement

Artificial Intelligence and English Language Teaching: Teacher Readiness and Student Acceptance in Indian Higher Education

Research on the Application of Linguistic Theories in Second Language Acquisition Within English Learning Contexts

In English classrooms of primary, secondary and tertiary education institutions in China, routine teaching is still largely conducted through text study and mechanical memorization. Authentic foreign language communication contexts are extremely scarce, which constitutes the core reason for the low English acquisition efficiency and weak practical application competence of Chinese learners. Most students have learned English for many years, yet the accumulated vocabulary and grammatical knowledge are mostly fragmented, failing to form a complete cognitive system for the second language. The solidified influence of native language thinking and the absence of daily language application scenarios both directly constrain the development of students' advanced language competence. The traditional cramming-based classroom model can hardly meet the requirements of the new curriculum standard for cultivating core English competencies. Second language acquisition (SLA) theory, as a core research area of cognitive linguistics, mainly comprises three key acquisition processes: language input, cognitive internalization and language output, which can provide solid theoretical support for English teaching reform in China. Against the research background of the non-immersive English teaching environment in China, this paper systematically sorts out the core connotations and pedagogical values of four major SLA theories, and summarizes the adaptive advantages and practical obstacles of the localized application of the theories based on the actual teaching status of front-line classrooms. From multiple perspectives including classroom model innovation, communication context construction, teaching system optimization and upgrading of students' learning strategies, this paper proposes practical improvement approaches adapted to local learning conditions. Based on the actual pain points of English teaching in China, this study promotes the implementation of SLA theory in classroom teaching and fills the gap in the connection between linguistic theory and teaching practice. The research findings can further improve the localized English teaching system, effectively enhance learners' SLA quality and cross-cultural communication competence, and boast sufficient academic reference value and classroom guiding significance.

Improving the Methodology for Developing Linguistic and Communicative Competence of Future English Language Teachers through the CLIL Approach

The present study investigates the effectiveness of the Content and Language Integrated Learning (CLIL) approach in improving the methodology for developing linguistic and communicative competence among future English language teachers. Responding to the growing demand for language educators who possess not only advanced linguistic proficiency but also the ability to communicate effectively across academic and professional contexts, the study explores the pedagogical potential of CLIL in teacher education. A mixed-methods quasi-experimental research design was employed involving 72 undergraduate students enrolled in English language teacher education programmes. Quantitative data were collected through pre- and post-tests and structured questionnaires, while qualitative evidence was obtained from classroom observations, semistructured interviews, and students’ reflective journals. The findings revealed that CLIL-based instruction produced statistically significant improvements in linguistic accuracy, vocabulary development, communicative fluency, interactional confidence, critical thinking, and interdisciplinary communication skills compared with conventional language instruction. The analysis further identified collaborative learning, authentic communicative tasks, reflective practice, project-based activities, and the integration of digital educational technologies as the principal factors facilitating competence development. The study argues that CLIL promotes meaningful language use by integrating subject content with language learning, thereby enhancing both academic achievement and professional readiness. It concludes that the CLIL approach represents an effective pedagogical framework for modern English language teacher education and offers valuable implications for curriculum design, teacher training, and educational innovation in multilingual learning environments.