Volume 23, Number 1, September 2026
DOI: 10.56040/e-flt.231

Editorial DOI: 10.56040/jana2310

Articles

Nguyen Huu Hoang

Vietnamese EFL Teachers' Perceptions of ChatGPT-Generated Feedback: A Cross-Sectional Survey Study

DOI: 10.56040/hhng2311

Abstract
This cross-sectional survey examined Vietnamese EFL teachers’ perceptions of ChatGPT-generated feedback quality and integration willingness factors. A total of 188 university teachers from six Vietnamese cities completed a questionnaire addressing feedback evaluations and Technology Acceptance Model constructs. Results revealed hierarchical perception patterns where teachers rated content feedback most favourably (M = 3.67), followed by organization feedback (M = 3.45), with language feedback receiving lowest evaluations (M = 3.21). This pattern contradicts traditional automated writing evaluation capabilities, suggesting that large language models reverse conventional performance hierarchies by excelling in higher-order rhetorical tasks while generating scepticism regarding surface-level corrections. Multiple regression analysis demonstrated that perceived usefulness (β = .47) and institutional support (β = .34) emerged as primary predictors of integration willingness, explaining 58.3% of variance. The prominence of institutional support challenges Technology Acceptance Model universality, revealing how hierarchical decision-making structures in Vietnamese contexts modify traditional acceptance pathways. Teachers’ sophisticated discrimination in evaluating AI feedback indicates successful implementation requires acknowledgment of pedagogical complexities beyond technological capabilities. These findings establish foundational knowledge for evidence-based AI integration strategies while contributing theoretical insights regarding cultural adaptation of technology acceptance frameworks in Southeast Asian educational environments.

Joel C. Meniado

Teaching L2 Writing Using Generative Artificial Intelligence: Practices of Southeast Asian Language Teachers 

DOI: 10.56040/jcmn2312

Abstract
The integration of Generative Artificial Intelligence (GAI) into English language teaching and learning, particularly in second language (L2) writing, has been widely explored in recent years. However, many of these explorations lacked substantial representations of integration practices in Southeast Asia and in-depth analyses of the factors influencing them. To fill this gap, this study investigated how Southeast Asian English language teachers integrated GAI tools across various stages of L2 writing instruction and the challenges they encountered in doing so. Analyzing qualitative data from 14 selected participants across nine Southeast Asian countries, the study found that participants used GAI tools at different stages of L2 writing instruction, primarily to scaffold the development of various writing skills. They commonly used the tools to generate model texts as instructional materials, to facilitate activities for brainstorming and outlining of ideas, drafting, proofreading, and editing of drafts, and to provide immediate corrective feedback. While the participants in this study reported different GAI-integration practices in teaching L2 writing, the practices appeared limited in variety and complexity, reflecting a lack of the requisite technological and pedagogical knowledge and competencies for systematic, transformative GAI-enhanced L2 writing instruction. Implications of the findings for language teacher education and professional development programs are discussed.

Ranjeeva Ranjan and Gaurav Kumar

Investigating the Use of Grammar Learning Strategies in the Learning of Spanish as a Foreign Language in Indian Universities

DOI: 10.56040/rrgk2313

Abstract
Grammar is considered one of the most problematic language subsystems to learn worldwide, especially in India. One of the approaches to learning this subsystem is the appropriate use of grammar learning strategies (henceforth, GLS) to master the target language´s grammar. The objective of the current research is to analyze the process of grammar learning strategies (GLS) used by Indian university students in learning Spanish as foreign language (SFL) and to examine their relationship to other variables of interest, such as proficiency and year of study. In the present study, the methodology used is quantitative in nature, and the participants are from three public universities learning Spanish as foreign language. The instrument used is an adapted version of a previously validated questionnaire called the Grammar Learning Strategy Inventory (GLSI). The results show that students use GLS to address corrective feedback more frequently, followed by social and metacognitive strategies. The results also underscore a statistically significant difference in the use of GLS amongst the groups when compared with the variable proficiency. At the same time, there was no significant difference in use when the groups were compared by year of study. Finally, the educational and instructional implications, along with the limitations of the current research, are provided.

Elisabet Titik Murtisari and Gary Bonar

Rethinking Translation Through an Interlingual Focus on Form: Students' Experiences and Pedagogical Insights for Grammar Learning

DOI: 10.56040/emgb2314

Abstract
This study explores how translation as a communicative activity may support learners’ experiences of grammar learning through an interlingual focus on form. While recent research has re-evaluated translation through a translanguaging lens, its role in facilitating focus on form remains under-explored. Drawing on a functionalist (Skopos-oriented) view of translation, the study examines how students experienced interlingual focus on form in an introductory tertiary translation unit. Survey data from 73 EFL students suggest that purpose-oriented translation tasks were widely experienced as meaningful opportunities to engage with grammar in context across learners with differing levels of course performance. Students particularly associated translation with contextualized grammar use, heightened awareness of grammar’s communicative role, and opportunities to apply grammatical forms in contexts where the L1 supported access to meaning. Rather than positioning translation as a technique for isolated form practice, the study conceptualizes translation as a mediational space in which learners evaluate grammatical choices in relation to communicative purpose, audience, and contextual appropriateness. The findings highlight the pedagogical value of designing translation tasks that strategically engage learners’ plurilingual repertoires to support meaningful engagement with grammar in communicative contexts.

Reviews

Lachlan Jackson

Review of "Frame Analysis, Critical Theory, and English Language Teaching"

DOI: 10.56040/lljs2315