Background/Purpose – This study explores the relationship between gamification and student achievement, and provides a brief overview of how gamification can be used more effectively to enhance student learning. The study also addresses the potential opportunities and limitations of using gamification in education.

Practical implications – Research indicates that gamification can be an effective tool to improve students’ learning motivation. Therefore, in contemporary education systems where students’ motivation can be easily challenged, teachers should reserve more room for gamification in their lesson planning, and school administrators should provide schoolwide support for such activities to enhance student motivation and school outcomes.

Background/purpose. Ethical leadership and moral integrity researches have predominantly focused on Western, low power distance cultures, with limited attention to its expression in collectivist, high power distance contexts like China. This study explores the specific manifestations of ethical leadership and moral integrity among vocational college lecturers in Chongqing.

Materials/methods. Using a qualitative approach, semi-structured interviews were conducted with two groups: 30 exemplary lecturers and 5 senior experts in vocational education. Participants were selected through purposive and stratified sampling. 

Results. The findings reveal ten core manifestations of ethical leadership and moral integrity, including three novel themes: (1) culturally adaptive ethical behaviors, (2) collectivist influences on moral responsibility, and (3) collective motivation in upholding academic ethics.

Background/purpose. It revisits Partial Least Squares Structural Equation Modeling (PLS-SEM) as a robust tool for analyzing non-normal data and small samples, offering predictive modeling advantages. This study also compares the merits, practical applications, and added value of both tools in tackling complicated research issues, notably in education and social sciences, rather than reviewing their techniques. Simultaneously, it evaluates NVivo as a leading qualitative data analysis (QDA) tool, focusing on its effectiveness in organizing, coding, querying, and visualizing diverse qualitative datasets.

Materials/Methods. The study places both tools in real-world educational research settings to help researchers choose and utilize methodologies that align with their data and goals. This mixed-methods research employed two approaches. Method A utilized empirical data to assess PLS-SEM's performance using statistical metrics such as R², Q², and Composite Reliability. It compared PLS-SEM with MRA, CB-SEM, and Factor Analysis. Method B involved surveys, interviews, usability testing, and case studies to evaluate NVivo’s capabilities. NVivo was compared with ATLAS.ti, MAXQDA, and Dedoose on parameters like coding flexibility, usability, visualization, and collaborative features.

Results. The manuscript demonstrates how PLS-SEM can model latent concepts, such as student engagement, learning outcomes, and institutional support, while NVivo can analyze qualitative data, including interview transcripts, reflective diaries, and classroom discourse. NVivo outperformed competing QDA tools in advanced coding, data visualization, and integration features, with 72% of surveyed researchers preferring it for its effectiveness and usability. Usability testing revealed NVivo had a 30% higher task efficiency and a high user satisfaction score (8.5/10), despite a moderate learning curve. NVivo was particularly effective in thematic exploration and supported collaborative research.

Background/purpose. The contemporary educational landscape, shaped by technological advancements, demands that pre-service teachers cultivate creative thinking to design engaging learning experiences. This study addresses this need by investigating the efficacy of a pedagogical model that integrates Project-Based Learning (PjBL) and e-modules. The research specifically evaluated the model's impact on four key dimensions of creative thinking: fluency, flexibility, elaboration, and originality.

Materials/methods. This study utilized a mixed-methods convergent parallel design involving a cohort of 45 pre-service physics teachers at a public university in Indonesia. Data were collected concurrently using: (1) pre- and post-tests to measure creative thinking skills; (2) direct observation of the learning process; (3) rubric-based analysis of student-produced projects (videos, websites, games, and posters); and (4) feedback from student and lecturer questionnaires. Quantitative data were analyzed using paired-sample t-tests, while qualitative data underwent thematic analysis; both were integrated for a comprehensive understanding.

Results. The results indicate a statistically significant improvement across all four dimensions of creative thinking post-intervention (p < 0.05). While fluency demonstrated the most substantial gain, elaboration showed the least pronounced, yet still positive, development. Qualitative analysis further revealed that the PjBL framework successfully fostered collaboration, communication, and critical thinking skills, with high-quality project outcomes and positive perceptions from both students and the lecturer.

Background/purpose. The main objective of this research is to investigate the impact of employing e-learning on the level of reading comprehension among basic stage students from the perspective of their female teachers in Amman. It also sought to determine whether there were statistically significant differences in these perceptions attributable to academic qualification or years of experience.

Materials/methods. To achieve the study’s objectives, the descriptive-analytical approach was adopted. The researcher developed an instrument consisting of 30 items to measure the impact of technological advancements on the level of reading comprehension among basic stage students from their teachers’ perspectives. The instrument’s validity and reliability were confirmed. The study sample consisted of 270 female teachers.

Results. The study concluded that the perceived impact of employing e-learning on students’ reading comprehension was high. The results also indicated no statistically significant differences in perceptions based on academic qualification, while statistically significant differences were found based on years of experience, in favor of teachers with less than four years of experience.

Background/purpose. Learning chemistry is often considered challenging due to its abstract nature. To address this, the application of Project-Based Learning (PjBL) emphasizes learning through real-world projects to enhance conceptual understanding. The Science, Technology, Engineering, and Mathematics (STEM) approach enriches this process by promoting cross-disciplinary integration and contextual problem-solving, particularly through Lesson Study, with a focus on developing the 4C skills (Critical Thinking, Creativity, Communication, Collaboration).

Materials/methods. This research employs a qualitative descriptive approach, involving 5 chemistry teachers, 3 lecturers, 10 prospective teachers, and 30 grade XII students from a high school in Indonesia. The learning process is implemented across three stages of Lesson Study (Plan-Do-See), with data collected through observations, interviews, documentation, and student reflections. Specifically, 30 students were observed during the planning stage, 28 during the implementation stage (due to 2 absences), and 30 during the reflection stage.

Results. The findings demonstrate that STEM-PjBL integrated with Lesson Study significantly enhances 4C skills, with an overall development rate of 85% across the cohort. Critical Thinking improved by 87%, evident in students' ability to analyze problems and evaluate the effectiveness of their voltaic cell designs, with 25 out of 30 students demonstrating advanced analytical skills. Creativity increased by 83%, showcased through the innovative use of local materials such as dragon fruit, papaya, and chayote as alternative electrolytes, with 24 students proposing unique designs. Communication advanced by 80%, as observed in students' systematic idea presentations during discussions, poster sessions, and Q&A sessions, involving 27 students. Collaboration rose by 88%, reflected in effective task division, conflict resolution, and collective project responsibility, with 26 students actively participating in team dynamics.

Background/purpose. This study addresses challenges in graduate research supervision by developing and evaluating an AI chatbot research coaching system designed through Design Thinking and Educational Design Research. The research aimed to examine system usability, perceived value, and alignment between user experiences and original design principles.

Materials/methods. Thirty graduate students from Learning Management Innovation programs at a Thai university participated in a mixed-methods evaluation. The system, grounded in the GROW coaching model and delivered via LINE and Dialogflow, provided structured guidance, templates, and automated feedback. Data collection included Likert-scale questionnaires, open-ended reflections, and focus group discussions, which the researchers analyzed using a convergent mixed-methods approach.

Results. The system achieved high satisfaction (M = 4.52) and strong emotional engagement across diverse levels of digital literacy. Qualitative analysis revealed six themes, including enhanced understanding of research, increased confidence, and perceived social presence. Participants developed unexpected emotional attachments, describing the system as a "thinking partner." A strong alignment emerged between user feedback and design principles, yielding notable outcomes in conceptual understanding, skill application, and milestone completion.

Background/purpose. This study investigated the assessment practices of secondary school civic education teachers in Kaduna State, Nigeria, focusing on the evaluation methods, tools, and strategies used to assess students' understanding and mastery of civic education content. Three (3) research objectives, research questions, and null hypotheses guided this study.

Materials/methods. This study employed a descriptive survey design. The study population comprised Civic Education teachers in public senior secondary schools across the three Senatorial Districts of Kaduna State, Nigeria. A sample size of four hundred (400) was selected using sampling techniques. The research supervisors validated the instrument, and a reliability coefficient of .82 was obtained. The mean and standard deviation were used to answer the research questions, and the t-test was used to test the null hypotheses.

Results. The study revealed no significant difference in teachers' opinions regarding the objectives of using assessment techniques in the teaching of Civic Education in senior secondary schools. In addition, no significant difference was found in the assessment techniques used, nor in the challenges teachers face when using these techniques for teaching Civic Education in senior secondary schools. Based on the findings, it was recommended, among others, that the Kaduna State Ministry of Education and other stakeholders in the sector should organize workshops and seminars for teachers to update their knowledge on the use of learners' assessment techniques for improving the teaching of Civic Education at the senior secondary school level in the state.

Background/purpose. The teaching of integral calculus has become increasingly important in higher education due to its role in the development of advanced mathematical thinking. In this context, the definite integral is recognised as a complex mathematical object with multiple interpretations. The present article aims to systematically review the literature on its conceptualisations in mathematics education research, focusing on identifying the predominant approaches, uncovering theoretical gaps, and identifying opportunities to improve teaching and learning practices for this mathematical object.

Materials/methods. A systematic review of the literature was conducted between 2010 and 2024, following PRISMA guidelines. The search was conducted across databases including Scopus, ERIC, ScienceDirect, Taylor & Francis, and Google Scholar.  In total, 64 articles were selected for analysis. Artificial intelligence tools and VOSviewer-based bibliometric network analysis were applied to identify conceptual patterns.

Results. Eight main conceptualisations of the definite integral were identified: area under the curve, antiderivative, accumulation, accumulation function, average value, numerical approximation, application to real situations, and solids of revolution. The results reveal a fragmentation between formal, technological, and curricular approaches. Bibliometric networks show poorly connected clusters, which indicates a weak link between theoretical frameworks and their implementation in teaching.

Conclusion. This study demonstrates that fostering a deep understanding of definite integrals requires integrated teaching, explicit attention to infinity, and thoughtful use of technology. Although this review provides an updated theoretical basis, it has limitations: it excludes studies prior to 2010 and focuses mainly on publications in English, thereby limiting the diversity of perspectives. It is suggested that future research expand the analysis to other languages and different educational levels.

Background/purpose. This study aims to fill this gap by analyzing the forms of language avoidance strategies employed by BIPA students. The results are expected to contribute to the development of language avoidance theory in language learning within a multilingual context.

Methods. This study uses a qualitative approach to examine the avoidance strategies employed by BIPA students in BI production as an L3. The research participants consisted of six BIPA students from Universitas Negeri Surabaya. Data collection was conducted using elicitation techniques. Eliciting was conducted through casual conversation to elicit natural utterances. Data analysis was conducted in three stages: identification, classification, and interpretation.

Results. Based on the research results, there are forms of language avoidance strategies in BI production as L3 in BIPA students, namely topic avoidance, message abandonment, and meaning replacement. These strategies are not entirely passive in the face of linguistic constraints.  The use of language fillers has been identified as having a dual role: as a marker of linguistic unpreparedness and as a tool for regulating the conversational rhythm.

Conclusion. Based on the results, BIPA students employ three main avoidance strategies in BI production as L3: topic avoidance, message abandonment, and meaning replacement, as a means of adapting to linguistic and non-linguistic limitations. These findings underscore the importance of explicitly teaching compensatory communication strategies in BIPA learning, including training in the effective use of language fillers, so that learners can manage linguistic limitations strategically, adaptively, and communicatively.

Background/purpose. This study aimed to identify the impact of teaching science based on John Zahorek’s model on the acquisition of scientific concepts among seventh-grade female students.

Materials/methods. It was based on the quasi-experimental method. The study participants, comprising 58 seventh-grade students, were intentionally selected from the Kasbah Zarqa District and divided into two groups. The sample was selected from among the two divisions by random appointment, where the experimental group consisted of 30 female students in the first division and the control group (28) female students in the second division.

Results. After conducting statistical analysis through the SPSS program, the study showed a statistically significant effect at the significance level (α=0.05) of teaching science based on John Zahorek’s model in acquiring scientific concepts among seventh-grade female students.

Background/purpose. This study investigates the impact of online instruction on students' learning achievement and motivation in simplifying radical expressions in mathematics. With the increasing integration of technology in education, understanding its effectiveness compared to traditional modular learning is essential. The main purpose is to compare the effects of online versus modular instruction on student outcomes, particularly focusing on motivation and achievement among Grade 9 students.

Materials/Methods. This research utilized a mixed-methods embedded design, integrating a quasi-experimental methodology with qualitative survey data. Sixty Grade 9 students from a public high school in Nueva Ecija, Philippines, were purposefully assigned to control (modular) and experimental (online) groups. Data collection involved a 50-item proficiency test, the Modified Course Motivation Survey, and an open-ended survey concerning instructional experiences. Quantitative data were analyzed using descriptive statistics and t-tests, whereas qualitative responses were analyzed using thematic analysis.

Results. Findings revealed that both instructional methods improved students' achievement and motivation in mathematics. However, online instruction was significantly more effective, especially in enhancing motivation. Students reported that online activities were engaging, participatory, and promoted independent learning, despite some challenges. Post-intervention, the online group demonstrated higher motivation and achievement levels compared to the modular group.

Purpose. This study examined Thai general practitioners’ (GPs) actual and expected levels of critical thinking skills (CTS) and identified developmental priorities through an educational development needs assessment (EDNA) using the modified Priority Needs Index (PNImodified).

Methodology. A descriptive survey was conducted with 346 Thai GPs selected through proportional stratified random sampling from five national training institutions. Data were collected using a dual-response questionnaire covering five CTS domains and analyzed using means, standard deviations, dependent-samples t-tests, and a PNImodified gap analysis.

Findings. GPs rated their current CTS as moderate, while expected levels were very high. The greatest developmental need was synthesis of ideas, followed by analytical processing and evaluation of outcomes. These statistically significant gaps underscore an urgent need to enhance higher-order thinking skills (HOTS) in GP training.

Conclusions. The results confirm a considerable CTS gap, with synthesis as the highest priority. Addressing these deficits is essential to strengthening decision-making and holistic care in Thai primary healthcare.

Background/purpose. Children with autism should have access to inclusive educational settings that aid in their development. The stigma associated with autism can be alleviated with mutual respect and positive social interactions. Understanding and awareness of autism amongst peers can be improved. The research focus is on the attitudes of teachers towards the inclusion of students with autism spectrum disorder (ASD) in regular classes in the elementary schools of the Arab sector in Israel.

Materials/methods. The research strategy consisted of eight interviews with inclusion teachers who taught these students over a year. The researcher wanted to understand the situation, learn about the challenges of inclusion, and the perspectives of inclusion teachers in inclusive classrooms.

Results. The emerging trends in inclusion education are informed by this research's findings. One of the key and promising findings is that inclusion teachers aid students with ASD in acquiring social, educational, and cultural values, thus enabling them to participate in the wider community. Furthermore, the study offers insight into the difficulties teachers face and offers solutions to these challenges.

Conclusion. The study cites the need to adequately train teachers, provide them with the necessary support, motivate them to design tailored instructional strategies for each student, and promote parental engagement in their children's education.

Background/purpose. Despite growing evidence that Project-Based Learning (PjBL) fosters students' Self-Regulated Learning (SRL) skills, the perspectives of those who design and deliver these experiences —teachers —are largely absent from the conversation. Existing studies overwhelmingly focus on students' outcomes, leaving a critical gap in understanding how in-service English teachers perceive and enact PjBL to enhance SRL skills in real classroom contexts. Therefore, this study aimed to explore in-service English teachers' perspectives on PjBL as an approach to support the activation of students' SRL skills.

Materials/Methods. A case study was employed to deeply examine that phenomenon. Data were gathered through structured interviews with two teachers selected for their experience with PjBL and analyzed using thematic analysis.

Results. The results showed that teachers viewed PjBL as effective in enhancing students' SRL skills by fostering motivation, metacognition, self-efficacy, and behavior. They implemented strategies such as checklists, peer collaboration, and specific project planning to support student autonomy. However, challenges arose due to differences in students' abilities, interpersonal conflicts, and absenteeism, prompting teachers to use mixed-ability grouping and quality control to ensure equitable learning outcomes.

Background/purpose. The incorporation of generative artificial intelligence (AI) into higher education is transforming competency-based learning by enabling adaptive, interactive, and immersive environments. This study aimed to design and evaluate an innovation mechanism that integrates AI agents with 3D interfaces, focusing not only on technical feasibility but also on pedagogical contribution, including motivation, personalization, and competency development.

Materials/methods. Three AI systems—Ser, Edu, and Male—were developed at Universidad Sergio Arboleda and integrated into Unity-based 3D environments. The modular architecture combined voice-to-text, large language model processing, summarization, and text-to-speech. A mixed-methods approach was employed with instructors at the School of Aeronautical Instruction, including surveys, focus groups, and learning analytics to capture interaction data.

Results. Findings showed high acceptance: 81% of instructors reported motivation to use the system, while 68% perceived AI as a complement to teaching. Whisper achieved 93% transcription accuracy, and response latency averaged under 2.5 seconds. Over 3,100 interactions were recorded, mainly focused on rubric design, motivational strategies, and instructional materials. Teachers highlighted the pedagogical value of AI-generated bullet-point summaries for reducing cognitive load and organizing content.

Background/purpose.  This study aims to address the limited availability of educational platforms for art appreciation among university students by developing the Home Digital Art Spectacle (HITS) as an online space for performing arts engagement.

Materials/methods.  The research employed the Borg & Gall R&D model, which involved data collection, planning, initial product development, expert validation, and field trials with undergraduate students in the Performing Arts Education program at Surabaya State University. Instruments included questionnaires, expert assessments, and descriptive statistical analysis.

Results.  The feasibility test results indicated very high ratings for the HITS platform in terms of website display (89%), content quality (92.5%), and visual appeal (89%). Effectiveness analysis showed a moderate improvement in students’ appreciation skills, with an N-Gain score of 0.43 (medium category).

Conclusion.  The findings suggest that HITS is a viable digital platform for integrating art, culture, and education. While moderately effective, its development expands opportunities for art appreciation in higher education. Future improvements should focus on interactive features and broader art forms to increase impact.

Background/purpose. Although the adoption of mobile games among African students has increased significantly, the factors that influence this adoption have not been fully explored. The goal is to understand mobile gaming adoption in Africa by examining both psychological and external factors.

Materials/methods. This study explored the key factors that influence mobile game adoption using an extended Technology Acceptance Model, incorporating intrinsic motivation, perceived usefulness, and perceived ease of use. This study examined how students’ perceptions of mobile games and their intention to use them are influenced by competence, relatedness, and control. The study employed a quantitative design to collect data from 350 students at a private Nigerian university using a structured questionnaire. Structural equation modeling was used for data analysis.

Results. The findings indicated that perceived usefulness and ease of use were significantly enhanced by competency and control, highlighting the role of intrinsic motivation in mobile gaming adoption. Relatedness did not significantly affect perceived ease of use, suggesting that social interactions have a limited influence on adoption. Perceived usefulness and ease of use strongly affected intention to use mobile games, but economic constraints, inadequate infrastructure, and cultural perceptions of gaming hindered actual usage.

Background/purpose. The study explores how educational attainment among migrant communities in Lagos and Oyo states shapes perceptions and practices of early marriage. Using primary sources of data collection, focus group discussions and interviews were conducted with Hausa/Fulani parents, adolescent girls, and community leaders in Lagos and Oyo, respectively.

Materials/methods. The sample size of this study is 107 respondents. The collected data underwent thematic analysis. To facilitate this process, NVivo software version 14 was employed for data organisation, coding, and pattern identification.

Results. Key findings indicate a significant relationship between educational attainment and the incidence of early marriage among Hausa/Fulani settlers. Education is increasingly seen as a transformative factor that delays early marriage, especially in Lagos, where exposure to diverse ethnic groups and modern educational and alternative educational opportunities cultivates progressive attitudes. In Oyo, the influence of education is also apparent; however, traditional and economic constraints contribute to a more multifaceted reality.

Background/purpose. Chemistry is one of the five science subfields typically covered in secondary schools in the United Arab Emirates. Chemistry is a branch of science that studies the properties, composition, and structure of substances. Numerous subfields fall under the umbrella of chemistry, including inorganic, organic, analytical, and physical chemistry. One topic covered in chemistry classes is the analysis of chemical compounds, which is divided into two types: quantitative and qualitative analysis. While qualitative analysis determines the kind of element or group present in each solution sample, quantitative analysis determines the quantity of each component or group present. Students' low achievement and poor chemistry performance are significant issues plaguing education in the UAE. For example, in the 2018 PISA international exam, the average science performance of 15-year-old UAE students was 434 points, which is lower than the OECD average of 489 points. This qualitative case study aims to identify the factors influencing Rawaa's (pseudonym) and grade 12 students' learning of an essential Chemistry concept (OQA) topic in Chemistry.

Materials/methods. A qualitative research approach was employed in the Rawaa case study to gain an in-depth understanding of the factors contributing to the difficulties that UAE students in grade 12 experienced while studying OQA topics in Chemistry, as revealed through interviews, class observation, and document analysis of Rawaa's study materials, including her journals, notebooks, and worksheets. The thematic analysis was utilized to examine the raw conceptual understanding of the topic using the qualitative data gathered.

Results. The results highlighted challenges within teaching OQA in chemistry, including resource constraints that impact practical instruction, curriculum-content misalignments, instructional method deficiencies, and issues with teacher motivation.

Background/purpose. Folklore has been simplified in the official elementary school textbooks in Indonesia. The simplification of folklore could alter its narrative structure and diminish its cultural significance. Simplification can become an educational paradox: teaching character but eliminating local identity. This study identifies the pattern of simplification of folklore texts and their implications for culture and education.

Materials/methods. Three folktales in two versions (complete and simplified) were analyzed qualitatively and descriptively using a narrative method. Folklore sourced from elementary school textbooks is analyzed using Vladimir Propp's theory, with simplification analysis rubrics, instruments, and narrative structure tables.

Results. Simplification causes folklore to lose its narrative structure: complications, climaxes, and resolutions. The characters' roles are reduced, the plot is streamlined, and the dominant elements of local culture are eliminated. Eliminating local terms, distinctive geographical settings, and cultural symbols makes folklore more universal, but it loses cultural substance.

Background/purpose. Academic procrastination is widely recognized as a common challenge to academic performance. Self-compassion, on the other hand, is considered a potential protective factor that may mitigate such maladaptive behaviours. These psychological constructs, though important for academic performance, have received little attention in the Arab context. This study, therefore, aimed to investigate the interplay between academic procrastination and self-compassion among Saudi postgraduate students, while examining differences by gender, marital status, and academic program.

Materials/methods. A total of 203 postgraduate students (87 males, 116 females) from the College of Social Sciences were randomly selected. Data were collected using the Academic Procrastination Scale and the Self-Compassion Scale. Statistical analyses included correlation, t-tests, and multiple regression.

Results. Findings revealed a statistically significant negative correlation between academic procrastination and self-compassion. Gender differences were evident: males scored higher on procrastination, and females scored higher on self-compassion. No significant differences were found based on marital status or academic program (MA vs. PhD). Regression analysis indicated that self-compassion significantly predicted academic procrastination, explaining 2.65% of the variance

Background/purpose. Early Childhood Education (ECE) is critical in shaping cognitive and socio-emotional development. In Banten Province, Indonesia, most ECE institutions are privately operated, reflecting strong community involvement. This study examined the coherence between learning models and techniques in fostering scientific attitudes, cognitive learning, and socio-emotional learning among young children.

Materials/methods. A quantitative ex post facto design was applied using Structural Equation Modelling (SEM) to analyse relationships among variables. Data were collected from 199 ECE institutions selected through proportionate stratified random sampling (99 formal and 100 non-formal). The study investigated four learning models: group-based, corner-based, area-based, and centre-based, and two techniques: exploration-based and direct experience-based.

Results. The findings reveal that group-based and centre-based learning models play a significant role in fostering scientific attitudes and interest in science learning. Cognitive learning attitudes are best supported when group-based and centre-based models are combined with exploration-based techniques, while socio-emotional learning attitudes are more effectively developed when the group-based model is paired with direct experience techniques. Other models, such as corner-based and area-based learning, demonstrated limited coherence with enhancing learning attitudes.

Background/purpose. This experimental case study explores professional motivation in learning English among Computer Information Technology (CIT) students at an applied college in Saudi Arabia. The study investigates how motivational drivers, integrated with pedagogical intervention, influence language learning.

Materials/methods.  A total of 120 students participated in a structured 8-week English for Specific Purposes (ESP) program incorporating Task-Based Learning (TBL) strategies. Using pre-test/post-test and pre- and post-intervention surveys to collect numerical data and structured interviews to collect qualitative data, participants' levels of instrumental and intrinsic motivation were measured.

Results. Results obtained from the post-test and post-intervention motivation survey showed a significant increase in professional motivation, with the majority of the Experimental group participants identifying career advancement and employability as initial motivators. Complementary qualitative data, gathered through semi-structured interviews and analyzed thematically in six phases (following the work of Braun and Clarke), confirmed that learners viewed English as essential for technical documentation, job applications, and international collaboration.

Background/purpose. Traditional language instruction in Saudi EFL classrooms often limits learners’ exposure to authentic language, reducing communicative competence. This review article explores how corpus-based approaches, particularly using the Corpus of Contemporary American English (COCA), can bridge this gap and foster pedagogical innovation.

Materials/methods.  This study employed a systematic literature review of relevant empirical studies and theoretical works obtained from Google Scholar and academic databases. It focused on identifying the instructional potential of linguistic corpora, with an emphasis on COCA. The review also presents practical lesson scenarios and instructional applications in Saudi educational contexts.

Results. Findings indicate that corpus-based methods enhance learners’ understanding of vocabulary, grammar, and discourse markers, particularly when used to teach linking adverbs like therefore and however. COCA’s concordance lines and frequency tools offer valuable input for contextualized language learning. Saudi EFL students have shown improved lexical awareness and positive attitudes toward such approaches.

Background/purpose. Foreign language speaking anxiety poses a persistent challenge for Indonesian ESP students in hospitality programs. Traditional classroom settings often exacerbate this anxiety, limiting students' confidence and speaking fluency. This study investigates how ChatGPT's Voice Conversation Mode can create a low-pressure environment for practicing English-speaking skills, exploring students' perceptions and the technology's impact on their speaking anxiety.

Materials/methods. A qualitative research design was adopted, involving 15 undergraduate students from an English for Hotel course. Data were collected through 15 semi-structured interviews (approx. 12,000 words) and 83 reflection papers. Thematic analysis was employed to identify key patterns related to students’ experiences, perceptions, and emotional responses when using ChatGPT Voice Mode for speaking practice.

Results. The findings indicate that ChatGPT Voice Mode provides a “safe space” for speaking, reducing fear of judgment and lowering speaking anxiety. Students appreciated the flexibility of self-paced, private practice sessions that allowed for repeated attempts without social pressure. Themes such as emotional comfort, improved fluency through repetition, and ease of use emerged prominently. However, students also acknowledged limitations, including lack of emotional feedback and the “robotic” nature of AI interactions.