International Journal of Linguistics and Translation Studies

The The Effect of Generative AI-Assisted Feedback on EFL Students’ Writing Performance

2026-04-27T11:48:16-04:00

The integration of generative Artificial Intelligence (AI) in education has introduced new possibilities for enhancing formative assessment practices, particularly in language learning contexts. In EFL classrooms, providing individualized and timely feedback on writing remains a persistent challenge due to teacher workload and limited instructional time. Generative AI systems offer potential support by producing immediate, structured feedback that may assist students during the revision process. This study investigates the effect of AI-assisted formative feedback on the writing performance of second-year baccalaureate students in an EFL context. Adopting a one-group pretest–posttest quasi-experimental design, 20 students completed an in-class writing task under controlled conditions. Their handwritten texts were evaluated using an analytic scoring rubric, then processed through a generative AI system to generate structured feedback focusing on grammar accuracy, vocabulary use, organization, and coherence. After reviewing the AI-assisted feedback, students revised their drafts, which were subsequently re-evaluated using the same rubric. Data analysis included descriptive statistics to examine mean score differences and a paired-samples t-test to determine whether observed improvements were statistically significant. The study provides empirical insight into the pedagogical value of AI-assisted formative feedback and contributes to ongoing discussions regarding the responsible integration of generative AI in EFL writing instruction.

The Role of Online Dictionaries in EFL Learning within a Digitally Transformed Educational Context

2026-05-07T11:13:52-04:00

Educational digitalization has played a significant role in reshaping EFL teaching and learning, particularly in enhancing vocabulary development. The integration of information and communication technologies (ICT) has fostered more personalized, interactive, and autonomous learning environments, enabling learners to actively engage with language beyond classroom boundaries. Within this context, online dictionaries have emerged as essential digital tools supporting lexical development and learner agency. Unlike traditional print dictionaries, online dictionaries function as dynamic, multifunctional platforms that provide immediate access to definitions, phonetic transcriptions, audio pronunciation, authentic usage examples, collocations, frequency data, and corpus-based information. These features enable learners to conceptualize vocabulary as a multidimensional construct encompassing form, meaning, and use rather than isolated word-meaning pairs. Empirical research consistently indicates that dictionary use positively impacts second language vocabulary development, with online dictionaries often proving more effective than print versions due to their accessibility, multimodal support, and increased consultation frequency.

Composite Probing in Standard Arabic Preverbal Dependencies

2026-05-25T11:17:53-04:00

In this paper, we investigate whether Chen’s (2025) theory of composite probing can be generalized to Standard Arabic preverbal dependencies. Chen (2025) argues that there are some movements that are neither purely A-movement nor Ā-movement, but are instead triggered by the presence of a composite probe such as [φ + TOP] or [φ + FOC]. Standard Arabic has various types of preverbal dependencies, including VSO/SVO alternation, agreement asymmetry, case dependencies, null subjects, object fronting, wh-movement, and clitic left-dislocation. The results of this investigation indicate that Standard Arabic does exhibit behavior that is best described as composite probing, but only under a restricted formulation. Object fronting is the best candidate for composite A/Ā-movement, since the object of the fronted clause retains its case with the object of the sentence. However, subject movement in SVO clauses is better described as A-movement to Spec-TP, and clitic left-dislocation occurs through base-generation in the left periphery of the clause. The paper concludes that Standard Arabic does support the idea of composite probing as a type of derivational process for the language. Yet, a distinction should be made between A-movement, composite A/Ā-movement, pure Ā-movement, and any process of base-generating topics.

Examining Body Language as a Compensatory Semiotic Resource in EFL Classroom Discourse: A Sociolinguistic Perspective

2026-05-08T08:37:06-04:00

This study investigates the role of body language as a compensatory semiotic resource in English as a Foreign Language (EFL) classroom discourse from a sociolinguistic perspective. The study conceptualizes classroom interaction as a multimodal process in which meaning is co-constructed through the dynamic interplay of linguistic and non-linguistic resources. The analysis focuses on how embodied actions—such as gestures, facial expressions, gaze, and posture—function to mitigate lexical and grammatical gaps, facilitate comprehension, and sustain interactional flow within instructional settings. Adopting a qualitative, discourse-analytic approach, the study examines naturally occurring classroom data, emphasizing patterns of nonverbal behavior that emerge alongside verbal communication. The findings indicate that body language operates mainly as an integral component of meaning-making, enabling both instructors and learners to negotiate understanding, clarify intent, and maintain communicative effectiveness in contexts of limited linguistic proficiency. Furthermore, the study highlights how these semiotic resources are shaped by sociocultural norms and interactional expectations embedded within the classroom environment. This research contributes to a more nuanced understanding of EFL discourse and challenges language-centric models of communication. The study also offers pedagogical implications, suggesting that greater awareness of embodied communication can enhance instructional practices and support more inclusive and effective language learning environments.

What Can We Learn from Good Moroccan Learners of English?

2026-05-03T10:43:16-04:00

One of the primary concerns of language teachers is to prepare their students to be life-long learners. To achieve this, they have numerous ways among which we can cite to instruct and train them on language learning strategies. Another considerable body of research has investigated these strategies employed by good language learners. This article, therefore, aims to investigate and explore how Moroccan good language learners successfully learned English. The three case studies are Moroccan students following their Master studies in Artificial Intelligence and Digital Computing in the Faculty of Sciences and Techniques, Beni Mellal. The find out what language learning strategies good Moroccan language learners use, the study adopted, in addition to informal observation, a questionnaire wherein these three participants: two males and one females, after being informally observed, responded to the use of multiple language learning strategies reported in the literature. The findings suggested that the three participants’ language learning strategies are diverse and that there were their own other creative ways of picking up English. Training and instructing ‘ineffective’ learners who belong to the same context going through nearly the same circumstances can bring about good language learning outcomes.

Social Distance, Directness, And Cultural-Cognitive Orientations in Student Requests

2026-06-05T11:26:41-04:00

This study aims to analyze the impact of social distance on the level of directness in the request acts of American and Vietnamese students, while simultaneously providing a preliminary examination of the role of cultural-cognitive orientations regarding social relationships and hierarchy. Methodologically, data from 94 students (45 American, 49 Vietnamese) were collected via 6 Discourse Completion Task (DCT) situations and Likert scales, and subsequently coded according to the CCSARP framework. The main results indicate that social distance had a strong negative effect on the level of directness (p < .001). American students consistently employed conventionally indirect strategies, whereas Vietnamese students preferred direct utterances in close relationships and gradually shifted toward indirectness as social distance increased. The interaction of cultural-cognitive orientations did not demonstrate a statistically significant moderating role. The study concludes that social distance is the central contextual variable governing politeness strategies. Therefore, practical recommendations emphasize the need to focus on context-recognition competence in intercultural pragmatics pedagogy, while concurrently refining the measurement instruments for cognitive structures in subsequent research.

Real-Time Analysis of Cognitive Writing Processes in EFL Undergraduates: A Keystroke Logging Study

2026-05-26T08:46:43-04:00

Research on second and foreign language writing has traditionally focused on the final written product, while the cognitive processes underlying text production remain less explored. This exploratory study investigates the real-time writing processes of Moroccan undergraduate learners of English as a foreign language (EFL) using keystroke logging technology. Five focal participants completed a timed argumentative writing task while their writing activity was recorded using Inputlog. Process indicators including active writing time, pause duration, revision activity, and production bursts were analyzed alongside the quality of the final texts. The findings revealed clear differences in writing profiles among participants. Writers who produced higher-quality texts demonstrated greater active writing time, shorter pause durations, and more frequent revision activity, whereas longer pauses and reduced revision behaviors were associated with lower writing performance. The study highlights the potential of keystroke logging as a process-oriented research tool for examining cognitive writing processes in EFL contexts.

Saving Face in Online Discussions: How Teachers and Students Use Politeness Strategies in E-Talk in The Philippines

2026-02-11T01:45:24-05:00

Understanding the etiquette of e-talk is crucial given the growing dependence on online platforms like social media, email, and SMS to extend classroom interactions. The qualitative document analysis examined electronically mediated academic interaction between teachers and students at Bukidnon State University, a Philippine tertiary institution. This study examines how instructors and students at Bukidnon State University employ politeness strategies to preserve face in electronically mediated academic discussions, or "e-talk." Based on the politeness paradigm developed by Brown and Levinson (1987), this study looks at the methods both groups use to negotiate social situations, uphold dignity, and create encouraging learning environments outside of the conventional classroom. The data was a set of 189 academic discussion posts based on SMS, email, and Facebook Messenger conversations. The results show that students usually use negative politeness methods, like apologizing, to show respect and reduce imposition, while teachers primarily use bald-on-record strategies to give plain instructions. In order to establish rapport, positive politeness techniques like providing explanations and demonstrating concern for the hearer are also frequently used. The study emphasizes how face-saving behaviors can help close power gaps and promote productive teacher-student interactions in virtual environments. Teachers can more effectively support Sustainable Development Goal 4, which promotes inclusive and accessible high-quality education, by treating these encounters with pragmatism. This study emphasizes how crucial face-saving techniques are to creating a polite, productive, and encouraging online learning environment.