All Journals

Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

Artificial Intelligence (AI) has penetrated English language learning and teaching, and this penetration parallels a surge of research on its potential and challenges for learners and teachers altogether. This paper provides a glimpse of the status quo of generative (Gen) AI in contexts where English is not used natively. Adopting a holistic approach to researching these GenAI tools, the study takes three large language models (LLMs) as its focus: ChatGPT, Gemini (formerly Bard) and Copilot (formerly Bing Chat). The discussion focuses on how such chatty LLMs bolster learners&rsquo; command of English and support teaching it innovatively. It is organized around aspects of effectiveness and challenges in four parts. The first is about LLMs and how they shape new pathways for more interactive English learning. The second sketches how these language models are invested for enriching formal learning, self-directed learning, interactive content, feedback, and learning materials. The third part beds on teachers, including planning teaching, assessment, and professional development. The fourth part culminates in concerns associated with GenAI in English programs. The study charts territories for further research to paint both sides of a complete picture of GenAI in language education.

ltrq.2024.43.09.pdf

Review Article

ltrq.2024.43.09.xml

A Holistic Approach to ChatGPT, Gemini, and Copilot in English Learning and Teaching

Artificial Intelligence and ChatGPT for Language Education: A Research Agenda


Thematic Collection

This systematic literature review investigates the adoption and impact of English Medium Instruction (EMI) in Saudi Arabian higher education. It synthesizes findings from 18 empirical studies, primarily in applied sciences such as engineering, medicine, and computer science, while noting a dearth of research in social sciences. The review reveals a uniformity in student perceptions of EMI across disciplines, highlighting its widespread acceptance and challenges in cultural and linguistic adaptation. It also emphasizes the diversity of research methodologies used, offering insights into both teacher and student perspectives. This comprehensive analysis not only maps the current landscape of EMI in Saudi Arabia but also identifies critical areas for future research, particularly in understanding its long-term educational and socio-cultural implications.

ltrq.2024.42.02.pdf

Original Research 

ltrq.2024.42.02.xml

English Medium Instruction in Saudi Arabia: A Systematic Review