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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

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New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

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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

This study examines the effectiveness of various feedback models in enhancing grammatical accuracy in English article usage among 140 Iranian EFL medical students. Using a randomized experimental design, participants were assigned to five groups: AI feedback alone (n=28), AI with immediate oral teacher feedback (n=30), AI with delayed written teacher feedback (n=35), a hybrid model combining AI with both teacher feedback types (n=24), and a control group receiving traditional feedback (n=23). To evaluate performance, we administered pre-tests, post-tests, and delayed post-tests, while a post-study survey gauged learner attitudes. The data revealed that the hybrid model yielded the most substantial improvements in accuracy and long-term retention (post-test M=21.83; delayed post-test M=21.29). The next most effective condition was AI coupled with immediate oral feedback. Notably, AI feedback used in isolation surpassed AI with delayed written feedback, underscoring the crucial role of immediacy in learning. Furthermore, the survey showed a strong positive correlation between learner attitudes and performance (r=.32, p&lt;.001), with the hybrid group expressing the most positive perceptions. These findings highlight the pedagogical value of integrating AI tools with timely, multi-modal teacher feedback to foster linguistic development and learner engagement in EFL contexts.

ltrq.2026.54.05.pdf

Original Research 

ltrq.2026.54.05  .xml

Optimizing EFL Article Accuracy with Hybrid AI-Teacher Feedback

This study attempts to explore the teachers&rsquo; beliefs on the causes of learners&rsquo; misbehavior in language classrooms. To do so, 23 language teachers completed a narrative frame in which they discussed a misbehavior experience they had in the class and why they thought it happened; they, then, attended semi-structured interviews where they discussed their experiences regarding learners&rsquo; misbehavior. A thematic analysis was employed and the data was analyzed with an eye on the study&rsquo;s theoretical underpinning, i.e., Activity Theory (AT). The results indicated that there are different sources of misbehavior on different interconnected components of AT. In the &ldquo;tool&rdquo; component, the emergent themes were materials constraints, technological challenges, and hobbies interventions. In the &ldquo;rules&rdquo;, some themes such as teaching methodology, socio-cultural norms, and political, and ideological intolerance or disobedience emerged. It was in the &ldquo;community&rdquo; component of AT that the data revealed social phenomena, colleagues and authorities, and learners heterogeneity. Finally, in the &ldquo;division of labor&rdquo; the emerged themes were overwhelming responsibilities, family issues, and executives&rsquo; dereliction. The findings suggest a new look at language learners&rsquo; misbehavior and inform teacher education programs in which teachers are trained on this issue to manage learning in their classrooms effectively.

ltrq.2024.42.05.pdf

ltrq.2024.42.05.xml

An Activity Theoretic Exploration of the Causes of Language Learners’ Misbehavior: Teachers’ Belief in Focus