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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

<p style="text-align: justify;">The rapid advancement of generative AI, along with other digital technologies, is drastically changing the needs of language learning students and teachers. This classroom-based exploratory study focused on pre-service language teachers in a professional development program and investigated their perceptions of ChatGPT&rsquo;s affordances, the competencies necessary to use ChatGPT effectively, and how they incorporate these affordances into their pedagogical task designs to foster those competencies, specifically in the context of academic writing. The study found that the pre-service teachers became less positive about ChatGPT&rsquo;s affordances after gaining more experience using it in their academic writing. The necessary competencies that they identified showed different patterns according to their own writing proficiency; those with lower proficiency primarily focused on evaluative competencies (cognitively higher-level competencies), whereas those with higher writing proficiency expressed more holistic views encompassing various levels of competencies, including basic language skills. However, the pre-service teachers, regardless of their proficiency levels, appeared to encounter difficulty transitioning from viewing the use of ChatGPT from a student&rsquo;s perspective to a teacher&rsquo;s perspective. Their pedagogical task designs reflected challenges in using ChatGPT for their students&rsquo; learning, rather than in learning, which highlighted the need for fostering such pedagogical strategies in professional development programs.</p>

ltrq.2025.51.07.pdf

Original Research 

ltrq.2025.51.07.xml

Pre-Service Language Teachers’ Perceptions and Applications of Generative AI for Future Teaching

Guest-editors: 
Christine Coombe 
Higher Colleges of Technology, Dubai, UAE 
Tony Clark 
Cambridge University Press & Assessment, UK 
Hassan Mohebbi 
European Knowledge Development Institute, Turkey


Special Issue: In Honour of Carol A. Chapelle’s Contributions to Language Assessment and Learning (Volume 51-Second Part)

<p style="text-align:justify;">Inspired by Fulcher’s (2012) data-driven approach to language assessment literacy (LAL), I introduce learners’ voices as a way to better understand teachers’ LAL. I also incorporate learnings from recent literature on child development regarding research with children to suggest that we consider assessment with learners in LAL and language assessment studies more generally. Assessment with learners offers a new perspective on discussions of LAL as well as a new means of assisting learners to enhance their own understanding of how assessment works. Drawing from examples in my own work on LAL, I address a few potential benefits of incorporating learners’ voices in LAL discussions. With an emphasis on “by doing” and “learner-centered” elements, assessment with learners can resonate well with Fulcher’s apprenticeship content approach to LAL.</p>

Exploring the Idea of “Assessment with Learners” in Discussing Language Assessment Literacy

ltrq.2022.29.06.xml

Guest-editors: 
Lee McCallum, PhD, Coventry University, UK
Christine Coombe, PhD, Higher Colleges of Technology, Dubai, UAE
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: In Honour of Glenn Fulcher's Contribution to Language Testing and Assessment