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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

Standardized testing has been increasingly criticized as a form of student evaluation due to its lack of focus on student individuality. In response, calls for authentic student assessment have encouraged educators, like Angela Stockman, to challenge traditional methods of student evaluation in favor of holistic approaches. Her book, The Writing Teacher&rsquo;s Guide to Pedagogical Documentation: Rethinking How We Assess Learners and Learning, extends those critiques; her intervention suggests pedagogical documentation of learning processes as a nuanced replacement for evaluating students. Stockman&rsquo;s 3-part book is a comprehensive framework for instructors looking to adopt a fresh perspective on student evaluation, offering a welcome change from traditional methods of assessment and instead emphasizing personal growth and student-centered learning.

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Book Review

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The writing teacher’s guide to pedagogical documentation: Rethinking how we assess learners and learning by Angela Stockman

This study examines the influence of teachers&rsquo; behaviors on students&rsquo; foreign language speaking anxiety (FLSA) in Turkish middle school classrooms. Conducted with 55 students and two non-native English teachers over 14 weeks, the research included classroom observations, semi-structured interviews, and a foreign language anxiety scale. The findings reveal that teachers' behaviors have a moderately significant impact on students' anxiety levels, with positive behaviors reducing FLSA and negative behaviors exacerbating it. The results highlight discrepancies between teachers&rsquo; self-perceptions and their observed classroom practices, underscoring the need for greater teacher awareness of their impact on students&rsquo; learning experiences. This research contributes to the literature on FLSA by focusing on young learners in a Turkish context, emphasizing the importance of teacher attitudes and strategies in mitigating anxiety and fostering effective oral communication. The research took place in a Turkish state school classroom with 55 students and two non-native English language teachers over a period of 14 weeks. The findings concluded that teachers&rsquo; behaviours have an important impact, albeit small, on students' speaking anxiety levels, where positive behaviours decrease FLSA, while negative behaviours increase it. The outcomes also highlight a mismatch between teachers' self-perception and their classroom experiences.

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Original Research 

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The Influence of Teachers’ Behaviour on Learners’ Foreign Language Speaking Anxiety

This paper explores the functional-semantic methodology of foreign language teaching for non-philologists. It surveys schools in Kazakhstan, the USA and some European countries and the grammatical and semantic features of English used for professional communication. In surveying programmes, methodologies, and resources, fundamental concepts for professional grammar and vocabulary were established. Evidence suggests that using speech patterns in professionally orientated communication enhances learning in foreign languages. Transformative practices facilitate the improvement of communicative competence by incorporating flexible grammar patterns and transforming language units into &ldquo;real life&rdquo; scenarios. A semantic study shows that professionally orientated thematic vocabulary fields help professionals remember and use language units. The functional-semantic methodology structures pedagogical information coherently and maximises the relationship between form, meaning, and scenarios. The Kazakhstani experience shows that tourism professionals should be trained in intercultural communication, professional vocabulary and terminology, and grammatical transformations. The functional-semantic methodology is a foreign language teaching methodology for professionally orientated learning and offers insightful curriculum and resource recommendations, the paper concludes.

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Teaching Foreign Language Communication in the Context of a Functional and Semantic Approach

Integrating artificial intelligence into translation studies has proven to enhance learners&rsquo; translation skills and practice. However, overreliance on this technological tool may give rise to various translation-related issues. This study, therefore, investigates both the benefits and potential risks associated with the use of ChatGPT in translation training for Vietnamese English-major students. It also aims to propose some pedagogical approaches that position AI as more of a scaffolding tool than a substitute in translation training at a university in Vietnam. Sixty third-year English-major students participated in the study and were divided into two groups, with the control group completing the translation tasks mannually while the experimental group utilized ChatGPT for both learning and assessment. Pre-tests and post-tests were used, and the assessment was based on EMT (European Master&rsquo;s in Translation) dimensions, including language, intercultural, thematic, and strategic competences. Semi-structured interviews were also carried out to explore student perception about the intervention. Findings indicate that ChatGPT improved translation quality by enhancing students&rsquo; language, thematic, and strategic competencies; however, it did not really influence their intercultural competence. The problems of pseudo-efficiency and learner autonomy remain a concern.

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When Support Becomes Dependency: Investigating ChatGPT’s Role in Shaping EFL Students’ Translation Competence

This study investigates the application of Artificial Intelligence (AI) in a Problem-Based Learning (PBL) environment, with emphasis on information retrieval in the field of public technology procurement, from the perspective of risk management and the use of gamified strategies. The research followed a qualitative/quantitative approach in five stages: development of a case study supported by AI; creation of an original board game to simulate real decision-making situations; identification and categorization of perceived risks; application of a structured Likert-scale questionnaire to measure perception; and critical discussion of the results. This research involved professionals directly engaged in ICT acquisition processes and demonstrated that the use of games adapted to the organizational reality (serious game) enhanced engagement, supported knowledge retention, and broadened awareness of relevant risks. Among the main findings were concerns with supplier lock-in and cost underestimation, as well as the high acceptance rate (93.8%) of the gamified experience compared to the traditional expository model. It is concluded that the integration of AI, gamification, and risk management constitutes an innovative and replicable methodology, capable of strengthening training in complex governmental environments, while fostering effective communication and more informed decision-making.

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Artificial Intelligence Applied in Problem-Oriented Learning for Information Retrieval in a Gamified Environment

The process of second language acquisition (SLA) is subject to various neurological and cognitive factors, including the age of the learner, brain plasticity, memory, and executive function. The flexibility of the neural networks that characterizes young learners allows them to acquire a native-like fluency, while adult learners attain a reasonable level of L2 proficiency if particular cognitive strategies are deployed. The current review scrutinizes adults&rsquo; SLA from the perspective of psycholinguistics, bilingualism, and cognitive neuroscience. A qualitative investigation was carried out to reveal SLA related themes discussed by academic articles in PubMed, WoS, and Scopus between 2001 and 2024. The study incorporated aspects such as the learner&rsquo;s memory function, adaptation to phonology, age, stimulus, intelligence, cognitive processing, and L2 anxiety. This review demonstrates that the differences in neural stimulation and bilingual brain processes influence SLA. The evidence illustrates that young learners are more naturally and cognitively equipped to acquire the L2 effectively, but Adult learners can enhance their acquisition of L2 by adopting certain cognitive strategies. Understanding the cognitive and neural factors that influence SLA aids in improving proficiency. The conclusions are meant to positively impact multilingual education, shaping the teaching process, policy making, and SLA academic research.

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Systematic Review

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Neurological and Cognitive Factors Shaping Second Language Acquisition: A Systematic Review

This study explores the concept of gamification as a multimodal educational strategy, acknowledging its relatively recent emergence and the need for broader academic discussion. While it proposes an innovative approach to learning and various other domains of contemporary knowledge, its adoption in higher education remains incipient, largely due to ongoing academic controversy. However, gamification aligns with other progressive proposals by effectively addressing common learning deficiencies, primarily by fostering student engagement and motivation in the educational environment. Fundamentally, this approach is not presented as a revolutionary replacement for established concepts and procedures, but rather as a complementary tool. It seeks to leverage technological advances to make the learning process more intuitive and natural for individuals. The successful integration of gamification requires overcoming significant obstacles, including technological, financial, procedural, educational, and structural ones. More research, rigorous evaluations, and consistent results are essential to determine the long-term viability and consistency of this initiative.

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Gamification and Multimodality: A New Path for Education

This study aims to identify the profile of participants in the Exame Nacional do Ensino M&eacute;dio (ENEM) in Brazil, analyzing data from the last six editions of the exam. As a key educational public policy, ENEM serves as the main large-scale evaluation for high school students, influencing both higher education access and basic education quality indicators. The methodology involved processing and cleaning INEP's microdata, resulting in a refined dataset of 4,644,946 records from a total of 27,191,905 candidates. The analysis focused on the impact of the COVID-19 pandemic on registration and participation rates, noting a significant drop in candidates and a change in attendance patterns, particularly in 2020. Furthermore, the research characterized the performance of candidates across the four knowledge areas and the essay, highlighting the importance of data presentation for effective communication. The findings underscore the need for continuous monitoring of the exam's dynamics to inform educational policies and ensure equitable access to higher education, particularly amid external factors such as the pandemic.

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Case Study

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Identification of the Profile of Participants in the National University Entrance Exam in Brazil

This study examines the relationship between Related Party Transactions (RPTs) and audit fees in 163 companies listed on the Tehran Stock Exchange over 2014&ndash;2024. Despite extensive literature suggesting that RPTs increase audit risk and may affect audit pricing, our findings indicate that in the Iranian context, RPTs do not exert a statistically significant influence on audit fees. Using a panel multivariate regression model controlling for firm- and auditor-specific characteristics, the analysis reveals that other financial and audit attributes such as client importance, firm size, leverage, and auditor characteristics play a more decisive role in determining audit fees. These results diverge from some international evidence and highlight the distinctive institutional environment in Iran, characterized by concentrated ownership, government influence, limited audit market competition, and relatively weak corporate governance mechanisms. The study underscores that audit fees in Iran appear to primarily reflect auditors&rsquo; efforts to maintain general audit quality rather than respond to the presence or volume of related party transactions. Implications for policy and practice include the need to strengthen governance mechanisms, improve transparency in financial reporting, and assess how institutional context moderates the interplay between RPTs and audit processes.

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The Impact of Related Party Transactions on Audit Fees: Evidence from Companies Listed on the Tehran Stock Exchange

This research article highlights managerial skills of leaders in organizational management, knowledge management, and innovation from the perspective of organizational culture in Colombian companies under the continuous formal and informal learning conceived within the entities. The research is quantitative; the design is cross-sectional and field-based; the scope is descriptive and correlational; and the instrument used is a structured survey, designed, validated, and applied between October 2024 and February 2025. The research results from the 1498 companies mainly showed that directors from the three different sectors of the economy, in the diverse economic activities of small and medium-sized Colombian companies, should promote the implementation of strategic and operational practices from management, as is done in large companies and organizations, mainly through the strengthening of theoretical-practical and social skills accompanied by technical skills, with social skills serving as the pillar of organizational strengthening and as the axis of interaction and synergy for managerial skills.

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Leadership in Managerial Knowledge Management: Continuous and Innovative Learning in Colombian Companies

Over the past few decades, the concept of autonomy has emerged as a focal topic in language education, closely tied to learner-centered approaches and the democratization of classroom practices. There is a growing need for teacher education programs that equip language teachers to engage with the complexities of autonomy-oriented pedagogies (see Benson, 2011, and V&aacute;zquez, 2018), as educators and researchers increasingly advocate for student agency and teacher self-direction. This need is further emphasized by recent systematic reviews that highlight the evolving landscape of language teacher education research, which has expanded significantly in scope and methodological sophistication over the past four decades (Khany &amp; Valizadeh, 2023). Pedagogies for Autonomy in Language Teacher Education: Perspectives on Professional Learning, Identity, and Agency bridges the gap between theory and practice in this area by presenting diverse case studies that illustrate the interplay between professional learning, teacher identity, and agency.

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Book Review: Pedagogies for Autonomy in Language Teacher Education: Perspectives on Professional Learning, Identity, and Agency (1st ed.), Edited by Manuel Jiménez Raya, Borja Manzano Vázquez, Flávia Vieira (Routledge, 2024)

The present study explored the representation of themes related to the United Nations&rsquo; Sustainable Development Goal 13 (SDG 13: Climate Action) in a series of global English language teaching (ELT) textbooks. To this end, sustainability narratives in these coursebook series were analyzed, along with how language teachers interpret and adapt them. Data were collected through content analysis of the coursebooks, semi-structured interviews with ten Iranian English as a foreign language (EFL) teachers, and narrative inquiry forms. The findings reveal an uneven and fragmented treatment of environmental sustainability across the coursebooks. While World English and, to a lesser extent, Ready For B2 include episodic counter-narratives of care and resilience, American English File predominantly foregrounds consumerist discourses, and Evolve largely overlooks ecological themes despite offering strong pedagogical affordances. Teachers frequently attempted to mediate these gaps by re-storying tasks and introducing sustainability-related discussions. However, their efforts were constrained by curricular demands, exam-oriented instruction, and institutional expectations. The study demonstrates that sustainability in ELT remains peripheral rather than systematically integrated. The findings highlight the need for coursebook developers, policymakers, and teacher education programs to embed sustainability structurally within ELT materials and practices, thereby supporting the development of climate literacy beyond individual teacher practices.

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Aligning ELT with the United Nations’ Sustainable Development Goals: An Ecolinguistic Analysis of Coursebooks and Teacher Practices