International Journal of English Language and Literature Studies

Revolutionizing language learning through ChatGPT: An analysis of English language learners

Bilal Zakarneh — 2025-01-17

This research examines the effects of ChatGPT on English language learners in the United Arab Emirates (UAE). The results showed that the use of ChatGPT positively affects students' perceived improvement, time efficiency, language skills, and curiosity to learn the language. The effect of ChatGPT use on attitudes toward language learning was also positive. It was found that ChatGPT provides accurate and reliable English translation of text, leading to a belief that ChatGPT is useful to students’ English language learning. Also, self-studying with ChatGPT has helped them perform well in class and has become a regular tool for English language learning. Finally, the proposed effect of ChatGPT use on the students' academic performance was positive. The respondents revealed that their English communication skills had significantly improved. ChatGPT boosted their confidence in preparing assignments in English, and their performance in English language modules also improved. Consequently, they can complete and proofread assignments on time using ChatGPT. Therefore, this research showed a strong transformative potential of ChatGPT as an AI-driven instrument in changing language education, ensuring prosperity and promising possibilities for improved educational results and personalized learning experiences among students in higher education.

Effectiveness and moderating factors of computer-mediated feedback in L2 writing: A meta-analysis

Shinjae Park — 2025-04-04

Computer-mediated feedback (CMF) for writing has garnered growing attention among practitioners and researchers. However, comprehensive meta-analyses in English as a foreign language (EFL) and English as second language (ESL) contexts remain scarce. This study synthesized 19 valid effect sizes from 26 experimental studies conducted between 2021 and 2024 to evaluate the effectiveness of CMF in L2 learners’ writing performance and determine the moderating factors influencing its variability. The results revealed CMF large overall effect (g = 1.602) with significant variability across studies. A moderator analysis identified meaningful differences based on feedback source, feedback timing, learner proficiency, and task characteristics. Automated and immediate feedback demonstrated the strongest impact (g = 0.937 and g = 0.875) highlighting their importance in facilitating real-time corrections. Intermediate learners benefited the most (g = 0.789) while advanced and beginner learners showed comparatively smaller effects. Greater improvements were observed in academic writing tasks other than argumentative writing tasks. Additionally, integrating educational software alongside CMF implementation at the university level appeared to enhance writing proficiency. These findings suggest that CMF significantly contributes to L2 writing development, particularly in structured academic environments.

Defying the traditional stages of trauma healing in David Lindsay-Abaire’s Rabbit Hole and David auburn’s proof: A deconstructive analysis

Lujain Alharbi — 2025-04-04

This paper aims to analyze how Becca in David Lindsay-Abaire’s Rabbit Hole and Catherine in David Auburn’s Proof challenge traditional binaries of healing/trauma, safety/vulnerability, and reconnection/isolation. The research design involves a textual analysis and critical interpretation of selected quotations from both plays. This study dismantles the binary oppositions to reveal the fluid and unstable nature of these categories, disrupting conventional narratives of linear recovery by utilizing Derrida’s deconstructive approach. The findings reveal that the protagonists in both plays occupy liminal spaces where healing and trauma coexist, creating a complex emotional landscape in which progress and regression are intertwined. Safety is inseparably tied to vulnerability, while reconnection remains entangled with isolation, demonstrating that these states are not mutually exclusive but rather interdependent. This study reveals the deep and multifaceted nature of trauma and healing through an in-depth examination of mourning, grief, and psychological resilience. Additionally, the findings suggest that these plays critique the limitations of binary frameworks in understanding recovery, advocating for more nuanced and flexible interpretations of the healing process. Ultimately, this study highlights how modern drama serves as a powerful tool for exploring the complexities of human emotion and the unpredictable nature of healing in times of intense loss.

Translanguaging practices in adult ESL classrooms: Fostering investment in language learning and identity construction

Mahmuda Sharmin — 2025-04-11

The purpose of this study is to investigate the role of translanguaging practices in adult ESL classrooms in shaping learners’ investment in language learning, particularly their engagement, language preference in external interactions, and identity construction. Using translanguaging as a theoretical framework and adopting a qualitative ethnographic approach, data were gathered from five adult immigrant learners participating in an intermediate-level English-speaking course. Each learner wrote a total of ten weekly narratives in a shared Google Doc about their experiences of using language in real life. Learners were instructed to use their preferred language(s) in brainstorming sessions and producing narratives. To analyze the data, learners’ written narratives and brainstorming session notes were collected. The findings of the study show that translanguaging practices in the adult language classroom not only foster learners’ investment in language learning but also function as a decolonizing tool that promotes justice by advocating learners’ linguistic identities, facilitating meaningful communication both inside and beyond the classroom.

Exploring the posthuman condition: Utopian and dystopian perspectives in Simpson's trans-human

Salah Mahdi Jabbar Al-Sowadi — 2025-04-11

This essay analyzes David Simpson’s Trans-Human, exploring the intersection of humanity and technology within transhumanist thought. Engaging with theorists like Donna Haraway and Francis Fukuyama, it examines a future where human consciousness merges with technology, erasing boundaries between human and machine. Simpson portrays both utopian and dystopian aspects of technological progress—promising enhanced capabilities yet risking the loss of essential human qualities. The novel critiques technological singularity, highlighting the dangers of unchecked innovation. Nanobots, created to improve life, evolve independently, causing unintended and uncontrollable consequences. This reflects broader concerns about technological progress’s dual nature: its power to create and destroy. Drawing parallels to literary works such as Blake’s The Lamb and The Tyger, Simpson emphasizes the moral complexities of technological evolution. The novel raises profound ethical questions about autonomy, identity, and the erosion of human values in a world dominated by artificial intelligence and nanotechnology. Ultimately, Trans-Human offers a cautionary perspective on balancing innovation with preserving humanity, urging readers to reflect on whether technological advancements truly enhance human life or fundamentally alter it beyond recognition. Simpson’s narrative serves as a poignant reminder of the delicate interplay between progress and the preservation of what defines us as human beings.