International Journal of English Language and Literature Studies

Using ChatGPT voice to train English language speaking skills in university students in metropolitan Lima

Tue, 03 Mar 2026 00:00:00 -0600

For university students, learning English is an enduring challenge that remains clearly evident in several chronic constraints (e.g., lack of fluency or seeming awkwardness with pronunciation and communicative interaction), and those obstacles have negative repercussions on their academic output, thereby confining their professional chances within international contexts. In this regard, the study aimed to explore how using ChatGPT Voice supported oral English practice and what students felt about its incorporation within an educational setting. The design comprised a mixed explanatory methodological approach that combined quantitative and qualitative procedures involving 30 university EFL learners who had an intermediate proficiency level in the language. The six-week intervention involved autonomous use of ChatGPT Voice, organized by sessions with the course instructor. To assess progress, we used a rubric measuring dimension such as fluency, pronunciation, grammatical accuracy, lexical richness, and oral interaction (complemented by the experiences and opinions gathered through semi-structured interviews with participants). Average improvement in all dimensions evaluated was reported by subjects, with particularly striking increases found for both fluency and communicative interaction skills. The interviews showed that they gained confidence while speaking in English, decreased anxiety, and practiced more regularly. Finally, they concluded that ChatGPT Voice is an innovative pedagogical approach and can promote oral English skills more efficiently than traditional methods in the context of higher educational settings in Peru.

Google classroom-based e-portfolio to enhance receptive language skills: User reflections on co-taught ESP courses at a Bangladeshi university

Mir Md Fazle Rabbi, Muhammad Tofazzel Hossain, Md Mohib Ullah — Tue, 03 Mar 2026 00:00:00 -0600

Technological advancements have significantly influenced Generation Z and Generation Alpha; therefore, educational institutions are prioritizing digital literacy over traditional learning methods. Bangladeshi universities are progressively adopting educational technology. However, limited studies exist on Google Classroom-based (GC-based) e-portfolios to improve receptive English skills in ESP contexts. E-portfolios can engage learners outside classrooms with Google Classroom serving as an e-portfolio platform where teachers upload materials, and students maintain their learning records. This study explores teacher and student reflections on using GC-based e-portfolios to improve listening and reading skills. Based on Rogers’ Diffusion of Innovation theory, this mixed-methods study collected data through survey questionnaires, interviews, and an observation checklist. The study included six teachers and 140 engineering students from a reputed Bangladeshi private university across three co-taught ESP courses, utilizing carefully designed course materials. Findings suggest e-portfolios encourage participants to be more active in teaching-learning processes, with a stronger inclination towards listening exercises than reading assignments. Survey results indicate that most participants (58.3% students and 83% teachers) consider that GC-based e-portfolios enhance students’ listening skills. Interview results from 30 students and six teachers support this finding. The study suggests that integrating face-to-face classroom activities and e-portfolios in GC is preferred by most participants.

Artificial intelligence in recontextualizing and reproducing linguistic knowledge: Analyzing tertiary-level ESL educators’ perceptions using Bernstein’s pedagogic device

Annie Limiya V G, Prasantha Kumar N S — Tue, 03 Mar 2026 00:00:00 -0600

Educational technologies powered by artificial intelligence have emerged as an integral component in English language education, predominantly restructuring the teaching-learning process. This research investigates tertiary-level English language teachers’ perceptions concerning the role of AI in language pedagogy, particularly its impact on the reproduction and recontextualization of linguistic knowledge and its influence on educator agency. Using Basil Bernstein’s theoretical framework of the pedagogic device, the research examines how AI influences and alters language knowledge for pedagogical applications in an English as a Second Language context. The objective is to gain novel insights into how language educators use artificial intelligence to frame, enact, and communicate linguistic knowledge and how it reshapes their curriculum agency, professional roles, and instructional decisions within language educational settings. A survey-based quantitative research design employing a Likert scale questionnaire was implemented to gather data from 86 English language educators at higher educational institutions (HEIs) in India. The quantitative data were coded and analyzed using IBM SPSS and Microsoft Excel to understand the trends and insights in the responses. The statistical analysis reveals that educators regard artificial intelligence as a dynamic and versatile tool capable of effectively transforming linguistic knowledge into forms appropriate for pedagogic exchange. The findings further underscore that AI is significant in perpetuating and transmitting recontextualized language knowledge while assisting educators in exercising agency and achieving pedagogical goals within the sphere of language education.

The diachronic evolution of metaphors in the realm of English poetry: A comparative analysis of the literary works of Shakespeare, Wordsworth, and Eliot

Wed, 04 Mar 2026 00:00:00 -0600

This study explores the diachronic evolution of conceptual metaphors in the poetry of William Shakespeare, William Wordsworth, and Thomas Stearns Eliot. Using a comparative method, quantitative frequency analysis, and qualitative examination of metaphorical features, it seeks to determine the transformation of metaphorical language from the Renaissance through Romanticism to Modernism. The works of the given authors were analyzed, and the metaphors were identified to accomplish the purpose. The frequency of use of metaphorical constructions, their typology, the use of metaphors in texts, as well as the comparison of the evolution of metaphorical language from the Renaissance (Shakespeare) through Romanticism (Wordsworth) to Modernism (Eliot), were considered. The study's methodological approach facilitates the expansion of corpus-based techniques to explore figurative language in literary texts. Its scientific importance is in its contribution to linguistics, literature, and history. The study’s outcomes give us an understanding of metaphor as both a linguistic device and a cognitive-cultural phenomenon. The practical value of this study is in its contribution to historical linguistics and language categories. This research offers a deeper understanding of how poetic metaphors have evolved in English literature throughout history, as well as demonstrating their role in creating cultural and cognitive models of world perception.

Language as liberation: A relevance-theoretic analysis of bilingualism in Chitra Banerjee Divakaruni’s diasporic fiction

Abhilasha Sati, Meenakshi Rana — Wed, 04 Mar 2026 00:00:00 -0600

The present study explores the role of language as a tool for liberation in Chitra Banerjee Divakaruni’s diasporic fictions, Sister of My Heart and Queen of Dreams. While analysing literary language within a text is central to stylistic studies, examining the use of bilingualism offers deeper insight into cultural intimacy, identity and also challenges monolingualism in literary discourse. This research investigates bilingualism through the framework of Relevance Theory, as proposed by Sperber and Wilson, which claims that communication is the process of inferring meaning driven by the aim of achieving optimal relevance. By applying this theory to bilingualism, it becomes clear that writing is a creative act, enabling authors to incorporate their mother tongue or first language into English discourse, thereby blending linguistic systems, infusing cultural nuance, and creating “mutual cognitive environment” that connects readers across borders. Additionally, writers transcend monolingual constraints and use language as a means of liberation. However, this research analyses the concept through three elements of bilingualism, i.e., pragma markers, code-switching, and plural markers, demonstrating how language facilitates liberation for writers. Hence, adding a new perspective enriches literary bilingualism, deepens narrative depth, preserves cultural memory, and enhances understanding of language as an aesthetic device in literature.

QuillBot as a writing partner: Effects on EFL learners’ autonomy and attitudes

Mashael Alshammari, Ashwaq Aldaghri, Iman Oraif — Wed, 04 Mar 2026 00:00:00 -0600

This study investigates the effects of QuillBot, an artificial intelligence (AI) writing assistant, on fostering autonomy among English-as-a-foreign-language (EFL) learners. Using a mixed-methods approach, including questionnaires and semi-structured interviews, the research examined how learners utilize QuillBot to enhance their learning processes, set objectives, and make decisions related to language learning. While previous research suggests that AI can promote learner autonomy, there is limited understanding of QuillBot's specific role and learners' attitudes toward it. The study involved 41 female university students who completed questionnaires, and 10 students participated in interviews. Results indicated a significant positive impact of QuillBot on learners’ autonomy and engagement in writing courses. The findings contribute valuable insights into how AI tools like QuillBot can support autonomy and foster positive attitudes in EFL contexts. Additionally, the study offers practical recommendations for language teachers and policymakers on effectively integrating QuillBot into language-learning programs. Such integration can enhance learner autonomy, improve attitudes, and increase engagement among EFL students, ultimately supporting more effective language acquisition and classroom participation.

English learning experiences of Indonesian primary school students: Multilevel perspectives across classroom, digital, and community contexts

Wed, 04 Mar 2026 00:00:00 -0600

This study explores Indonesian primary school pupils’ experiences in learning English across classroom, digital, and societal contexts, incorporating perspectives from teachers and parents. It addresses limitations in previous research that has largely focused on formal classroom practices, with limited attention to students’ engagement in digital and community-based learning environments. Using a mixed-methods approach, the study involved 203 students from 30 primary schools and conducted semi-structured interviews with teachers and parents. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic analysis. The findings show that although students are highly motivated to learn English, only 3% regularly use the language outside school. Digital media serve as the main source of exposure, particularly YouTube (67%), games (42%), songs or music videos (38.1%), and mobile applications (5%). In contrast, the use of immersive technologies such as augmented and virtual reality is virtually absent. Community-based English learning remains sporadic and is not systematically integrated into the curriculum. Parental support varies considerably, influenced by differences in digital access and English proficiency. While teachers and parents recognize the potential of contextual, technology-supported, and community-based learning, challenges remain in sustaining such programs. This study contributes to more responsive English language pedagogy by emphasizing inclusive, home-based, community-connected, and technology-enhanced learning strategies for young learners.

Designing a technology - enhanced framework for community English education in heritage tourism: Posthuman perspectives from Con Dao

Chung Le Khang, Nguyen Thi Dieu Hien, Nguyen Anh Ngoc — Thu, 05 Mar 2026 00:00:00 -0600

This study examines the integration of community-based English education, heritage tourism, and digital technology in Con Dao, Vietnam, a site shaped by colonial trauma, ecological richness, and spiritual traditions. Drawing on posthumanist perspectives, the research explores how human and non-human actors, including tour guides, learners, digital platforms, heritage artifacts, and natural environments, co-create educational and visitor experiences. The study employs a qualitative design combining two Delphi rounds with semi-structured interviews involving 22 experts from academia, heritage management, and the tourism sector. Findings identify five core clusters of English competencies essential for heritage tourism: heritage interpretation, hospitality English, intercultural communication, digital communication literacy, and problem-solving communication. Experts emphasized the ethical responsibility of representing Con Dao’s painful past with dignity while avoiding the commodification of suffering, particularly at prison and memorial sites. The proposed framework conceptualizes technologies such as mobile applications, AR/VR simulations, and QR-based signage not merely as instructional tools but as active mediators shaping learning, memory, and interaction. By foregrounding narrative justice, multivocality, and ecological interconnectedness, the study advances a reflexive, technology-enhanced approach to community English education. The findings contribute to scholarship in English for Specific Purposes, CLIL, heritage ethics, and posthuman pedagogy, while offering guidance for heritage tourism.

Content-based instruction in ESP: A comparative study of motivation and listening skill development in Egypt, Saudi Arabia, and Bahrain

Tue, 10 Mar 2026 00:00:00 -0500

The paper discusses how an English Medium Instruction (EMI) environment, which is based on a Content-Based Instruction (CBI) approach, affects the learning outcomes of English for Specific Purposes (ESP) students in Arab world universities. The study adopted a quasi-experimental mixed methods design, comparing the acquisition of listening comprehension skills, motivation, and attitudes towards learning among 125 students from Bahrain, Saudi Arabia, and Egypt. The findings revealed that the combined EMI/CBI strategy resulted in a significant improvement in the listening skills of all participant groups, with performance levels varying depending on the national environment. Additionally, the intervention led to significant positive changes in student motivation and attitudes, with the most notable attitude shifts observed among cohorts in Saudi Arabia and Egypt. The results emphasize the importance of teaching language and content simultaneously in ESP classrooms and highlight the substantial impact of local socio-educational factors on teaching effectiveness. This study provides evidence-based recommendations for educators and policymakers by presenting a model that supports the successful implementation of immersive, content-based language pedagogy tailored to the diverse educational contexts within the Arab region.