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Language Teaching Research Quarterly

European Journal of Studies in Management and Business

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New Challenges in Accounting and Finance

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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

There is a growing concern that the increased efficiency of using Generative Artificial Intelligence (GAI) text in the completion of educational tasks related to English language learning may come at the cost of whether or not students develop real language proficiency. This study investigated the perceptions and usage patterns of ten English-majored university students - whose English proficiency levels ranged from A2 to C1 (as designated by The Common European Framework of Reference for Languages - CEFR) - in their use of ChatGPT and other AI tools for coursework and self-study. Findings from interviews revealed notable individual differences. However, while all students acknowledged improved efficiency through GAI use, their perceived impact on language proficiency varied. Some A2 or B1 learners used GAI for speaking practices. Other students, particularly C1-level, perceived AI generated text as a tool for improving efficiency rather than language proficiency. These findings highlight the need to distinguish proficiency from efficiency and account for individual differences. Implications are made for a pedagogy that includes GAI-integrated language instruction.

idle.2025.03.03.pdf

Original Research 

idle.2025.03.03.xml

Efficiency ≠ Proficiency: College English as a Foreign Language Students’ Perceptions on the Use of Generative AI

Individual Differences in the AI and Digital Era: The Impact of ChatGPT and Beyond

Guest Editors:
Zhisheng (Edward) Wen 
The Hong Kong Polytechnic University - CPCE, Hong Kong SAR, China

Richard L. Sparks
Mt. St. Joseph University, USA

Hassan Mohebbi 
European Knowledge Development Institute, Turkey


Special Issue

Jack C. Richards (2021) suggests that language teacher identities are shaped by their past experiences, teacher education and language proficiency. His recent publications in English Medium Instruction (EMI) (Richards &amp; Pun, 2022a; 2022b) inspired reflection on my multiple teacher identities. In this paper, I offer a narration of past experiences as a language learner and a non-native English-speaking teacher. As part of this narration, I reflect on the shift from being an English as a Foreign Language teacher (EFL) to being an English as a Medium of Instruction (EMI) teacher. While making this shift from EFL to EMI, I was searching for the meaning of what it means to be a “good language teacher” (Barkhuizen &amp; Mendieta, 2020, p. 1). I propose that the transition was a natural evolution to respond to the global EMI trend. Richards’ work not only provided a systematic examination of the emergence of global EMI programs, but it continues to have a profound impact on my dual roles as language and content specialist.

H-LTRQ-22-00257-SI-JCR.pdf

Review Article

ltrq.2023.33.08.xml

The Influence of Jack C. Richards on My Personal Journey from EFL to EMI: A Narrative Exploration

Guest-editors: 
Carol Griffiths, PhD, Girne American University, North Cyprus
Hassan Mohebbi, PhD, Independent Researcher, Turkey


Special Issue: In Honour of Jack C. Richard’s Six-decade Contribution to Language Teaching