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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

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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Original Research 

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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

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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

This study investigated the common issues and challenges faced by Southeast Asian English language teachers in their teacher professional development (TPD) activities and explored how they utilized ChatGPT to address these challenges. Using qualitative data collected from participants from 10 Southeast Asian countries, this study found that limited time, heavy workload, limited support and resources, irrelevant training content, limited technical skills, and inability to identify professional development needs were the most common TPD challenges encountered. To address these challenges, the participants utilized ChatGPT as a learning companion, facilitator, adviser/coach, and collaborator for their self-directed TPDs. They used the tool as a partner or collaborator in planning and completing teaching and learning tasks. They used the tool to analyze their TPD needs and design their personalized, self-directed TPD activities. In addition, they also used it to independently learn new concepts and practices by prompting it with relevant questions or instructions. Moreover, they also used it to generate initial ideas and subsequently enhanced these ideas with their personal knowledge and experiences. Lastly, they used the tool to polish the language of their outputs for clarity and effectiveness. Insights and implications of these findings for language teacher education and professional development are discussed.

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Utilizing ChatGPT for Self-Directed Professional Development: Practices of Southeast Asian Language Teachers

Language teacher immunity (LTI), i.e., the ability to confront professional challenges, has recently gained momentum in applied linguistics research. However, the impact of technology integration on its development across diverse educational contexts has not yet received the attention it deserves. The present study aims to fill this gap by exploring the immunity of 10 language teachers from public and private institutions with respect to the integration of technological instruments in their actual practices. Data were collected through narrative frames and semi-structured interviews drawing on Activity Theory (AT). The data analysis revealed that both groups of teachers experienced maladaptive immunity due to insufficient infrastructure, inequitable assessment standards, lack of technological support, administrative greed, and inadequate TPACK in their educational environments. To address these triggers, public sector teachers endeavored to adapt external resources while private sector teachers practiced autonomy and engaged in professional development courses. The participating teachers found self-reliant strategies more beneficial and reported that engaging in these processes led to a range of self-perceptions, from feeling highly autonomous to feeling demotivated. This study provides implications for language teachers, policymakers, and teacher educators.

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Language Teachers’ Immunity in Technology-Integrated Classrooms in Light of Activity Theory: A Case of Public Schools versus Private Institutes

The introduction of Generative Artificial Intelligence (GenAI) has raised several issues in English teaching and assessment such as authorship, academic honesty, and pedagogical appropriateness. Although these tools can be used for feedback, task design, and support, their integration may also result in a number of ethical and instructional challenges. In this sense, this study focuses on how in-service English teachers in T&uuml;rkiye recognize and respond to GenAI in the context of language assessment. In the study, four frameworks, Teacher Cognition, Language Assessment Literacy, Technological Pedagogical Content Knowledge (TPACK), and Critical Pedagogy, were employed to investigate beliefs, attitudes, and experiences of the participants. Sixteen in-service teachers from different contexts took part in semi-structured interviews. The analysis identified four themes: ethical reasoning and teacher agency, changing conceptions of assessment literacy, technological competence and institutional uncertainty, and equity issues regarding access and student readiness. While participants reported that they used GenAI tools, they also raised some concerns. The participants also stressed lack of clear institutional guidance and training. In addition, the participants reported that they developed alternative assessment practices to reduce AI misuse. This study reveals a teacher-centered, theoretically grounded description of GenAI integration in under-researched educational settings.

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Rethinking Assessment Practices in English Language Teaching in the Age of Generative Artificial Intelligence

The present systematic review examines Carol A. Chapelle&rsquo;s contributions to language assessment and education. The data include the review and analysis of all of her published research works (with some exceptions) relevant to language assessment, applied linguistics, and technology literacy from the 1980s to the present. To accomplish the objectives of the study, it was outlined and tackled in six sections including background, methodology, themes and overall achievements, exclusion and inclusion rules, systematic review and Carol Chapelle&rsquo;s personal reflection. First, in procedural terms, we struggled to access her all research works. Then, three macro-themes (Language Assessment, Applied Linguistics and Technology Literacy) and five micro-themes were derived from her whole research works. Next, a subjective methodology was developed for the purpose of the study, with reference to which some exclusion and inclusion rules were coined and then applied to the decision regarding the types of research works to review and analyze, i.e., journal articles, books and book chapters. After that, the systematic analysis was conducted and finally, Carol A. Chapelle provided her own personal discussion and reflection of this systematic review.

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Systematic Review

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A Systematic Review of Carol A. Chapelle’s 45-Year Contribution to Language Assessment and Education

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)

Despite the increasingly widespread adoption of collaborative technology in K-12 writing instruction, little is known about how these new literacy practices shape students&rsquo; academic writing experiences with synchronous online collaboration, particularly within the context of long-term curricular integration. Addressing this gap, this study examines middle school students' in-class use of Google Docs for synchronous collaborative writing over the course of a year, exploring how technology reshapes learning experiences and opens new pathways for interaction and literacy practices as suggested by Chapelle (2007). Based on qualitative analyses of multiple data sources&mdash;including student and teacher interviews, student reflections, and observations , we examined the perceived affordances and challenges of these new literacy practices, as well as the contextual factors that influence students&rsquo; collaborative experiences. Findings revealed several key benefits of synchronous academic writing, including enhanced writing fluidity, reflective verbal composing, and audience awareness, while also revealing challenges such as an overemphasis on efficiency, and tensions over textual ownership. We conclude by emphasizing the pedagogical implications of effectively integrating synchronous collaborative writing into secondary classrooms and beyond.

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Bringing New Literacies into the Secondary Classroom: A Case Study of Synchronous Collaborative Writing with Google Docs

This paper discusses the ways in which (English) language teachers are supported in their preparation for professional practice during their teacher education programmes. Using the framework of pedagogies of practice (representations, decompositions and approximations) (Grossman et al. 2009), it surveys 26 student teachers in relation to their experiences of the practice-oriented components of their teacher education programmes to discern their experiences, practices and perceptions. It specifically explores the context of Ireland and Norway. These opportunities to engage in practice, whether individually or collectively, assessed or unassessed, are discussed in terms of their potential for meaningful reflective practice (Dewey 1933). The results suggest that these students have opportunities to engage in a wide array of pedagogies of practice during their teacher education programmes, both individually and collectively. Many of these are assessed but others are formative in nature. Both groups of students place very high value on these practice-engagement elements of their programmes, with this value and preference increasing the closer these activities move towards real classroom practice, which is the most highly prized of all. Implications and suggestions are included in the concluding remarks.

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Pedagogies of Practice in English Language Teacher Education: Student Teachers’ Experiences and Preferences

In the course of her distinguished career, Carol Chapelle has conducted a wide range of innovative and impactful research that has intersected the fields of applied linguistics, computer-assisted language learning (CALL), task-based language learning and assessment. Among many noteworthy achievements, her work exploring the relationship between second language acquisition (SLA) theory, task-based learning and technological innovations has been particularly influential. In an effort to highlight ways in which advanced technologies can be used to enhance both language teaching and learning, she has authored significant papers that have drawn on SLA research to provide a comprehensive framework for the development and implementation of effective technology-mediated language learning. The rapid development of technology and its increasing application in CALL underscores the continued relevance of this approach. As an exemplar of this effort, this article examines the application of an influential innovation in contemporary CALL, namely, use of digital games. Drawing on important insights gained from the work of Carol Chapelle, this article identifies the parallels between effective tasks and the design elements of many digital games used in CALL. The discussion emphasizes the continuing importance of investigating the interrelationship between developments in SLA research and use of advanced technologies in language education.

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Perspective Article

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Task-Based Learning and Innovation in CALL: Digital Game-Based Learning