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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

The rapid adoption of generative artificial intelligence (AI) has transformed academic writing while creating new challenges for ethical source use, academic integrity, and responsible engagement with scholarly sources. This qualitative descriptive study explored the challenges advanced English learners face in using sources ethically and avoiding plagiarism in AI-mediated academic writing. Data were collected from 75 multilingual learners enrolled in an advanced academic writing course across three consecutive semesters. Multiple sources of evidence, including essays, writing drafts, reflection papers, instructor feedback, and classroom observations, were analyzed using Braun and Clarke&rsquo;s (2023) Reflexive Thematic Analysis. The findings revealed five interconnected challenges related to citation practices, authorship identification, source verification, AI-generated references, and ethical decision-making. Together, these findings suggest that ethical source use extends beyond citation accuracy and requires the integration of academic, information, digital, and AI literacies. The study further proposes epistemic responsibility as a conceptual lens for understanding ethical source use in AI-mediated writing and offers pedagogical implications for fostering responsible AI-assisted writing, critical source evaluation, and informed scholarly decision-making among multilingual learners.

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Original Research 

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Ethical Source Use in the Age of AI: Challenges Faced by Advanced English Learners in Academic Writing

The widespread adoption of generative artificial intelligence (AI) has prompted renewed attention to how academic writing should be assessed in higher education. While AI supports multilingual writers throughout the writing process, it also challenges traditional product-based assessment by obscuring students' learning, authorship, and decision-making. Guided by Sociocultural Theory, this qualitative descriptive study explored how assessment can be redesigned for AI-mediated academic writing. Data included classroom reflections, student writing artifacts, multiple drafts, revision records, and AI-supported writing activities. Data was analyzed using Braun and Clarke&rsquo;s (2023) Reflexive Thematic Analysis. Thematic analysis generated six interconnected themes that reconceptualize assessment as the documentation of learning rather than the evaluation of final products alone. The findings suggest that process-oriented assessment, including scaffolded drafting, revision histories, reflective writing, AI-use disclosures, and ongoing feedback, provides richer evidence of students' cognitive engagement, ethical source use, and writing development. The study proposes a process-oriented assessment framework that promotes transparency, responsible AI use, learner accountability, and more authentic assessment in multilingual writing classrooms.

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Rethinking Assessment in the AI Era: Emerging Challenges and Responses

<span style="font-size: 10.0pt; line-height: 115%; font-family: 'Times New Roman',serif; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA; mso-bidi-font-weight: bold;">Artificial Intelligence (AI) is revolutionising banking by improving customer engagement and bank service personalisation. Yet, Ethical Deliberations (ED) on transparency, accountability, equity, and responsible data governance are crucial to the success of AI-powered personalisation. The present study explores the mediating effect of ED on the relationship between the adoption of AI and Personalised Banking Service (PBS) in the Ghanaian banking sector. Using a quantitative research design, data were collected from employees of five selected banks in Ghana. Of the 408 questionnaires distributed, 344 usable responses were obtained, representing an 84.3% response rate, and were analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results show that AI adoption is positively and significantly associated with PBS. Furthermore, ED plays a significant mediating role between AI adoption and PBS, suggesting that responsible AI governance enhances the effectiveness of investment in technology and the delivery of customer-focused banking services. The paper adds to the growing body of research on responsible AI and financial services, emphasising the role of ED as a key linkage between AI adoption and PBS in an emerging-market setting. Bank executives, regulators and policymakers interested in fostering innovation while remaining ethically responsible will find the findings of interest.

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The AI–Ethics–Personalisation Nexus: How Ethical Deliberations Shape Personalised Banking Service in Ghana

The present study aims to identify the role of textually enhanced captions TEC in vocabulary learning, retention, and content comprehension of Saudi EFL female undergraduates. Using a quasi-experimental design, the study allocated ninety-seven Saudi EFL female students to one of three captioning conditions, i.e., TEC, normal captions (NC), and no captions (NoC). This design was followed by immediate form and meaning recognition vocabulary posttests along with a comprehension test. After an essential gap of three weeks, vocabulary posttests were taken to account for any long-term retention. The target words were categorized into four parts of speech (PoS), i.e., verbs, nouns, adverbs, and adjectives. The purpose here is to gauge the word class that is mostly learned by the participants. The dichotomy of quantitative and qualitative analysis attested a positive impact of TEC in the short-term learning of word forms, whereas the advantage of TEC diminished for the long-term retention of forms. Regarding the meaning recognition and comprehension tests, the outcomes indicated that TEC did not aid in either the recognition of word meanings or the comprehension of the video content. Furthermore, it became crystal clear that verbs emerged as the easiest and most effectively learned word class among the students.

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The Role of Textually Enhanced Audiovisual Input and Word Class in Vocabulary Learning, Retention and Content Comprehension of Saudi EFL Female Students

The paper examines the effects of task structure and task immediacy in attentional allocation in the process of engaging with (L2) speech production among international learners of English as an additional language (EAL) in Canada. In a series of four experimental conditions (structural support (structured vs. unstructured)) and immediacy (Here/Now), sixty B2 learners were asked to complete a narrative task. There/Then). Participants provided retrospective verbal reports to establish the sources of dysfluency in their speech. There are four processing stages: conceptualization, lexical encoding, syntactic encoding, and phonological encoding, which were based on the model of speech production proposed by Levelt to code the dysfluency markers. The findings indicated that unstructured tasks produced more pauses associated with conceptualization, suggesting greater requirements for message planning. Conversely, There/Then condition tasks, especially with structural support, had many more dysfluencies that were lexical, syntactic, and phonological encoding in nature, indicating increased focus on the linguistic form. The large effect size across conditions indicates that task design strongly influenced the allocation of attentional resources. Most notably, structured narratives in the past tense, without contextual support, significantly heightened attention to form, as evidenced by increased pauses during lexical, syntactic, and phonological encoding.

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The Impact of Task Structure and Immediacy on International EAL Learners’ Attention Orientation During Speech Production

Although the literature has recently recognised the significance of suprasegmental features in L2 English perception and production, nuclear accent (NA) placement remains partly terra incognita (Landblom &amp; Ionin, 2022; Nagle &amp; Baese-Berk, 2022). Thus, this study examined the extent to which Spanish L1 learners of English can perceive and produce English NA placement. A total of 53 participants completed NA placement perception (listening and identification) and production tasks based on utterances in unmarked and marked contexts. Also, the role of L2 aptitude, musical ability, and L2 proficiency was analysed using three standardised tests: the Modern Language Aptitude Test (MLAT), the Musical Ear Test (MET), and the Cambridge Placement Test. The results indicate that L2 aptitude was a weak predictor, whereas musical ability, specifically rhythm sensitivity, strongly predicted NA placement perception accuracy across the different sentence types. This effect was positively moderated by English proficiency. The study deepens our understanding of the perception-production link and supports the inclusion of prosodic training in L2 English acquisition.

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On English Language Learners’ Prosody: The Possible Impact of L2 Aptitude, Musical Ability, and Proficiency on Nuclear Accent Placement in Spanish L1 Contexts

<span style="font-size: 10.0pt; line-height: 115%; font-family: 'Times New Roman',serif; mso-fareast-font-family: Calibri; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: FA; mso-bidi-font-weight: bold;">The study aims to identify and integrate the antecedents of organizational myopia by a systematic review, providing a coherent conceptual framework to explain why organizations prioritize short-term results over long-term value creation. A systematic review was conducted following PRISMA guidelines. Of the 2,020 records identified in Scopus and Web of Science, 133 empirical articles were selected for qualitative thematic synthesis to extract and classify myopia drivers. The results categorize antecedents into two broad contexts: Social and Technological. Social factors include cultural patterns, individual cognitive biases (e.g., narcissism, loss aversion), and stakeholder pressures. Technological factors involve systemic and financial procedures, such as financial reporting frequency and capital market pressures. This research fills a critical theoretical gap by synthesizing fragmented literature into an integrated "Hard and Soft" framework. It offers a novel "outside-in" perspective&mdash;moving from macro-culture to systemic procedures&mdash;to comprehensively understand the systemic nature of short-termism. The findings suggest that overcoming myopia requires addressing both measurable structural elements and complex behavioral/cultural dimensions. Managers can use the framework to design multi-faceted strategies, including reforming reward structures, fostering green cognition, and balancing innovation with shareholder demands.

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Review Article

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Thinking Strategic, Acting Myopic: A Systematic Review of the Organizational Myopia Antecedents

Organisations increasingly realise that employer branding is not only about talent attraction but also includes ethical governance, organisational culture, and long-term stakeholder relations. This work presents a narrative synthesis of evidence integrating contemporary literatures in employer branding with stakeholder theory, signalling theory, Corporate Social Responsibility (CSR), Environmental, Social and Governance (ESG), Diversity, Equity and Inclusion (DEI) as well as human-oriented organisational design to create an integrated conceptual framework. The synthesis explores the role of ethical employer branding as a strategic tool for talent attraction, engagement and retention to combine organisational resilience and sustainability. It also explores the interaction of employee value proposition, governance and leadership, stakeholder engagement, authentic organisational practices and digital communication to create credible employer brands. It concluded that ethical employer branding has the greatest potential as an organisational capability conceptualised not necessarily as a recruitment or communications tool, but primarily in terms of developing a governance driven authentic human resource practice aligned with the employee value proposition, stakeholder engagement and ESG commitments. This holistic perspective provides practical insights for implementing robust, human-centred corporate forms that can sustain work and trust, organisational legitimacy and long-term competitiveness in an increasingly transparent socio-technical context.

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Perspective Article

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Issue

Beyond Reputation: Ethical Employer Branding and the Future of Human-Centred Organisations

<span style="font-size: 12.0pt; font-family: 'Book Antiqua',serif; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-no-proof: yes;">Under Taiwan&rsquo;s Bilingual 2030 policy, the expansion of bilingual education has created new instructional roles in schools, yet the lived experiences of teaching assistants remain underexplored. This study adopts an interpretivist approach to understand how one teaching assistant made sense of her experience in Taiwan&rsquo;s English Language Teaching Assistant (ELTA) program. Using a qualitative single-case design, the study draws on a semi-structured interview to explore how the participant interpreted her role in practice. The findings suggest that she came to understand her work as extending beyond assistance into substantial classroom involvement, including lesson preparation, instructional engagement, and ongoing adaptation. They also indicate that digital support, including generative artificial intelligence, became an important practical resource in helping her manage the demands of the role. Rather than making broader claims beyond the case, this study offers a closely contextualized account of how one participant understood and gave meaning to her work, while inviting closer consideration of how teaching assistantship may be experienced in particular bilingual education settings.

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Research Article

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Beyond Assistance: A Case Study of a Teaching Assistant in Taiwan’s English Language Teaching Assistant (ELTA) Program

<span style="font-size: 12.0pt; font-family: 'Book Antiqua',serif; mso-fareast-font-family: Calibri; mso-fareast-theme-font: minor-latin; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA; mso-no-proof: yes;">The application of artificial intelligence (AI) in language education has become one of the most significant topics in the field of teaching English as a foreign language (Kashef &amp; Khabazian, 2026; Ke et al., 2026). In language teaching, AI is a helpful tool that can aid instructors in personalizing their lessons, but its real assistance only happens when EFL instructors have digital literacy and know how to use it wisely (Yang &amp; Lou, 2026). As digital tools like ChatGPT and DeepSeek have become increasingly accessible, language instructors and teacher educators are facing some questions about how these technologies might change their practice (Gribiea, 2026). Rod E. Case, Leping Liu, and Joseph Mintz have gathered together a valuable collection of studies in their book titled Integrating Artificial Intelligence Technology into Language Teacher Education, which originally appeared as a special issue of Computers in the Schools.

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Book Review

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Book Review: Integrating Artificial Intelligence Technology into Language Teacher Education, Edited by Rod E. Case, Leping Liu, Joseph Mintz (Routledge, 2025)

<span lang="EN-GB" style="font-size: 12.0pt; font-family: 'Book Antiqua',serif; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-bidi-theme-font: major-bidi; mso-ansi-language: EN-GB; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Standard language teacher education (LTE) programs have mainly prioritized technical skills, focusing on practical aspects such as curriculum design, classroom management, and instructional techniques. Although these elements contribute to the teacher&rsquo;s professional development, they often leave sociocultural and ideological factors underexplored. Foundational elements within training programs, including teachers&rsquo; professional identity, the role of mother tongue, and broader views of culture, are often overlooked as the programs prioritize step-by-step instruction. Furthermore, hierarchical institutional systems frequently restrict teachers&rsquo; pedagogical autonomy and embed them within broader frameworks of monitoring and evaluation (Uysal &amp; Gao, 2026). To address these shortcomings, Jaber Kamali&rsquo;s Language as Power in the Language Teacher Education Ecosystem (2026) responds to these gaps by highlighting language as a central domain where authority and professional expectations are negotiated within the LTE ecosystem.

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Book Review: Language as Power in the Language Teacher Education Ecosystem, by Jaber Kamali (Cambridge University Press, 2026)

This article argues for a reframing of AI literacy in MA TESOL education from a compliance-driven competency to a co-constructed process of inquiry, reflection, and critical engagement. The discussion is prompted by a classroom activity in which an AI-generated annotated bibliography, which contained entirely fabricated references, was initially judged by postgraduate students to be credible and academically appropriate. Whilst the exercise exposed challenges associated with verifying AI-generated academic content, it also highlighted broader questions about how AI literacy is conceptualised and developed within TESOL. Drawing on thematic analysis of interviews with two international MA TESOL students, the study explores how students understand, use, and evaluate AI following institutional guidance and targeted classroom input. Findings reveal emerging but cautious forms of AI literacy characterised by scepticism, risk awareness, verification practices, and anxiety regarding plagiarism and academic integrity. Despite explicit instruction, participants positioned AI primarily as a source of potential error rather than as a pedagogical resource. This article therefore proposes a co-constructed model of AI literacy that values dialogue, shared inquiry, scaffolded experimentation, and process-oriented assessment that enables students to develop reflective, context-sensitive, and professionally relevant AI practices.

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Practitioner Inquiry

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Reframing AI Literacy in MA TESOL Education as Co-Constructed