The Role of Generative AI in Higher Education: Institutional Guidelines, Generational Gaps, and the Grok 4 Challenge
Khairi Alzubaidi

Using Feature Films in the ESP Classroom to Improve Speaking Communication Criteria: A Pretest-Posttest Design
Saad Boulahnane, Viktoriia S. Abramova & Loubna Haddi

Evaluating the Quality of Blended Learning in Higher Education: Teachers’ and Students’ Perceptions in an Omani EFL Context
Maia Al Hajri, Salim Bani Orabah, Donald Domalaon & Houman Bijani

 Reimaging Argumentative Writing: Innovative Approaches with Digital Tols
Rawan Alqarawi & Tamim Aljasir

Tracing the Evolution of Artificial Intelligence in English Teaching: A Bibliometric Analysis
Xuanxuan Zhou, Nur Ainil Sulaiman & Hanita Hanim Ismail

EFL Learners’ Metaphorical Perceptions of Peer Feedback in ICT-mediated Collaborative Writing
Pham Thi Hong Nhung & Nguyen Thi Thanh Ha

YouTube as a Learning Tool Among EFL Learners: A Systematic Review
Nawal Fadhil Abbas , Zina Esam Awad & Asmaa Khalaf Mohaisen

Uncovering the ESL Undergraduates’ Needs for a Web-based Writing Module
Mazyani Mat, Harwati Hashim & Nur Ainil Sulaiman

Investigating Technology Use and Learners’ Autonomy among Saudi EFL Learners
Safa Noorwali & Mona Sabir

Can AI-Based Teacher-Bots (T-Bots) Enhance Students’ Speaking Skills? A Case Study of “My AI” on Snapchat in Moroccan Higher Education
Mohamed Benaissa, Youness Attou, Mahmoud Seddik & Abdelhamid Nfissi

Qiao Yan, Supyan Hussin & Khairul Azhar Jamaludin

 The Effect of a Blended Approach in Enhancing Paraphrasing and Summarization Skills Among EFL Female Students in Academic Writing
Hanan Dhia Akef Alsalihi

 AI Usage in Academic Writing Among Moroccan Doctoral Researchers at Sidi Mohamed Ben Abdellah University
Fatima Zahra Aich, Lahoucine Boumahdy, Ismail Benfilali & Kebir Sandy

Mobile Technology for Enhanced ESL Writing Education: A Systematic Review of Benefits and Pedagogical Innovations
Nur Yasmin Khairani Zakaria, Harwati Hashim & Khairul Azhar Jamaludin

 Examining the Impact of WhatsApp-Aided Peer-Review Technique on EFL Students’ Paragraph Writing Skills
Fahad Aljabr

Expert and Learner Evaluation of a Mobile-Assisted ESP Speaking Module: A Formative Study
Aishath Shoozan, Maslawati Mohamad & Azizah Mohamad Zahidi

Enhancing Reading Fluency in Saudi EFL Undergraduates with the Microsoft Teams Reading Progress Tool: A Mixed-Methods Approach
Ahmed Ibrahim Alsalami & Abdelaziz Mohammed

Exploring the Impact of Peer Feedback-Based Blogging on EFL Learners’ Academic Writing Performance
Serpil Azap

ReadWorks in Action Research to Enhance Reading Skills for University EFL Students.
Sajjadllah Alhawsawi, Mohammad Alhamad , Kholoud Saleh Almehdar & Mohamed Eldigire Ahmed

Using Moodle as an Online Learning Medium for Academic Writing Skills:Students’ Perceptions
Özlem ERDEM ÇAVDAR & Muzaffer BARIN

TESL Pre-Service Teachers’ Perceptions on the Use of ChatGPT in Final Year Project Writing
Rozaika Abdul Sanny , Kew Si Na & Si-Roei Kew

Analysis of Errors in Written English EFL Learners: Evidence from Mixed Method
Afia Kanwal

AI Integrating in EFL Classrooms: A Study on Lecturers’ Adaptation and Student Outcomes
Dheifallah Hussein Falah Altamimi

Navigating Online Language Learning: The Impact of Self-Efficacy and Self-Regulation on Student Success
Abdulaziz Althewini