Feedback is a crucial element in writing instruction; however, its effectiveness is still debated among scholars. This study investigates the effectiveness of teacher and peer feedback in improving spelling and punctuation skills using a quantitative experimental design that involved two pre-intermediate writing classes at the International Maritime College Oman. Twenty-six participants were randomly selected from both classes. Students' spelling and punctuation errors were assessed using a pre-test–post-test design and data were analyzed using Microsoft Excel and SPSS. Results indicated that teacher feedback significantly improved both spelling and punctuation, whereas peer feedback improved punctuation but led to a decline in spelling. Overall, teacher feedback outperformed peer feedback in enhancing writing accuracy. Due to the small sample size and focus on academic essays, findings may not be generalizable. Future research should explore additional writing genres and include larger, more diverse participant groups.

Integrating critical thinking (CT) into English as a Foreign Language (EFL) instruction has become a pedagogical imperative in higher education, particularly in contexts striving to foster 21st-century competencies. While existing research has largely focused on intervention programs and theoretical models, there is a limited qualitative understanding of how EFL instructors embed CT within the actual teaching of language skills. This study investigates the pedagogical approaches employed by Indonesian university instructors to promote CT in reading, writing, listening, and speaking courses. Guided by the research question: What pedagogical approaches do Indonesian university EFL teachers use to promote CT in the teaching of the four language skills?, the study employed a qualitative research design. Data were collected through semi-structured interviews with eight EFL instructors (two per skill) from three private universities in Jakarta. Thematic analysis revealed four core themes: conceptualizing CT, skill-specific instructional strategies, challenges in implementation, and perceived student development. Findings indicate that while instructors share a strong commitment to CT, its integration is shaped by skill type, student proficiency, and institutional constraints. The study contributes novel qualitative insight into classroom-based CT pedagogy and offers practical implications for teacher education and curriculum design. Limitations include a small, urban-focused sample. Future research should consider broader, comparative contexts and incorporate student perspectives to deepen understanding and applicability.

Duolingo has become one of the most widely used gamification apps for learning English, mostly for vocabulary and grammar. However, there is limited research on its effectiveness in enhancing writing skills. This study aimed to investigate the effect of Duolingo on junior high school students' learning English as a Foreign Language (EFL) writing skills, focusing on the overall score and five components: content, organization, vocabulary, language use, and mechanics. The study used a quasi-experimental design, specifically the non-equivalent control group, involving 41 eighth-grade students in experimental and control groups. Both groups were assigned writing tests as a pre-test and a post-test. The experimental group received an intervention using Duolingo outside the classroom for eight weeks as a supplementary tool, while the control group only received regular English classes. The statistical analysis using the independent t-test and ANCOVA revealed a significant improvement in writing skills in the experimental group (p < .05). It also showed an improvement in all writing components, especially content and organization. The partial eta squared value indicated a large effect of Duolingo (η²p = .878). These findings suggest that Duolingo has the potential to serve as a supplementary tool for improving writing skills in language learning.

This research explores the dependency on and patterns of artificial intelligence (AI) usage in English language learning among public university students in Bangladesh. The study aims to investigate the reasons behind students' reliance on AI tools, the types of information they seek, and the extent of their dependence. A mixed-method approach, combining both quantitative surveys and qualitative in-depth interviews, was employed to gather data from 120 students. The findings reveal that AI tools, particularly Grammarly and Duolingo, are widely used to improve academic writing, grammar, and vocabulary. Students perceive these tools as highly effective for language learning, as they provide instant feedback and make learning more accessible. However, the study also highlights significant concerns regarding the limitations of AI tools, such as their inability to grasp contextual understanding, cultural nuances, and the risk of over-reliance, which may hinder the development of critical thinking and metacognitive skills. Despite these concerns, students recognize the utility of AI tools as a complementary resource rather than a replacement for traditional learning methods. The research suggests that AI tools should be integrated into language learning in a balanced manner, with attention to equity in access and the development of students' higher-order thinking skills. It also emphasizes the need for policy interventions to address the digital divide and ensure that all students, particularly in resource-limited environments, have equitable access to these transformative tools.

CLIL (Content and Language Integrated Learning) incorporates content acquisition and language instruction, allowing students to develop linguistic competencies while engaging with particular topics. This research aims to investigate the effectiveness of CLIL activities in enhancing students' vocabulary, as well as to explore students’ views of engaging in CLIL activities for their learning process. The participants consisted of 21 primary school students with diverse levels of English ability. The study employed a mixed-methods research approach, combining a quasi-experimental study (one-group pre-test and post-test) with a survey. The results indicated that CLIL activities notably improved students’ vocabulary mastery, with post-test scores (Mean: 60,38) surpassing the average pre-test scores (Mean: 58,28). In response to the students' perceptions of their experiences, among 21 students, 15 (71%) indicated that CLIL activities enhanced their interest in English and science. In this study, CLIL activities were carried out by incorporating singing, engaging in games such as flashcards and QNA, and facilitating group discussions. The CLIL activities offer significant contexts for language application, facilitating the effective acquisition of new vocabulary for students. The students demonstrated enhanced vocabulary test scores as a result of the learning activities. The findings indicate that CLIL-based learning significantly enhances students’ vocabulary, and students express a favourable perception of this approach. Educators should incorporate CLIL activities into their instructional methods to create a vibrant and engaging learning environment. Future investigations could delve into the implementation of CLIL across various educational settings and disciplines to fully harness its potential advantages.