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.

English writing, particularly essay writing, is one of the most challenging skills for English as a Foreign Language (EFL) learners. Producing cohesive and coherent texts has become increasingly important. This study focuses on the role of synonymy as a lexical cohesive device in the essay writing of EFL students, specifically examining how frequently Albanian university students use synonyms in their essays. Additionally, the study explores how synonymy contributes to creating a well-structured and cohesive essay. Fifty-six first-year students (male and female) from the Faculty of Foreign Languages, English Department, were purposefully selected to write 56 descriptive essays. A qualitative research design was employed, with writing tasks serving as the primary data collection instrument. The data was analysed using qualitative content analysis procedures. The findings showed that synonyms were used more frequently than near-synonyms in the students' essays. It was also found that the students used various synonyms and near-synonyms to achieve logical cohesion in their writing, despite having limited knowledge of synonymy as a lexical cohesive device. Furthermore, the students had difficulty selecting the appropriate synonyms due to their insufficient vocabulary.

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.