Vol. 18, No. 6 (2025), English Language Teaching

English Language Teaching, Vol. 18, No. 6, June 2025

• • Exploring College Students' EFL Learning Engagement in the Context of Blended Learning
  • •  Fang Liu   
    • p1
    •  PDF 
      
• • Exploring the Use of AI-writing Assistant for Foreign Language Learners: A Mixed-Methods Study in the Saudi EFL Context
  • •  Haifa Fayez ALHusaini   
    •  Hassan Qutub   
    • p14
    •  PDF 
      
• • Personalised Blended Learning Experiences for English Communication and Self-Regulated Learning Skills in a Thai Secondary School
  • •  Krinnaphat Argasvipart   
    • p32
    •  PDF 
      
• • Research on the Construction of an AI-Empowered Adaptive Ecological Teaching Model for College Foreign Language Education
  • •  Chao Wang   
    •  Ying Zuo   
    • p46
    •  PDF 
      
• • Multilingualism and Crossborder Mobility: A Critical Sociolinguistic Ethnography of Myanmar Migrants in Tengchong
  • •  Yuting Wang   
    •  Juncai Pang   
    •  Mengyi Luo   
    • p54
    •  PDF 
      
• • An Investigation into EFL Students’ Perceptions towards the Integration of Automated Writing Evaluation in L2 Writing Classrooms: A Case Study
  • •  Chenxi Zeng   
    • p78
    •  PDF 
      
• • Identifying and Addressing Challenges in Descriptive Writing for Secondary School ESL/EFL Learners through the Four-Square Writing Method
  • •  Fatimah Abdullah Mohammed Almassry   
    •  Sarimah Shamsudin   
    •  Seriaznita Haji Mat Said   
    • p86
    •  PDF 
      
• • Multilingualism Between Inclusion and Exclusion: A Social Semiotic Analysis of Invented Languages in Chants of Sennaar
  • •  Yuhuan Cheng   
    •  Guorong Hao   
    • p97
    •  PDF 
      
• • Investigating Translanguaging Practices in Senior High School English Classes: A Case Study
  • •  Weiyi Zou   
    •  Mingming Liu   
    • p117
    •  PDF 
      
• • Reviewer acknowledgements for English Language Teaching, Vol. 18, No. 6, 2025
  • •  Gavin Yu   
    • p131
    •  PDF 
      

This work is licensed under a Creative Commons Attribution 4.0 License.