The surge of globalisation and the recognition of English as a lingua franca have propelled the worldwide advancement of English as a foreign language (EFL) education. Formative assessment can support the English language teaching and learning in classroom settings. This systematic review critically analyses recent research on formative assessment within K-12 EFL education, underscoring its substantial role in enhancing teaching efficacy and student outcomes. Specifically, it addresses three key aspects: the beliefs, perceptions and literacy of teachers and students regarding formative assessment, the effectiveness of different assessment practices on learners’ performance and the contextual challenges in implementing these strategies. A comprehensive analysis of qualitative and quantitative studies reveals that the attitudes of teachers and students considerably influence the effectiveness of formative assessment. Innovative methods, such as technology-assisted and peer assessments, show promise in enhancing learner outcomes. However, the education system and cultural contexts present persistent challenges in implementing formative assessment in EFL classes. The findings highlight the importance of ensuring professional training for educators and raising student awareness regarding the benefits of formative assessment. This study emphasises the need for aligning adaptable assessment practices with diverse educational environments and calls for a closer integration of theoretical and practical approaches in EFL education. Moreover, this review provides valuable insights into formative assessment strategies in EFL learning, offering guidance for educators, policymakers and stakeholders in language education.

This study investigates the implementation and efficacy of blended learning integrating artificial intelligence (AI) and gamification in language and literacy instruction in Shanxi Province, China. Blended learning, combining traditional face-to-face teaching with online education, has been acknowledged for improving educational outcomes. This research evaluates the impact of AI-driven personalized learning paths and gamification features on students’ language acquisition and literacy skills. Using a quasi-experimental design grounded in constructivist, adaptive learning, and gamification theories, the study involves 200 students aged 6–12, equally divided into experimental and control groups. The experimental group receives blended learning enhanced with AI and gamification, while the control group follows traditional teaching methods. Data collection includes surveys and test scores, analyzed through descriptive statistics, correlation, and regression analyses. Results reveal significant improvements in language and literacy outcomes in the experimental group compared to the control group. Students in the experimental group achieved a 25% higher improvement in vocabulary learning and a 30% increase in reading comprehension. AI-driven learning paths boosted engagement by 20%, while gamification elements enhanced motivation by 15%. These findings highlight the potential of AI and gamification to transform blended learning environments. Practical implications suggest incorporating AI for personalized learning and gamification for increasing student motivation. The study concludes with recommendations for integrating these technologies into educational practices and exploring long-term impacts and scalability in future research.

The rising trend of blended learning, combining online and traditional classroom learning, shows its efficacy for teaching English as a foreign or second language. Utilizing the community of inquiry framework, it aims to establish effective online learning environments and merge them with blended learning to teach English to non-native speakers. The significance of this research lies in evaluating how this integration affects English teaching as a foreign or second language. The main research question, covering the last decade, investigates this approach’s specific challenges and long-term impacts on language learning. This study uses PRISMA guidelines to analyze Web of Science, Scopus, and Google Scholar data. It includes a manual selection of highly cited studies for a systematic review methodology. Through a theoretical lens, it assesses predictors and outcomes and identifies trends in English as a foreign or second language oral instruction. The findings highlight the dimensions of knowledge, research methodologies, effectiveness, skill enhancement, and obstacles in integrating the community of inquiry with blended learning. Conclusively, the study offers recommendations to improve instructional quality and support the development of students, educators, and stakeholders for the continued growth of this pedagogical integration.

The main goal of this study is to examine the trends and significant findings regarding educational drama in teaching English as a Foreign Language (EFL) and English as a Second Language (ESL) classrooms. This study analysed educational drama techniques literature in English language teaching published in international databases, Web of Science, EBSCO and Science Direct from 2012 to 2022. A bibliometric systematic review was conducted, yielding a total of 44 papers. Then, the authors, journals of publishing and language skills were recognised. An inductive content analysis distinguished two main research themes: linguistic and non-linguistic skills. The findings suggest that educational drama techniques should be adopted and adapted to enhance and integrate the four linguistic skills; speaking, listening, reading and writing. Furthermore, educational drama techniques have been proven to boost non-linguistic skills (social, emotional, motivation and learner autonomy). However, the undeniable benefits of drama in the educational process, both generally and in the fields of EFL and ESL, are still limited to a few countries where authors have experimented with its merits and drawbacks. Nevertheless, it is expected to spread worldwide in the coming years, increasing its reach and impact.

This study explores the impact of intensive English programs on the well-being of Chinese EFL learners in Malaysia, using the PERMA model as a framework. The research employs a qualitative case study approach, focusing on learners from Hebei Province to examine how Positive Emotions, Engagement, Relationships, Meaning, and Accomplishment contribute to their overall well-being. Through thematic analysis of participant experiences, the study highlights how interactive activities, peer support, and milestone achievements foster emotional resilience, motivation, and academic success. Emerging themes, such as cultural adaptation strategies and perseverance, extend the PERMA model to a cross-cultural context, emphasizing the interplay between language learning and psychological growth. The findings have practical implications for designing culturally responsive and emotionally supportive intensive English programs. They underscore the importance of integrating positive psychology principles into curriculum design and providing tailored support systems for learners in cross-border educational settings.