Mobile technologies have drawn the attention of the researchers and are gaining popularity in a variety of academic backgrounds. However, there is currently unavailability of studies on the benefits that various mobile technologies give to learning results. The objective of this current study was to examine how the mobile assisted language programme, WhatsApp affected Bangladeshi tertiary level EFL learners’ vocabulary learning. The study included sixty-four EFL students who had intermediate level of English competency, and they were chosen using random sampling. After establishing the learners’ homogeneity with a vocabulary examination/test, the researchers separated the participants into two categories, namely experimental group (N = 34) and control (N = 30) group, and then their vocabulary knowledge (i.e., synonyms and antonyms) was assessed. The research involved 14 session treatment with the control group using the usual traditional method and the experimental section using WhatsApp to teach new words. A vocabulary post–test for the both classes was conducted after the completion of the course. In addition, both groups were given an attitude questionnaire to see how they felt about the traditional vocabulary acquisition method and utilizing the WhatsApp approach. According to the findings of this study, the experimental group performed better than the control group. Furthermore, as compared to the other group, learners who utilized WhatsApp to improve their vocabulary skills showed a more favourable attitude toward learning foreign language vocabulary. The current research would have further ramifications for English instructors, learners, researchers, and other stakeholders as well.

Although extensive research has been carried out to investigate EFL learners’ readiness of using smartphone and problems in EFL contexts, there remains a scarcity of evidence on EFL learners’ readiness of using smartphone and problems for learning oral English communication skills at tertiary level in EFL context, especially in Bangladesh. The present study was conducted to explore Bangladeshi tertiary level learners’ readiness of using smartphone and problems for learning oral English communication skills. This study employed a mixed-method design, using a survey questionnaire and semi-structured interview as data collection instruments. The participants of this study were sixty-one learners (35 females and 26 males) who were studying at the department of English of a university. The findings from the questionnaire illustrated that EFL learners’ level of readiness of using a smartphone was high and the frequent problems they faced were authentic materials, audio-video aids, oral practice environment, large size class and existing teaching method. Similarly, the findings of semi-structured interview emerged three themes regarding EFL learners’ readiness were availability, usability and positivity for the use of smartphone and four themes regarding EFL learners’ problems, such as psychological, linguistic, teachers’ efficacy and use of mother tongue and for learning oral English communication skills.

Engagement in extensive reading (ER) on the Internet provides learners with unparalleled access to diverse digital resources, positioning Online Extensive Reading (OER) as a transformative extension of traditional ER practices. OER combines the principles of ER with the affordances of modern technology, offering interactivity, multimedia features, and adaptive tools that foster reading proficiency, vocabulary growth, and motivation. This paper thoroughly reviews OER’s development and its impact on EFL/ESL education over the past decade (2014–2024), analysing 43 peer-reviewed studies from Scopus and Web of Science. Adopting a narrative review methodology, this study utilises a structured literature matrix to synthesise findings, critically analyse, and evaluate key data from diverse research studies, offering a comprehensive understanding of OER’s pedagogical implications. Findings demonstrate that OER significantly enhances learner engagement and autonomy, particularly when integrated with interactive platforms. However, challenges, such as inadequate technical support, progress tracking difficulties, and digital literacy disparities hinder its full potential. To address these barriers, this paper advises policymakers to strengthen digital infrastructure, invest in digital literacy programs, and provide ongoing professional development for educators. Expanding access to graded online reading materials and overcoming these challenges enables OER to integrate effortlessly into modern educational ecosystems, enhancing language-learning outcomes, fostering engagement, and promoting autonomy in digital environments.

ChatGPT, a groundbreaking open artificial intelligence technological development, is revolutionizing academic writing practice across the globe. The effectiveness of technology integration in language learning depends on learners’ attitudes toward it. Hence, the current research investigated Bangladeshi English as a Foreign Language (EFL) learners’ cognitive and affective attitudes and their behavioral intentions to utilize ChatGPT for academic writing. The study was conducted among 159 first-year students in Bangladeshi public and private universities. Data were collected by implementing a Likert scale questionnaire. The study used a quantitative approach to explore individual relationships between cognitive and affective attitudes and behavioral intentions. Also, it probed the mediating role of affective and cognitive attitudes on their relationship with behavioral intention. The Pearson correlation coefficient, multiple regression analysis, and bootstrapping were used for data analysis. Findings reveal that both cognitive and affective attitudes, as independent constructs, significantly influenced the EFL learners’ behavioral intentions to use ChatGPT for academic writing. Cognitive and affective attitudes significantly predicted EFL learners’ intentions to use ChatGPT in academic writing, and the affective attitude was found to be the stronger predictor. Results indicate that affective attitude moderately mediates the relationship between cognitive attitude and behavioral intentions. Likewise, cognitive attitude has a moderate influence on the relationship between affective attitude and behavioral intention to use ChatGPT for EFL academic writing. The study suggests that educators promote the use of ChatGPT in academic writing as a cognitive and emotional support tool. Education policymakers are recommended to create a supportive environment for fostering positive attitudes to ChatGPT as an academic writing tool.

Writing is a very complex productive process that involves a number of socio-psycho-cognitive factors. So, a study on how all these factors affect students’ performance in Academic English courses could enable ELT practitioners to help them improve their writing ability. Hence, the objectives of this study were to explore the probable correlation between tertiary level students’ socio-economic background and their anxiety towards English writing, particularly with reference to their academic writing performance. Taking a quantitative approach, a survey design was employed to collect data from 78 EFL undergraduate students. Multiple regression was used for the data analysis. The results of the study revealed that most of the participants, irrespective of having an extrovert or introvert life, suffered from writing anxiety. The medium of school and an educated family background emerged as key points in the data analysis to lessen writing anxiety among the students. In addition, more prominently, father’s education was responsible for having less anxiety level in students’ English writing. Not only was father’s education the most contributing predictor of students’ anxiety in writing but it also had the largest effect on explaining students’ anxiety in writing. The findings of this study would have implications for EFL practitioners who deal with, and facilitate tertiary students’ effort to overcome writing anxiety, particularly in the context where the students come from various socio-economic backgrounds, along with distinctive affective factors.

Purpose: Grit is a novel, rather an important psychological variable that has been associated with performance in the English as a second or foreign language (ESL/EFL) context. However, there is a dearth of research on the relationship of grit and pronunciation performance among EFL learners. Consequently, the current study sought to establish the association between grit and the pronunciation performance of Saudi EFL learners by employing pronunciation self-efficacy beliefs as a mediating variable.Design/methodology/approach: A quantitative correlational research design was deployed in this research. Data were collected from 350 Saudi university EFL learners using questionnaires and a pronunciation test.Findings: Findings indicated that both the dimensions of grit (i.e. perseverance of effort and consistency of interest) showed a significant and positive association with the learners' pronunciation self-efficacy beliefs. Also, the pronunciation self-efficacy beliefs showed a significant and positive association with the pronunciation performance. Lastly, findings indicated that pronunciation self-efficacy beliefs mediated the association between girt (i.e. perseverance of effort and consistency of interest) and pronunciation performance.Originality/value: The study’s findings have implications for the EFL classroom. By incorporating grit and self-efficacy beliefs into students, teachers can enhance their students' English pronunciation performance.