The development of artificial intelligence has revolutionized language learning approaches with AI-assisted language applications (AiLAs) like Grammarly, Siri, and ChatGPT 3.5, offering self-paced learning, tailored feedback, and increased engagement. There is, however, not much understanding about AI’s precise effects on perceived English learning improvements among students, as the majority of current research concentrates on the fact that AI is generally regarded as a language support tool. This study investigates the relation between students’ beliefs of using AiLA in terms of duration, frequency, familiarity, and user satisfaction to improve their learning of English. Fifty-five (55) undergraduate students between the ages of 21 and 24 participated in the survey. The results showed that the duration of use and perceived English learning improvements had a moderate positive relationship, indicating that extensive use of AiLA aids in language acquisition. Frequency of use, however, had little effect, suggesting that frequent use of AiLA may not be enough. There was a small and statistically insignificant correlation between students’ perceived English learning improvement and their familiarity with AiLA. Additionally, there was a minimal to no significant correlation between user pleasure and perceived improvements in English learning, indicating that enjoyment of AiLA is not closely related to the use of the tools. These findings demonstrate that AiLA needs to be systematically incorporated into instruction, with a focus on interactive and adaptable features rather than passive engagement. To maximize language acquisition, developers should improve AI-driven feedback and adaptive learning pathways, while educators should integrate AiLA into collaborative learning.

Speaking proficiency remains one of the most challenging skills for learners of English as a Foreign Language (EFL), particularly in contexts where sustained spoken interaction is limited. This systematic review synthesises 36 empirical studies (2015–2025) identified through a PRISMA-guided Scopus search to examine how artificial intelligence (AI)-mediated instruction supports EFL speaking development. The included studies were analysed according to AI modality, pedagogical integration, instructional input characteristics, and linguistic and affective outcomes. Findings indicate that AI tools—such as chatbots, automatic speech recognition systems, and large language models—consistently support affective outcomes, including reduced speaking anxiety and increased willingness to communicate. Improvements in fluency, pronunciation, and accuracy were frequently reported, particularly when AI tools were embedded within task-based and pedagogically structured instructional designs. However, evidence for sustained development of higher-order communicative competence was more variable. The review proposes a mediated input framework conceptualising AI as a design-sensitive instructional resource rather than an autonomous teaching agent.

Background – Peer review or evaluation has been seen as a promising approach in helping students to learn from one another instead of relying solely on their overwhelmed teachers for feedback on their written work. However, there have been mixed reviews on the effectiveness of this method. This study aims to examine the effects of peer review on blogging buddies’ writing performance as well as to suggest the groundwork needed for an effective way to pair the blogging buddies to ensure that the peers can bilaterally benefit each other. Methods – A qualitative case study was conducted on eight students from a private university in Malaysia. The writing scores for three different essays (pre and post peer review) were tracked to observe its effects on the respective blogging buddies’ writing performance. Results – The findings have shown that the students’ proficiency levels played an important part in pairing the students as it impacted their writing performance and the effectiveness of the peer review activity. Poor proficiency students who were paired with average proficiency students seemed to make the greatest progress and were the most prominent beneficiaries. Even though these average students benefited from being a reviewer; this pairing was a disadvantage when they reposted their essays after peer review. For high proficiency students who were paired together, they recorded either an increased score or a same score in their post-peer writing. Conclusions – This study has shown that for peer review via weblogs to be effectively implemented in writing classes, proper groundwork needs to be laid for instructors to ensure that adequate training is provided, the peers are properly paired, and sufficient support is provided to these blogging buddies.

Background – The importance placed on having good English language proficiency and skills to secure employment in Malaysia is a well-known fact. However, very little is known about the role of the English language in multilingual organisations within the agricultural industry in Malaysia. As such, this study aimed to examine the employees’ perception of the use of the English language in a professional context particularly in the Malaysian agricultural and agricultural related sectors. Methods – A concurrent triangulation design was used to quantitatively evaluate the data. A total of 320 questionnaires from employees of 10 agriculture and agriculture related companies were analysed. Additionally, interviews were also conducted with 10 employers from the human resources department as they provided deep insights into the language matters of the organisations. Results – The employers and employees agree that English language proficiency has economic value and can play an important role at the workplace, as this skill can influence one’s career path in terms of employability and career progression. Conclusions - From the standpoint of employees, a more insightful idea on the influence of English on career development in the agricultural industry has been obtained. These findings have implications for learning outcomes of students, education system, and policymakers aspiring for the human capital which is needed for Malaysia to become a high income and developed nation.

This scoping review examines how workplace language proficiency and corporate language policies function as dimensions of human capital, shaping employee mobility and organisational outcomes in multilingual contexts. Drawing on 12 empirical studies (2010–2025), supplemented by one influential review work used for context, the review integrates two analytical lenses: (1) language ceilings and walls, which capture invisible barriers to vertical and horizontal mobility, and (2) the Language Needs Analysis (LANA) framework, which categorises language demands at the individual, organisational, and operational levels. Findings indicate that language proficiency and inclusive language policies act as strategic resources that enhance employability, cross-border collaboration, and knowledge transfer. Conversely, rigid monolingual policies often reproduce inequalities and limit career progression. The review highlights the role of language-sensitive HRM in developing sustainable talent pipelines, advancing diversity and inclusion, and strengthening workforce resilience. Methodologically, this study applies PRISMA-ScR guidelines to ensure transparency and rigour, while offering a framework for future research at the intersection of human capital theory, language policy, and global HRM. By reframing communicative competence as career capital, the review underscores the need to integrate language training and policy design into broader human capital development strategies.