Corrective feedback is a crucial aspect of language teaching, which aims to help students improve language accuracy and fluency. While research on corrective feedback has been conducted worldwide, there is a dearth of empirical studies in the Indian context. Despite this gap, several studies suggest that corrective feedback practices in India are based mainly on traditional grammar-translation methods prioritizing accuracy over fluency rather than considering students' needs and learning styles. Issues related to corrective feedback in India include cultural factors, optimal timing, teacher beliefs, technology-mediated feedback, and student motivation. Cultural factors such as societal expectations and values can influence teachers' and learners’ attitudes toward corrective feedback. The optimal timing of providing corrective feedback in ESL writing is also an issue, as the effectiveness of immediate versus delayed feedback on language accuracy and fluency is still unclear. Moreover, teachers' views on corrective feedback may influence their practices and need further exploration in the Indian context. The potential of technology-mediated corrective feedback and its effects on student motivation and self-efficacy also require further research (Doley, 2023). Overall, this review highlights the need for more empirical research on corrective feedback practices in India to inform effective teaching practices and enhance the effectiveness of ELT in the country. Future studies should focus on examining cultural factors that influence corrective feedback practices, identifying optimal timing for feedback, examining teachers' views and practices, examining technology-mediated feedback, and examining the effects of corrective feedback on student motivation and self-efficacy.

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.

This study aims to explore the reception of Wuthering Heights in China by conducting comparative study on its three Chinese-translated versions, which were published in three periods, to examine how these versions have been translated, published, and disseminated. This study applies historical and archival research methods, close reading methods and comparative methods. The researchers collected the data from the original text of Wuthering Heights and its three Chinese-translated versions, relevant monographs, academic papers and information about the three versions. The academic papers were collected from China National Knowledge Infrastructure, the most authoritative database in China for scientific publications. The information of the three versions was obtained from the Chinese online Chaoxing database, which is the most extensive database that provides information on books based on big data. First, the researchers explored the translation journey of Wuthering Heights in China and the information of its three representative versions that appeared at different times. Second, the researchers investigated the publication route of the three versions, concentrating on the information of the publishing houses, the formats of the three versions and the reprint edition. Third, the researchers analyzed the dissemination of the three versions in the Chinese literary field, focusing on the library collections, citations and academic circle comments. This paper concludes that the translation and circulation process of the three versions promoted the dissemination of Wuthering Heights in China to a great extent. The reasons for the extensive dissemination of Wuthering Heights in China are its excellent charm, translators and scholars’ efforts and Chinese readers’ passion for it.

The widespread use of mobile-assisted language learning (MALL) in learning and teaching foreign languages has attracted significant interest. Following the substantial impact of COVID-19 on language education, the focus on MALL among researchers has increased to a new level. This paper reviewed the MALL-related Social Science Citation Index (SSCI) articles from 2013 to 2023, sourced from the Web of Science (WOS). Out of 535 identified articles, 241 were analyzed systematically to generate knowledge maps using CiteSpace. Based on the bibliometric study, this research identified and discussed the popular themes and research trends in MALL. Three major themes emerged through keyword co-occurrence analysis: 1) a primary focus on the English language; 2) technology integration in language learning; and 3) a learner-centered focus. The results also revealed four research trends: 1) development and application of mobile learning technologies; 2) in-depth study of language acquisition and skills development; 3) innovative research on learner characteristics and teaching methods; and 4) a shift in research methods. This research contributes to the existing literature by consolidating current knowledge and offering guidance for future investigations or developments in MALL.