Introduction: Technology in education, including language learning, is on the rise. Digital competency is essential for teachers to effectively integrate technology and enhance language teaching. It enables access to authentic materials, interactive exercises, and collaboration opportunities. However, integrating technology poses challenges for teachers.Objective: This empirical research aimed to investigate the impact of digital competency on language learning outcomes in the context of “smart education,” which incorporates sustainable practices and digital technologies in the language classroom.Methods: The study adopted a quantitative approach to collect and analyze data. The sample population for the study comprised of 344 language teachers at various language schools in a metropolitan city. The data collection carried out with a digital competency questionnaire. The data were analyzed using descriptive statistics and multivariate technique, i.e., structural equation modeling.Findings: The study found that digital competency positively correlated with language proficiency outcomes. Participants with higher levels of digital competency achieved better language learning outcomes compared to those with lower levels of digital competency. Additionally, the study found that incorporating sustainable practices, such as digitalized learning materials and virtual classrooms, positively contributed to language learning outcomes. The findings of this study suggest that digital competency plays a vital role in language learning outcomes in the context of “smart education.”Discussion & Recommendation: Teachers should consider incorporating digital tools and sustainable practices into their language teaching to enhance language learning outcomes. The study recommends that language educators should focus on developing digital competency and integrating sustainable practices into their language classroom to promote effective language learning.

Academic success is a multifaceted achievement that depends on a myriad of factors, spanning personal, environmental, and institutional dimensions. The intricate interaction of numerous factors, such as how effective and interested a student is in their own academic performance, shapes their potential for academic achievement. This study's goal is to examine the effects that diversity, colour, and immigration status have on the academic accomplishment of 109 college students in Chinese province of Fujian. The main objective of the study to infer on how self-efficiency, self-interest, and stress affect academic achievement in particular. The researcher devised a survey tool in order to determine the degree of academic self-efficiency, academic self-interest, and stress connected to academic activities. The method of data collection that was used was called purposive sampling, and the participants were students in their primary year of university. The findings suggest that the scales that were used in the research have a high degree of reliability and exhibit very little inverse connection. "A Structural Equation Model (SEM) was created in order to examine the relative effects of stress and self-efficiency in predicting three aspects of academic performance: fresher man grade point average, credits earned, and persistence in studies beyond the first year (Considine and Zappala, 2002) [16]". According to the data, self-efficiency is a stronger and more reliable predictor than the pressure connected with academic achievement. In conclusion, this study's originality lies in its holistic approach to understanding academic success, and its research implications extend to policy development, intervention strategies, equity and inclusion efforts, future research directions, and teacher training, all aimed at improving the academic success of diverse student populations.

During this period in history, the advancement of technology is developing at a fast pace, and it is becoming more important to every normal person. In particular, the smart phone, which is quickly becoming one of the most frequently used gadgets in ordinary life, is no longer considered a luxury commodity. Because of the COVID-19 epidemic, students are not required to utilise textbooks while studying. Beyond textbooks, there are numerous other media that may be used to advance an individual's education and development. The purpose of this research study is to investigate the effect of social media, namely Blogs, on the vocabulary acquisition of ESL students. A questionnaire was adopted for data collection from 60 people from different universities, and the results were analysed using a descriptive method. Following the responses given by the respondents, it was noticed that a lot of ESL learners believed that using Blogs to improve vocabulary development is beneficial since it raises the degree of involvement in studying. The current research investigates the use of social constructivist theory in the teaching of ESL learners. The purpose of this study report is to demonstrate the statistically significant impact of the use of Blogs on the growth of learners' vocabulary. Finally, the article concluded that, in light of the descriptive study, the social constructivist method is very significant in English language learning, particularly in vocabulary development. The following objectives were established for the study through Descriptive Method of Social Constructivist Theory of Learning Vocabulary:•To explore the relationship between the use of Blogs and an interest in ESL learners' vocabulary knowledge.•To identify the effect of Blogs on the development of English vocabulary among ESL learners by using social constructivist theory.•To examine the effect of using Blogs on students' capacity to improve their vocabulary usage.

Background: As Industry 4.0 debuted roughly a decade ago, it is now necessary to examine how it affects various aspects of the discipline. It is the responsibility of the education sector to guarantee that the next generation is equipped mentally, physically, and cognitively to face unforeseen challenges. Numerous educational institutions are outfitted with Industry 4.0 technology-based learning. Industry 4.0 fosters advancements in learning methodologies, especially for language enhancements. Learners may gain knowledge at their base, providing them an opportunity for independent study. The majority of subjects have been acquired through Industry 4.0. This research chapter explores the intersection of Industry 4.0 and education, specifically focusing on the SmallTalk AI tool. It investigates how technological and digital innovations within the context of Industry 4.0 can serve as powerful tools to enhance language learning outcomes. Methods: This article presents a comprehensive analysis of statistical data and empirical evidence to support the positive impact of Industry 4.0 technology of SmallTalk on language acquisition particularly speaking. The study also determines the relationship among participants’ usage through the technology acceptance model (TAM). Furthermore, it examines the challenges and opportunities associated with integrating these innovations into language learning pedagogies, offering insights for educators and policymakers to harness the potential of Industry 4.0 in fostering language proficiency. The research employs quantitative analysis. The data obtained from educational institutions has been analyzed using the SPSS and AMOS software. Results: The results indicate that Industry 4.0 has had an important effect on English language acquisition. This self-supported adaptable system of education facilitates effective student learning. This study also suggests that future research into the utility of Industry 4.0 be conducted elsewhere internationally.

This study aimed to probe the determinant factors affecting students' English speaking skills at Rift Valley University, Ethiopia. For this study, a mixed research approach was employed. 180 students were chosen using simple random sampling techniques. A Likert-Scale questionnaire was used to collect data. The collected Data was analyzed using SPSS version 26. The study's results identified four major factors that affect students’ English speaking skills: student-related factors, teachers related factors, classroom-related factors, and course materials-related factors. The findings revealed that the factors related to students, teachers, classroom and course materials significantly affect students' English speaking skills. This study is significant for students, teachers and curriculum designers. Therefore, it is recommended that educators and language instructors pay attention to the identified factors to enhance learners’ speaking abilities. Future researchers may consider exploring the impact of technology and digital resources on improving students' speaking skills in higher education settings.

A descriptive study on ESL learners’ vocabulary knowledge through cognitive and metacognitive strategies