FROM THE EDITORS

by Christopher Alexander and Jarosław Krajka

University of Nicosia, Cyprus/ Maria Curie-Skłodowska University, Poland

alexander.c @ unic.ac.cy & jarek.krajka @ gmail.com

The Journal of Teaching English with Technology continues its upward trajectory in 2025 with an important milestone. The November 2025 Scopus CiteScore is approaching 8.5, up from 4.7 in May. This remarkable growth reflects the journal’s expanding international recognition, methodological rigour, and relevance to practice in the field of technology-enhanced English language teaching. It also stands as a tribute to our authors, reviewers, and readers, whose scholarship and engagement have helped shape TEwT into a leading forum for research at the intersection of pedagogy, innovation, and digital transformation.

To sustain this progress and ensure our processes reflect current developments in the field, the reviewer board has been strategically realigned and expanded. We have invited reviewers with expertise in key areas of AI in TESOL—including artificial intelligence for language learning, data-driven pedagogy, educational analytics, and research ethics in human–AI collaboration. This allows the journal to handle AI-related submissions with greater precision and insight while improving review efficiency and timeliness. Editorial workflows have been refined: initial screening and triage are more transparent, review criteria for AI in TESOL manuscripts have been clarified, and manuscripts are now matched with reviewers whose expertise most closely fits the subject matter. These measures ensure that reviews remain rigorous, constructive, and swift.

In line with our commitment to transparency and ethical publishing, Teaching English with Technology now requires all manuscripts to include an Author Declarations section after the Acknowledgements and before the References. This section must include: (1) full author details (name, affiliation, country, institutional email, and ORCID if available); (2) a funding statement either listing the funding body or, if applicable, the sentence “This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.”; (3) a conflict of interest statement: “The authors declare no conflict of interest.”; (4) an ethics approval statement, specifying the approving institution and date (for example, Faculty of Tourism, University of Maribor, January 2024); and (5) brief contribution notes outlining each author’s role (encouraged). These requirements strengthen transparency, accountability, and credibility, ensuring that all published work meets international publishing standards.

The four papers in this issue collectively explore the pedagogical and ethical dimensions of technology integration and artificial intelligence in TESOL. They consider how emerging tools—from speech-to-text translation to generative AI—can support learner engagement, writing development, and critical thinking, while highlighting the need for thoughtful and ethical implementation.

The first paper, Bridging Language Gaps in Real Time: Investigating University Students’ Self-Initiated Use of Speech-to-Text Translation in English Language Classrooms, by Napattanissa Sangkawong and Junifer Leal Bucol (Walailak University, Centre for Language Teaching and Learning, Thailand) and Rozelda Luciano (Philippine Christian University, School of Graduate Studies, Philippines), explores how Thai university students independently use speech-to-text translation (STTT) tools during English lessons and how these tools affect comprehension, motivation, and participation. Drawing on a mixed-methods design with 224 students, the authors validate a two-construct model of comprehension and engagement/participation through exploratory and confirmatory factor analyses. The results reveal strong reliability (α = .95) and generally favourable perceptions (M = 4.19, SD = 0.572). STTT use was found to enhance vocabulary recognition, teacher clarity, and lecture comprehension, while promoting learner confidence and participation. Students, however, noted challenges such as translation inaccuracies, accent recognition issues, and unstable internet connections. Grounded in cognitive load and sociocultural theories, the study highlights the complex interplay between learner agency and assistive technologies, showing how STTT tools can foster inclusivity and equitable participation in EFL classrooms, particularly in low-resource settings.

The second paper, Decoding the Human–AI Relationship Using the AIDUA Model: Appraisal Outcomes and EFL Students’ Intentions, by Nga Thuy Nguyen, Huong Thi Thu Le, Hue Thi Kim Duong, Hue Thi Kim Tran, and Ha Hoang Thi Bui (Hanoi University of Industry, School of Languages and Tourism, Hanoi, Vietnam), investigates the emotional and cognitive factors influencing students’ willingness to use artificial intelligence in English language learning. Employing the AIDUA framework and analysing data from 1,118 EFL students through PLS-SEM (SmartPLS 4.0.9.8), the authors find that primary appraisal factors significantly affect students’ willingness to use AI but have minimal impact on their resistance to it. The study reveals that affective attitude can simultaneously encourage acceptance and evoke emotional hesitation, while cognitive attitude mitigates reluctance and strengthens willingness. The findings contribute to understanding the psychological and emotional dynamics shaping AI adoption in TESOL and highlight the importance of addressing both rational and affective responses in designing effective AI-mediated learning experiences.

The third paper, Exploring ChatGPT’s Impact on ESL Writing Proficiency: An Experimental Approach, by Mihaela Franjić and Biljana Božinovski (University of Maribor, Faculty of Tourism, Brežice, Slovenia), examines ChatGPT as a pedagogical support tool for writing in English as a Second Language. In an experiment involving 47 students of varied proficiency levels, the authors found that ChatGPT use significantly improved learners’ grammar, vocabulary, organisation, and coherence, particularly for lower-proficiency students. Interestingly, the intervention also increased writing time, suggesting deeper cognitive engagement or iterative revision behaviour that merits further study. The authors argue that ChatGPT should serve as a scaffold for writing development rather than a replacement for human reasoning or linguistic effort, and that teacher mediation remains critical for responsible and effective use. The paper concludes with a call for longitudinal research to investigate the sustainability of second language development through AI in TESOL writing instruction.

The fourth paper, Enhancing ESP Student Critical Thinking Skills and Vocabulary Acquisition through a GenAI-Based Project, by Jorden Smith (Department of Education and Educational Innovation, Faculty of Law, Education and Humanities, Universidad Europea de Madrid), responds to UNESCO’s (2023) call to prioritise human agency and responsible engagement with generative AI in education. The paper describes a five-stage GenAI-based project implemented with Sports Science English for Specific Purposes (ESP) students, designed to develop critical thinking and vocabulary through the creation of multimodal promotional texts. Survey results from 42 participants show that 95.2% of students recognised the importance of critical thinking when using chatbots and emphasised verifying AI-generated information. Moreover, 85.7% reported learning new topic-based and general vocabulary, suggesting both intentional and incidental vocabulary gains. The study demonstrates that GenAI-based projects, when carefully designed to foreground analysis and reflection, can enhance both language learning and critical reasoning in TESOL contexts.

We extend our sincere thanks to our contributors for their innovative and carefully executed research, to our reviewers for their expertise and professionalism, and to our readers for their continued engagement and thoughtful feedback. Looking ahead, we particularly encourage submissions that explore AI in TESOL through classroom-based inquiry, teacher training, and curriculum design; that report replication or null findings to strengthen evidence-based practice; that examine assessment, feedback, and learner autonomy in AI-mediated environments; and that address cultural and ethical dimensions of human–machine collaboration in English language education.

We look forward to continuing to support research that keeps pedagogy, integrity, and human learning at the heart of technological innovation in TESOL.