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Teaching English with Technology, 24(2), 2024, 2, http://www.tewtjournal.org

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

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The Editors in Chief would like to announce some of the recent news in this Issue Two message:

1. TEwT’s Success in Scopus Yearly Rankings Announced in June 2024

The Journal of Teaching English with Technology (TEwT) has made significant strides in its academic standing, moving up 29 positions to now rank 74 out of 1,088 journals in the highly competitive category of Language and Linguistics. This impressive leap reflects the journal’s growing influence and reputation within the field. TEwT has sharpened its focus, dedicating itself solely to AI-focused research in TESOL (Teaching English to Speakers of Other Languages), positioning itself at the forefront of AI technological advancements in TESOL. In addition to this remarkable achievement, TEwT’s new percentile has increased from 89 in 2022 to 93 in 2023, highlighting the journal’s consistent improvement and excellence in academic publishing. This upward trajectory is a testament to the hard work and dedication of the editorial team, contributors, and reviewers who have collectively elevated the quality and impact of the journal.

Congratulations to all involved in this outstanding accomplishment! Your efforts have not only enhanced the journal’s prestige but also contributed significantly to the advancement of research in the intersection of AI and TESOL.

2. TEwT Shifts Focus from CALL to AI in TESOL

TEwT has strategically shifted its focus from Computer-Assisted Language Learning (CALL) to Artificial Intelligence (AI) in TESOL. This transition reflects TEwT’s commitment to staying at the forefront of educational technology and addressing the evolving needs of the TESOL community. By emphasising AI, TEwT aims to explore and share the latest research on how AI can enhance language teaching and learning. This includes intelligent tutoring systems, automated feedback, adaptive learning platforms, and advanced language processing tools. The shift to AI promises more efficient, effective, and engaging methods for teaching and learning English. TEwT’s new focus invites researchers, educators, and practitioners to contribute their findings on AI in TESOL, fostering a collaborative and forward-thinking academic community. This move underscores TEwT’s role as a leader in integrating cutting-edge technology into language education, marking an exciting new chapter in its mission to advance the field.

2.  Upcoming Changes to the Editorial Board and the Appointment of a New TEwT Editorial Board Secretary

TEwT will be reviewing its editorial board over the coming months to ensure it aligns with the journal’s new focus. To support this process and manage the associated administration, TEwT has appointed Ms. Cynthia Efremoglou as the TEwT Secretary.

3.  TEwT Associate Editor, Dr Hussein Meihami, Steps Down

Dr Hussein Meihami, from Imam Khomeini International University, Iran, has recently stepped down from his role as Associate Editor of the journal. Over the past decade, Dr. Meihami has been an integral part of the editorial team, contributing his expertise, dedication, and passion for advancing the field of English language teaching through technology. His commitment to maintaining the high standards of the journal, as well as his insightful reviews and guidance, have been invaluable to both authors and fellow editors. We extend our heartfelt gratitude to Dr Meihami for his ten years of exemplary service and wish him all the best in his future endeavours. The journal also acknowledges the contributions of past reviewers whose efforts have significantly supported the quality and impact of our publications.

Issue 2, 2024, comprises four papers:

Paper One, entitled “AI as Co-Creator: Exploring Indonesian EFL Teachers’ Collaboration with AI in Content Development,” was written by Aldha Williyan, Sri Wuli Fitriati, Hendi Pratama, and Zulfa Sakhiyya from Universitas Negeri Semarang, Semarang, Indonesia. This research explores the collaboration between Indonesian English as a Foreign Language (EFL) educators and Artificial Intelligence (AI) in content development. Employing a qualitative approach, semi-structured interviews were conducted to delve into the perspectives, experiences, and interactions of educators in the realm of AI-enhanced content creation. The study adopts a phenomenological approach, seeking to uncover the underlying essence of the evolving educator- AI relationship in content development. The findings reveal a spectrum of AI integration among educators, from heavy reliance to a balanced approach. Educators demonstrate adaptability and resourcefulness, combining school textbooks with AI-powered tools, such as ChatGPT, magicschool.ai, and you.com, creating dynamic and engaging instructional strategies.

Paper Two, accepted in 2023, titled “Effects of Gamified Grammar and Vocabulary Learning in an English Course on EFL Students in Thailand,” was written by Nur Lailatur Rofiah and Budi Waluyo from the School of Languages and General Education, Walailak University, Thailand.

This study examined the effects of gamified grammar and vocabulary learning using Kahoot!, Quizizz, and Quizlet on learning performance, motivation, enjoyment, anxiety, and classroom dynamics in an English course. The eight- week implementation included Cycle 1 (grammar) and Cycle 2 (vocabulary). Data were collected via surveys, grammar and vocabulary tests, and English proficiency tests. Results showed high positive effects on motivation, enjoyment, anxiety, and classroom dynamics, with increased motivation and engagement and reduced anxiety. The effects were consistent across genders, though high-level students enjoyed and engaged more than low-level students. While these factors did not significantly predict grammar learning outcomes, enjoyment and anxiety levels could estimate vocabulary learning achievement.

Paper Three, “Leveraging Technology-Based AfL and AaL within the Framework of English Differentiated Instruction in Indonesia”, was written by Lu’luil Maknun, Zamzani, and Jamilah from Yogyakarta State University, Indonesia. This qualitative study explores EFL teachers’ perceptions and challenges regarding technology-based assessment for learning (AfL) and assessment as learning (AaL) within the framework of differentiated instruction. Conducted with 60 EFL teachers from Yogyakarta, Indonesia, the research used structured interviews and content analysis to identify common patterns and themes. The findings reveal that teachers have varied perspectives on using technology-based AfL and AaL. While many struggle to provide effective feedback and require more preparation time for integrating these assessments, they also face issues like internet connectivity disrupting student engagement. The study emphasises the need for professional development and recommends using technology-based models for AfL and AaL to better support differentiated instruction.

Paper four, entitled “Teachers or ChatGPT: The Issue of Accuracy and Consistency in L2 Assessment,” was written by Ramy Shabara from Academic Services, University of Hertfordshire, hosted by The Global Academic Foundation, Egypt; Khaled ElEbyary from University of York, UK, and Damanhour University, Egypt, Department of Education; and Deena Boraie from TIRF (The International Research Foundation for English Language Education), Egypt. This study aimed to examine the accuracy and consistency of ChatGPT compared to teachers, as well as with itself, after being trained on a rubric. Using a quantitative correlational non- experimental design, a dataset of 100 writing assignments from B1-level students at an international branch university in Egypt was analyzed. These assignments were initially evaluated by trained teachers and then assessed twice by ChatGPT. The findings indicated that teachers’ scores were more accurate than those generated by ChatGPT. ChatGPT showed a moderate, yet questioned, level of intra-rater reliability. The weak-to-moderate correlations between ChatGPT and teacher scores raise concerns about the accuracy and consistency of ChatGPT’s scoring. The study highlights the potential applications and limitations of ChatGPT in L2 writing assessment, contributing to the ongoing discourse on AI technologies in language education.

We therefore wish you good reading!