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Teaching English with Technology, 24(3), 2024, 3, 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 Three message:

We are pleased to present the third issue in 2024 of the Journal of Teaching English with Technology. As Editors-in-Chief, we continue to strive for excellence and further endeavour to develop the journal’s reach, quality, and impact in the field. With this in mind, we are excited to share some recent updates.

Firstly, we are planning in 2025 to introduce changes to the Board of Reviewers, Honorary Members, and Associate Editors. These changes will reflect our evolving focus, ensuring that our editorial team is well-positioned to support our new vision and priorities regarding AI in TESOL. We are committed to maintaining a board composed of experts who will enrich our publication through their diverse experiences and insights.

Secondly, we are proud to report progress in our aim to improve our journal’s Scopus CiteScore. As of December, our CiteScore has increased to 4.4, already exceeding our 2024 yearly CiteScore of 4.2. This marks an important step towards our goal of enhancing our position in the Scopus yearly rankings for 2025, and we extend our gratitude to our contributors, reviewers, and readers who have made this progress possible.

Additionally, we are working towards closer collaboration with the University of Nicosia to enhance the management of our journal processes. This partnership will focus on refining our use of the Scholastica platform, optimising review management, and streamlining the acceptance process for submissions, all to further improve the quality and efficiency of our journal operations.

We hope these developments will contribute to our ongoing efforts to establish the Journal of Teaching English with Technology as a leading source of innovative research in our field. We thank you for your continued support and invite you to explore the articles in this issue.

Paper One, entitled “Unveiling Postgraduates’ Perspectives on Using ChatGPT as a Tool for Learning in Higher Education”, authored by Atef Odeh AbuSa’aleek and Aied Alenizi from Majmaah University (Saudi Arabia), examines postgraduate students’ perspectives on using ChatGPT as a learning tool in higher education. The study analyses differences based on gender and level of study among 51 postgraduate students. The findings reveal highly positive attitudes toward ChatGPT, with male students showing a slightly more positive stance. No significant differences were found between first- and second-year students, indicating a general consensus in their favourable view of ChatGPT as a learning aid.

Paper Two, titled “‘I’m Not Ready for This Metamorphosis’: An Ecological Approach to Iranian and Italian EFL Teachers’ Readiness for Artificial Intelligence-Mediated Instruction”, by Farhad Ghiasvand, Maryam Kogani, and Ali Alipoor of Allameh Tabataba’i University (Iran) and the University of Turin (Italy), explores the readiness of 40 Iranian and Italian EFL teachers to adopt AI-mediated instruction. The study investigates cross- cultural differences in perceptions of AI-readiness, finding that while Italian teachers were generally prepared to integrate AI tools, Iranian teachers lacked readiness, influenced by factors such as economic requirements and technological infrastructures. The findings highlight both shared and distinct challenges across micro, meso, and macro levels, with implications for AI adoption in L2 education.

Paper Three, “Fostering the Interplay Between Acoustic Phonetics and AI- Powered Pronunciation Learning: A Teacher-Action Research”, authored by Nadia Bouchhioua from Manouba University (Tunisia), explores the implementation of an Advanced Prosody course in the context of Tunisian higher education. The course aims to enhance students’ understanding of the relationship between experimental phonetics and AI-driven speech technology, focusing on computer-assisted pronunciation training (CAPT) systems. Through an online survey, students’ engagement, as well as their attitudes toward the use of AI-powered apps for learning English pronunciation, were analysed. The results revealed high engagement and positive attitudes but also highlighted the importance of maintaining a balance between teacher-student interaction and technological adoption. These findings contribute to the ongoing discussion on integrating AI into educational settings.

Paper Four, “ChatGPT-Generated Corrective Feedback: Does It Do What It Says on the Tin?”, authored by Khaled ElEbyary and Ramy Shabara from University of York (UK) and Damanhour University (Egypt), and Academic Services, University of Hertfordshire (UK), respectively, investigates the efficacy of corrective feedback generated by ChatGPT in comparison to feedback provided by trained classroom teachers. The study focuses on English Level CEFR B1 students attending an EAP course, comparing the quality and quantity of feedback on language use and academic vocabulary. The analysis reveals insights into the adequacy of ChatGPT-generated feedback, providing recommendations for optimizing the integration of AI- generated feedback in L2 learning contexts. The findings offer valuable implications for the future use of AI as a feedback tool in language education.

We therefore wish you good reading!