Wei Xu

Introduction: This study investigates the relationship between the L2 motivational self-system and attitudes toward AI-enhanced second language (L2) learning, and tests whether intrinsic and extrinsic motivation mediate these relationships among students learning Chinese or English as a foreign language in Thailand, Macau, and Mainland China. Methods: Questionnaire data were collected from 361 participants. Correlational analysis, hierarchical regression, and a bootstrapping approach were used to test mediational relations. Results: Both the ought-to L2 self and the ideal L2 self were significantly associated with attitudes toward AI-enhanced L2 learning, with the ideal L2 self showing the stronger association. In the overall sample, and in the Thai and Mainland Chinese samples analyzed separately, intrinsic and extrinsic motivation statistically fully mediated the association between the ought-to L2 self and attitudes toward AI-enhanced L2 learning. In the Macau sample, extrinsic motivation was more involved than intrinsic motivation in transmitting this effect. For the ideal L2 self, intrinsic and extrinsic motivation only partially mediated the relationship with attitudes toward AI-enhanced L2 learning. Discussion: Positive attitudes toward AI-enhanced L2 learning are not formed merely through future self-representations; they are also linked to learners’ intrinsic and extrinsic motivation. By examining the interaction between the L2 motivational self-system and intrinsic and extrinsic motivation across different regions, this study extends L2 motivation research to the area of AI-enhanced language learning.

This paper examines part-time English teachers’ experiences in higher education in Macau, focusing on their motivations, challenges, and career pathways in an environment marked by flexibility and precarity. Through qualitative interviews with seven part-time instructors, the research investigates themes such as online teaching practice, the balance between the conflicting demands of teaching and research, and collegiality. The findings elucidate the dualities of part-time employment, where autonomy and flexible scheduling are paired with job insecurity, limited career advancement, and emotional strain. The study calls for institutional support, revised evaluation frameworks, and collaborative cultures to enhance the well-being and professional development of part-time instructors. Addressing these dynamics would enable higher education to productively utilize the knowledge of part-time educators towards enhancing educational quality and the regional development agenda.

Although previous studies have examined the effects of context on students’ emotional responses to second language (L2) feedback, very few have explored how teachers can proactively intervene in these emotions through different feedback types. This quantitative study examines English as a foreign language (EFL) learners’ emotional responses to direct and indirect written corrective feedback (WCF) in L2 writing, and whether the feedback context influences the link between these emotional responses and the subsequent revision behavior. The results indicated that direct WCF made students more contented and less anxious than indirect WCF. Under the direct WCF condition, emotions seemed to exert a marginal influence on students’ revision rates, whereas under the indirect WCF condition, contentment led to higher revision rates. This distinct pattern across contexts showed that the link between emotions and revision behavior varied depending on whether feedback was provided directly or indirectly. These findings revealed that contextual factors, such as feedback types, could affect students’ emotional responses and the relationship between emotions and revision. Therefore, it is suggested that future studies in the field of instructed second language acquisition continue to explore the interplay among feedback context, emotional responses, and learning, to enable teachers to manage students’ emotions more productively.

This study presents a bibliometric analysis of highly researched topics and thematic trends concerning ethical issues in applied linguistics from 2010 to 2024, utilizing CiteSpace as the primary analytical tool. Drawing data from the Web of Science Core Collection (WoSCC), 100 peer-reviewed articles were systematically selected and analyzed to map the intellectual landscape of ethics in applied linguistics. The results reveal a rapid increase in scholarly attention to ethical concerns, particularly since 2021, driven by technological advancements, globalization, and increasing methodological complexity. Key research thematic foci include ethics in academic writing, language education, and the ethical implications of artificial intelligence. The analysis also highlights the dominance of research from Anglophone countries, though contributions from Asia and the Middle East are on the rise; this finding, however, is limited to English-language publications indexed in WoSCC. Emerging trends suggest a continued focus on technology-related ethical challenges, equity in multilingual and multicultural contexts, and the development of context-sensitive ethical frameworks. The findings underscore the need for interdisciplinary collaboration and localized approaches to ethics in applied linguistics research and practice.

While online education has been widely studied, the impact of webcams on online learning remains underexplored. Combining a scientometric study with strengths, weaknesses, opportunities, and threats analysis, this study examines the application of webcams in online education. It identifies research trends; the top 10 cited authors, organizations, countries, and sources; as well as hot research topics in this field. These hotspots include the effectiveness of webcam-based instruction, student engagement, and the integration of webcams into online learning platforms. The strengths of webcams in online education lie in their ability to enhance interaction and promote a more authentic learning experience. The weaknesses include technical challenges, privacy concerns, and the potential for distractions. Opportunities for the use of webcams in online education include their increasing availability and affordability, as well as the potential for remote tutoring and language translation services. Threats include security issues and challenges related to asynchronous communication.