The study seeks to add to the growing body of knowledge regarding EMI in higher education, and focus on student perspectives, which until now have been under-explored. The study can contribute to the growing literature on EMI, an emerging area of research in EAP (English for Academic Purposes) and ELF (English as a Lingua Franca) disciplines.
The overarching purpose of this research is to aid in understanding the causes of failure and success in language teaching classrooms. While most research in this area focuses on teacher action, teacher beliefs, methods, syllabus, materials development etc., the aim of this research is to investigate how school-aged learners see the language classroom and, by reference to similar data gathered from teachers, investigate the extent to which there may be a difference in perceptions of purpose, value/usefulness and expectations. The research is situated within phenomenology, specifically linked to Personal Construct Theory, and utilizes repertory grids as a means of gathering data and stimulating learner and teacher expression of how they see the classroom. This initial study, intended as a pilot for larger, broader research plans, focuses on secondary school learners in Brunei and their teachers.
This feasibility study aims to investigate specific language and communication challenges faced by Mainland Chinese-invested companies in Brunei, and to evaluate the potential benefits of intercultural language training programs for these companies. The study also aims to assess the feasibility of implementing language training programs, and to develop recommendations and best practices for effective intercultural communication in the workplace.
This paper explores the integration of Artificial Intelligence (AI) in education, specifically its potential to personalize learning, provide immediate feedback, and automate administrative tasks. It highlights concerns regarding privacy, security, and bias. A systematic review of recent studies focuses on the use of AI in language teaching and learning, identifying research domains, trends, and ethical considerations. The paper concludes with recommendations for authors, journal editors, and practitioners on the effective and ethical implementation of AI in education.