Speaking has always been the most prominently emphasized aspect of EFL learning development; in that regard, education has made advancements toward prioritizing the concept of student engagement by making media platforms accessible to all students. Because the accessibility and usability of media platforms have ensured their consistent availability, students can integrate daily media usage as part of their progress toward language proficiency. In addition, teachers can expand their own pedagogical repertoire, formulate creative processes to be adapted to EAP contexts, and implement methodologies by incorporating media that is beneficial for successful learning. For this analysis, mass multimedia and graphic novels are comparatively reviewed to determine if these platforms can be proven effective resources in speaking and learner engagement in EFL and EAP contexts. Firstly, it examines how much of an impact different media platforms have in improving the speaking proficiency of EFL students. Secondly, data analysis comparing two experiments focused on student improvement in the areas of speaking and creative writing through implementing multimedia such as TV, videos, music, and graphic novels. The pedagogical methods and execution which achieved the desired learner results are synthesized and discussed for their potential impact in EFL/EAP contexts in the present and near future.

Recent empirical evidence (see Anderson, Bousselot, Katz-Buoincontro, & Todd, 2021; Donitsa-Schmidt & Ramot, 2020; Ellis, Steadman, & Mao, 2020; Kim, Leary, & Asbury, 2021; Murphy, 2020) suggests that coronavirus disease 2019 (COVID-19) may have far-reaching effects on teacher development outcomes, including role shaping, pedagogy, and goal-setting. Its disruptive effects are likely to redefine the priorities of continuing professional development (CPD) in the educational sector and reconstruct educators' identity and roles in future English language educational systems. Accordingly, in this study, we aim to assess the factors shaping identity formation among secondary school teachers in Hong Kong to determine the influence of CPD and systemic needs on teacher role perceptions and goal-setting of teaching English as a foreign language (EFL) and English for general academic purposes (EGAP) during and post- COVID-19 pandemic. A mixed-method approach was applied for the collection of quantitative and qualitative data from a sample of Hong Kong in English language education in secondary schools. It is found that COVID-19 has disrupted the Hong Kong education system because of the abrupt and unprecedented transitioning from conventional teaching to digitalised teaching. School administrators are recommended to address the systemic gaps and skill-based deficiencies encountered by educators during COVID-19, and post-pandemic CPD should include information and communications technology (ICT) related solutions.

Learning strategies are crucial for university students learning English as a foreign language (EFL) or English for academic purposes (EAP). The employment of language learning strategies facilitates attainment and assists learners in different ways. This study investigated college students' self-efficacy and self-regulated learning strategies in L2 acquisition. As speaking is the most difficult skill for Mongolian learners to acquire, they have reason to design strategies for speaking when learning English. 252 EFL college students in Mongolia were given the Questionnaire of English Speaking Self-Efficacy (QESSE) to estimate their self-efficacy, and the Questionnaire of English Speaking Self-Regulated Learning Strategies (QESSRLS) was administrated to evaluate their use of specific learning strategies. The results showed that the students reported overall a moderate level of self-efficacy and self-regulated learning (SRL) strategies in L2 speaking. This study discovered that the students were the most positive about student-centered methods. The dominant English classroom instruction pedagogy in Mongolia is still teacher-centered; students follow teachers' words and commands. Students are not encouraged to develop their own learning strategies and focus on content knowledge. The current study allows EFL/EAP teachers to determine their students' profiles, and design strategies to improve students' L2 speaking outcomes. Moreover, it provides teachers with insights about how to organize suitable approaches for teaching EFL/EAP.

The translation paradigm has radically shifted from translation-from-scratch by humans, to translation done with the help of machines―especially during the last decade. Nevertheless, the role of humans in the translation process remains, but altered, for both academic and occupational purposes. This article touches on the perception of the processes and products of human translation (HT) and machine-translation post-editing (MTPE). Three hypotheses were proposed to understand perceptions between HT and MTPE: (1) the difference in the level of difficulty in searching for 'vocabulary' and 'terminology'; (2) the difference in the level of satisfaction with the 'accuracy' and 'fluency,' and with the usage of 'terminology' and 'idioms' in the products; and (3) the difference in the level of satisfaction with the 'pay' for the work between HT and MTPE. Survey data were collected from 94 student translators in Vietnam, an Asian nation where multinational translation services prevail. The results reveal that the Vietnamese participants perceive that 'vocabulary' and 'terminology' searches can be more conveniently carried out in MTPE than in HT; the participants are equally satisfied with accuracy and fluency of HT and MTPE; and the participants generally satisfied with the pay for the translation services both in HT and MTPE.

This study examines hegemonic ideologies associated with the depictions of women or femalepresenting persons in “Discussion Process and Principles,” an English for general academic purposes (EGAP) and English as a foreign language (EFL) coursebook employed primarily by tertiary and secondary institutions in East Asia. Drawing on previous research on gender representation within English language teaching (ELT) texts, this study provides a critical perspective of this coursebook through content analysis and multimodal critical discourse analysis research methodologies of its text and illustrations. The results suggested that within such measures as visibility, prominence, firstness, turn-taking, and volume of words sexism or other gender bias was not present. However, it was also discovered that sexism was in operation in assigning social roles and discussion functions to female-presenting characters. Moreover, occurrences of sexism appear intersecting with other discursive ideologies that promote inner circle cultural dominance, centralize Whiteness, and marginalize non-White racial and ethnic groups via token representation and trope-inspired character depictions. Based on these results, this study implicates that in the selection of EGAP and EFL coursebooks, educators should consider how gender and other intersectional facets of identity are embedded to avoid promulgating ideological hegemonies of sexism, pro-Whiteness, and inner circlism in the classroom.