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This contribution presents an innovative tool called ‘sAIrcasm’ powered by Artificial Intelligence (AI). Challenges concerning the use of Artificial Intelligence and Natural Language Processing (NLP) in linguistics have been the subject of recent debate; one of the major challenges concerns the automatic detection of complex communicative phenomena, such as sarcasm. Several attempts have been made, but the complexity of the task has not yet led to the creation of an effective tool providing human-like results. This article presents a custom GPT model capable of identifying sarcasm and making pragmatic inferences based on context-dependent verbal and paraverbal cues. This study considers a Facebook video analyzed by both a custom artificial intelligence model and the free version of ChatGPT, providing insights into the broader implications of AI-based models in linguistic studies, with a specific focus on whether they can perform human-like cognitive processes.

This study explores senior-junior scaffolding in IELTS Writing Task 2 preparation, examining how experienced students support juniors in brainstorming, outlining, and revising essays. Using a qualitative research design, data were collected from audio-recorded writing lesson involving five senior-junior pairs in an IELTS extra-class in Vietnam. Findings reveal distinct scaffolding strategies across writing phases: guiding questions, suggestions, and demonstrations dominated brainstorming, while motivation and structural guidance from guiding question and suggestion were key in outlining. In revision, interactive feedback and targeted modifications through guiding question, demonstration, feedback and others helped juniors refine their writing. The study highlights senior-junior as peer scaffolding as an effective instructional approach, benefiting both juniors (in writing improvement) and seniors (in critical thinking skills). The results suggest that structured peer mentoring enhances IELTS writing proficiency, with implications for writing instruction and learner autonomy. Future research should examine the long-term impact of peer scaffolding (senior-junior support) on test performance.

This study explored the perceptions of L2 research held by English as a foreign language (EFL) teachers in Mainland China, along with their research engagement. Online questionnaires were completed by 55 teachers and four individual interviews were conducted online. Results showed that teachers perceived research as the collection of objective, quantitative data involving a large number of participants with results being statistically analysed and publicly shared. Teachers also showed a moderate level of L2 research engagement. Lack of time was the main reason given by teachers who had low research engagement while overseas study experience outside Mainland China was found to be related to higher levels of research engagement. Overall, the study contributes to a better understanding of the factors that influence L2 teachers’ research engagement to ultimately be able to promote research activity in the teaching community.

This study explores the multilingual signage landscape of Pattaya, a major international tourist hub in Thailand. Using photographic evidence, field observations, and interviews with government officials and business owners, it analyzes the types, distribution, and linguistic composition of signs in key commercial areas. The findings show that Thai dominates in peripheral and residential zones, while English is the most common foreign language, followed by Chinese, Russian, and others. Signage patterns vary by location and business type, reflecting tourist demographics and spatial clustering. Multilingualism is most visible in central and beachfront areas, where signage serves both communicative and symbolic functions. The study challenges the conventional top-down and bottom-up divide by emphasizing decentralized, business-led language practices. It concludes with recommendations for local policymakers and urban planners to foster inclusive and culturally aware signage in a rapidly globalizing urban environment.

This study systematically reviews empirical research on the use of AI-driven feedback systems in second language (L2) writing instruction. It examines their effectiveness in improving learners’ writing proficiency, with particular attention to grammar, vocabulary, coherence, and argumentation. A systematic review was conducted following PRISMA guidelines. Twenty-four peer-reviewed empirical studies published between 2020 and 2024 were selected based on predefined criteria. A mixed-methods synthesis was used to analyze outcomes related to linguistic proficiency, feedback characteristics, learner engagement, and pedagogical integration. AI-powered feedback systems are consistently effective in enhancing lower-order writing skills—especially grammatical accuracy and lexical diversity—among intermediate-level L2 learners. Studies suggest that combining AI and human feedback yields the most comprehensive instructional benefits. It is suggested that AI tools may foster learner autonomy and reduce teacher workload.

Discipline-specific terminology in an indigenous language widens English-oriented academic spaces in accessing knowledge and enhancing academic success for indigenous speakers. The University of KwaZulu-Natal (UKZN), South Africa, has embarked on the development of terminologies in isiZulu in twenty disciplines to date addressing the lack of academic vocabulary in indigenous languages. Using multilingualism and ‘language as a resource’ orientation to language planning as conceptual frameworks and through analysis of interview data, this paper explores the perspectives of isiZulu L1 students at UKZN on the use of terminology in isiZulu to determine whether these students acknowledge this terminology, and the extent to which they find this terminology resourceful. Findings indicate that these students appreciate the terminologies in isiZulu and find these helpful when studying. It is concluded that African languages are viable for use in academia and terminology in indigenous languages is one panacea to the inaccessibility of academic spaces for the speakers of these languages.

Amid Japan’s policy-driven internationalization, English Medium Instruction (EMI) has expanded in higher education to foster global competencies. This study explores Japanese university students’ learning strategies and perceived support in EMI contexts by addressing three questions: How do motivational orientations influence preparedness and learning behaviors? How do institutional EMI policies affect engagement and autonomy? Relatedly, what support is viewed as effective? Survey results from 86 third- and fourth-year students at a private university indicate strong intrinsic and aspirational drives, linking English to future identities and careers. However, such orientations do not consistently translate into effective strategies, as students face challenges with comprehension, language demands, and anxiety. Correlation analyses show moderate links between learning goals and EMI outcomes, but weaker associations with preparatory behavior. Open-ended responses highlight the need for academic English instruction, bilingual scaffolding, and clearer expectations. The study advocates a responsive EMI approach that integrates academic literacy, scaffolded support, and learner-centered curricula.