Studies in Second Language Learning and Teaching

CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) IN DEVELOPING THE LANGUAGE COMPETENCE OF BILINGUAL CHILDREN

This small-scale exploratory study examined the use of Content and Language Integrated Learning (CLIL) with bilingual children of primary-school age. It investigated the didactic potential of CLIL for developing subject knowledge and language competence simultaneously in a non-native language. The study involved 24 chi...

Task-Based Language Teaching and EFL Oral Skills: A Pre-Post Study at Djelfa University

English as a Foreign Language (EFL) necessitates effective communication in English; unlike in the global context, most learners struggle with fluency, accuracy, and confidence in addressing English speakers. Task-Based Language Teaching (TBLT) is a practical approach to improving oral proficiency, with potential outco...

Studies in Second Language Learning and Teaching

Students’ Language Production in Duolingo-Based Learning: A Qualitative Study in Mobile-Assisted Language Learning Context

Students’ language production abilities following their interaction with Duolingo are analyzed, indicating that students were able to produce simple and understandable sentences however, their production remained limited and predominantly reproductive, as reflected in grammatical inaccuracies, restricted vocabulary, an...

English as a medium of instruction in the age of AI: Challenges, opportunities, and linguistic implications

It is suggested that AI is not meant to replace the linguistic, pedagogical, and intellectual involvement of the human factor during the mediation action, and a 5-dimensional framework for the responsible use of AI in EMI is proposed.

Mounting English Communication Ability among Students through AI-Assisted Communicative Language Teaching

The study aims to demonstrate that integrating AI-supported learning activities with communicative teaching strategies improves total communication and offers practical recommendations for curriculum developers, teacher educators, and higher education institutions.