Том 9, № 3 (2025)

The main objective of this study was to measure the impact of ChatGPT on the reading skills of language learners. Therefore, a total of fifty Omani students with intermediate English proficiency were selected and randomly assigned into two groups, one control group and an experimental group, with an equal number of students in each group. Both groups received the traditional face-to-face training to engage with the reading comprehension skills, techniques, and strategies in understanding the texts and finding answers for various types of questions arising from the test, but the experimental group received extra explanation and practice from ChatGPT. To compare the results in both groups, the researcher developed and modified some reading tests. Their reliability and validity were measured and monitored by the experts. After a month of treatment, the findings revealed that both groups initially received higher scores in the reading posttests compared to their pretests, but the experimental group performed significantly better than the control group. Additionally, further analysis of the delayed posttests of reading showed that the control group had no increment in their scores while the experimental group continued its progress, and performance was significantly higher, suggesting improved retention of reading abilities. The results of this study are useful for teachers, students, and educational institutions.

The English language proficiency of students enrolled in vocational colleges in China has remained a significant concern for teachers and curriculum developers. Task-based learning has been put forward as a feasible approach to tackle this problem. Research on the effects of task-based learning on English reading motivation among vocational students can provide new ideas for vocational English reading education. The aim of this study is to explore the effects of task-based learning on the English reading motivation of Chinese vocational students. This study employed a mixed method approach, a quasi-experiment in phase 1 and followed by semi-structured interviews in phase 2. The population for this study comprised of vocational college students in Guizhou Province, China. Random sampling and purposive techniques were used in this study. Instruments include pretest, post-test, questionnaire, and semi-structured protocol. Data obtained from pretest and post-test was analysed descriptively, independent sample t-test, paired sample t-test and data from the interviews were analysed using thematic analysis. The average score of reading motivation for external (M = 3.08, SD = 0.69) and internal (M = 3.20, SD = 0.67) are at a low moderate level for control group and average score of reading motivation in terms of external (M = 3.47, SD = 0.71) and internal (M = 3.56, SD = 0.71) are at a low moderate level for experimental group. Two main themes emerged namely improved motivation and their critical thinking skills. The findings of this study have implications for English reading instruction and motivation for vocational college students.

As Morocco undergoes a shift in its linguistic landscape, English has gained prominence as a key medium for academic and professional mobility, particularly in science, technology, and business fields. This study investigates the recent implementation of English-Medium Instruction (EMI) at tertiary education in a context traditionally dominated by French and Arabic. In particular, it explores the perceptions, experiences, and strategies of Moroccan university students in a private institution in Casablanca regarding the adoption of EMI in Computer Science and Business Administration programmes. Drawing on a qualitative design grounded in constructivist grounded theory, data were collected through semi-structured interviews with 35 undergraduate students and analysed through open, axial, and selective coding. Over 300 initial codes were generated, leading to the emergence of key themes such as the global value of English, institutional and pedagogical barriers to EMI, lecturer preparedness, and the need for multilingual balance. Findings reveal strong student support for English as a global language of science, communication, and employment, while also highlighting significant challenges, including limited early exposure, underprepared instructors, and lack of disciplinary language support. Students advocated for the need for early EFL integration at the primary level, EMI-specific teacher training, and the normalisation of English for Academic Purposes (EAP) across all disciplines. Importantly, they also called for the preservation of local languages through a balanced multilingual policy.

English for Specific Purposes (ESP) has been widely integrated into higher education, but psychology has not yet received systematic attention within this framework. Existing courses tend to emphasise general academic skills and simplified texts, leaving a gap in provision of instruction consistent with the communicative practices of the discipline. The purpose of this article is to determine the potential of content-based instruction (CBI) to establish a structured approach to integrating language study with psychology-specific discourse, while identifying obstacles that arise in curriculum design. The study used a qualitative comparative methodology that combined text and genre analysis with curriculum audit. A corpus of fifty psychology texts comprising research articles, case reports, ethical documents, and poster guidelines was analysed for rhetorical organisation, lexical clusters, modality, and multimodal features. These findings were systematically compared with the contents of an existing ESP syllabus and textbook for psychology majors. The analysis showed that psychology requires competence in genres ranging from empirical reporting and diagnostic narration to ethically binding documentation and multimodal dissemination. In contrast, the curriculum reviewed concentrated on essays, oral presentations, and general vocabulary lists, with little exposure to authentic disciplinary texts. The results demonstrate a substantial gap between disciplinary requirements and current practice. The study argues that CBI provides a viable framework for addressing this misalignment by extending genre coverage, incorporating unadapted texts, integrating multimodal tasks, and focusing on discipline-specific lexis. The implications are pedagogical and institutional, calling for closer collaboration between language instructors and psychology faculty to bring ESP provision into correspondence with professional training.