BRU ELT JOURNAL

Effects of Audio-Video Listening Comprehension Exercises on Improving Listening Comprehension of Chinese College Students

Shuhang Wang — 2025-09-12

The objectives of this quasi-experimental research were 1) to study the effects of audio-video listening exercises on Chinese college students’ listening comprehension skills, and 2) to investigate the students’ level of satisfaction towards listening practice by audio-video listening comprehension exercises. The samples were 30 first year students at Boda College of Jilin Normal University, Jilin Province, People’ s Republic of China. They were selected by Cluster Random Sampling technique. The research instruments consisted of 6 audio-video listening exercises, 6 lesson plans, 40-item listening comprehension tests, and a satisfaction questionnaire. The statistics used to analyze the data were mean, standard deviation, and dependent samples t-test. The study found that 1) the audio-video listening exercises significantly improved students’ listening comprehension; and 2) the level of the students’ satisfaction towards the audio-video listening exercises was at the most satisfactory level.

Professional Development of EFL Teachers in ASEAN countries and Japan Context

Moe Zin Aung — 2025-09-17

With the growing global emphasis on educational quality, many ASEAN countries, and Japan, have increasingly focused on the professional development (PD) of English teachers. This study investigates the perception, provision, practice and suggestion in English teacher professional development across selected ASEAN countries and Japan. Existing studies have often focused on single countries or treated teacher professional development as a general issue, overlooking the comparative dimension across multiple ASEAN and Japan contexts. This systematic review examines 39 studies published between 1993 and 2025, focusing on ESL and EFL classrooms and the ways teachers enhance their professional skills. This study involved 100 participants from five ASEAN countries and Japan, including one participant each from Cambodia and Japan, 40 from Malaysia, 24 from Myanmar, 24 from Thailand, and 10 from Vietnam. Data were collected through Google Forms distributed via email, Facebook, and Telegram groups, as well as during a conference meeting in Malaysia, using a questionnaire consisting of 38 items on a 9-point Likert scale. The data were analysed using SPSS version 20 over a two-month period. Descriptive statistics were employed by calculating the percentage distribution of responses for each item, followed by the computation of mean scores and standard deviations to identify central tendencies and variability across participants’ responses. The findings reveal that while most teachers hold very positive attitude towards PD especially in areas such as lesson planning, teaching techniques, and the use of ICT. However, significant concerns remain such as time constraints, limited access to international opportunities like scholarships, and gaps in assessment skills. Notable differences were also observed between countries. The study concludes that although teachers recognize the value of PD, more structured support, international access, and targeted training are needed. The results have implications for educational institutions, policymakers, and future researchers interested in improving PD practices in diverse educational contexts.

Grammatical Metaphors of Transitivity in Trump’s 2025 Inaugural Speech: A Hallidayian Interpretation

Oanh Nguyen Hong — 2025-11-06

Grammatical metaphor, a key concept in Systemic Functional Linguistics, transforms congruent grammatical realisations into metaphorical forms, encoding ideological meaning in political discourse. Despite extensive research on political language, few studies have systematically analysed grammatical metaphors of transitivity in contemporary presidential rhetoric. This study examines grammatical metaphors of transitivity in Donald Trump's 2025 inaugural address through Hallidayan Systemic Functional Linguistics. Employing clause-by-clause transitivity analysis, the research identifies and categorises instances of metaphorical process realisation, nominalisation patterns, and agency manipulation. The analysis reveals 247 process metaphors, 284 nominalisations, and 239 instances of agency transformation. These linguistic features serve three primary rhetorical functions: presupposing controversial claims as facts, obscuring responsibility for negative outcomes, and constructing an authoritative presidential ethos. The findings demonstrate how grammatical choices encode ideological positioning and shape public interpretation of policy and events. Pedagogical implications for English language teaching are discussed.

Integrating Artificial Intelligence Tools in Classroom Language Assessment: Uses, Perceptions, and Pedagogical Implications

Niño Costramos — 2025-11-21

This study explores the uses, perceptions, and pedagogical implications of integrating Artificial Intelligence (AI) tools in classroom language assessment among 30 Junior High School English Language teachers from public and private schools. Using a descriptive-quantitative design, data were collected through a structured survey capturing teachers’ experiences and insights. Results indicate that automated scoring software is the most commonly used AI tool, valued for its efficiency, consistency, and ability to provide prompt feedback, while less frequently used tools, such as AI speech labs, reveal opportunities to enhance oral language assessment. Teachers identified advantages including engagement, reduced bias, and adaptive learning, alongside challenges such as overreliance on technology, limited human interaction, and reduced capacity to capture nuanced student performance. Findings suggest that AI integration enhances assessment efficiency, supports higher-order thinking through authentic and adaptive tasks, and fosters multifaceted evaluation, while also reshaping teachers’ roles and highlighting the need for professional competence and ethical awareness. Effective AI implementation requires balancing technological tools with human judgment to ensure fairness, meaningful learning, and holistic assessment.

Effect of Self-regulated Strategy Learning on Foreign Language Speaking Anxiety and English Speaking Performance of Chinese Undergraduate Students

Yujia Chen — 2025-11-21

This study examined the effects of self-regulated learning (SRL) strategies on foreign language speaking anxiety (FLSA) and English speaking performance among Chinese undergraduate English majors. Employing a single-group pretest-posttest design, fifty second-year English majors from a university in Jilin Province participated in an 8-week SRL intervention integrated into regular speaking courses. The intervention targeted goal-setting, self-monitoring, positive self-talk, and independent practice. Data were collected via a modified Foreign Language Speaking Anxiety Scale (FLSAS), picture-description speaking tests, and a Likert-scale questionnaire. Paired-sample t-tests demonstrated significant reductions in FLSA and notable improvements in speaking performance post-intervention. Participants also reported enhanced confidence, fluency, and learning motivation. These findings indicate that integrating SRL strategies into language instruction can effectively mitigate speaking anxiety and improve oral proficiency. The study contributes to the understanding of learner autonomy in second language acquisition and emphasizes the value of context-sensitive approaches in addressing language learning barriers in non-Western contexts.

Student Perceptions of Program Activities, Resources, and Processes in an Undergraduate Business English Program: A Mixed-Method Study

Chontichalinee Kaenson — 2025-11-28

Program activities, resources, and processes play a critical role in enhancing student learning experiences, academic development, and professional readiness. Understanding students’ perceptions of these components is essential for improving educational quality in Business English programs. This study examined Business English major students’ perceptions of program activities, resources, and processes at Buriram Rajabhat University. A mixed-methods design was utilized, involving 162 students for the quantitative phase and eight for the qualitative phase. Data collection instruments included a questionnaire and semi-structured interviews. Findings indicated positive perceptions toward program activities, human resources, electronic resources, learning support resources, and processes. Areas requiring improvement were also identified, including internet connectivity, technological equipment, and physical learning spaces. Interview responses reinforced these findings and suggested enhancements such as computer upgrades, increased seating availability, and improved Wi-Fi access. However, the study is limited by its focus on a single program, a small qualitative sample, and reliance on self-reported data, which may affect generalizability. Future research should incorporate multiple institutions, broader participant groups, and triangulated or longitudinal data. Overall, the program was perceived as supportive of academic and personal growth. The results highlight the importance of continuous resource improvement and activity diversification to promote student engagement and satisfaction within language-focused academic programs.

Teachers’ Perceptions of Gamification in Online Basic Chinese Courses for Primary School Students: Use and Challenges

Yanchun Chen — 2025-12-03

With the rapid expansion of digital technology and the growing prevalence of online education, gamification-the integration of game-based elements into instructional design-has become an increasingly prominent approach in online language learning. Existing research has largely focused on university-level learners, app-based language platforms, or general gamification design principles, with limited attention to how teachers of Chinese as a foreign language (TCFL) apply gamification in online basic Chinese courses for young beginners. Moreover, few studies have examined teachers’ perceptions, the challenges they encounter, and the strategies they employ in real instructional settings. To address this gap, this study investigated how 139 TCFL teachers perceived and used gamification in online Chinese courses for primary school students and explored the instructional challenges they faced as well as the solutions they adopted. A mixed-methods approach was adopted, with quantitative and qualitative data analyzed using SPSS 27 and content analysis, respectively. The questionnaire data showed that TCFL teachers reported a high level of gamification use in online Chinese instruction (x̄ = 3.782, SD = 1.300). While they expressed positive attitudes toward gamification (x̄ = 3.649, SD = 1.364), they also identified significant challenges (x̄ = 3.944, SD = 1.234). Interview data further revealed that common gamification types primarily supported learning motivation, cultural knowledge expansion, and language skills practice. The relevance of tools such as Pinyin Cannon and Chinese Character Puzzles to Chinese language learning was particularly emphasized. Although gamification was found to improve student motivation, engagement, and learning outcomes, TCFL teachers still faced multiple challenges, including: 1) balancing games with teaching objectives; 2) resource limitations; 3) technical barriers; 4) insufficient accommodation of diverse learning styles; and 5) limited parental awareness. To address these challenges, teachers employed creative strategies such as designing customized games and preparing backup lesson plans. By highlighting teachers’ firsthand experiences and practical pedagogical responses, this study contributes to the literature by offering an empirically grounded understanding of how gamification functions in online TCFL contexts for young learners. The findings provide actionable implications for educators, program designers, and policymakers aiming to enhance the quality and effectiveness of online Chinese language instruction through gamification.