This study examines translanguaged lexical-pragmatic scaffolding in Jordanian secondary EFL classrooms. Vocabulary teaching often makes translation, recognition, and controlled sentence use visible, while pragmatic usability remains less inspectable. Using a non-experimental, embedded mixed-methods case design, the study traced how Arabic-English classroom movement mediated selected English lexic…
In recent years, AI tools such as ChatGPT have become increasingly visible in EFL education; however, how teachers construct professional identity within AI-supported teaching remains underexplored, particularly across career stages. This study aimed to compare pre-service and in-service EFL teachers' identity sense-making in AI-supported contexts, drawing on a developmental perspective of teache…
