Zerodale Academic Press, an Imprint of Zerodale Inc., Toronto, CanadaJournal of Edulingual Studies (JES)1320260901Travelling Memory, Staged and Screened: Adapting the Imaginary Child in Who’s Afraid of Virginia Woolf?24484810.22034/jes.2026.244848ENOmolbaninZaboliDepartment of English Literature, Faculty of Literature and Humanities, Islamic Azad University, Kerman Branch, Iran0009-0003-7720-3682FatemehPourjafariDepartment of English Language, Ke.C., Islamic Azad University, Kerman, Iran.0000-0002-1012-2832Journal Article20260522Edward Albee’s Who’s Afraid of Virginia Woolf? (1962) has been a fertile groundwork for academic criticisms, both as a literary text and a theatrical performance. Additionally, Mike Nichols’ 1966 film adaptation of the play with the same title has also been recognized as its most outstanding reproduction into another medium. Critics have analyzed this adaptation by focusing on its aspects of fidelity, censorship, and Broadway conventions. Drawing on Linda Hutcheon’s adaptation theory and Astrid Erll’s concept of travelling memory, the present study, however, intertwines the play and its adaptation as a unified process of memory transmission, specifically the imaginary child, as it sheds its temporality and turns timeless from an ideological and historically bound perspective. Turning into a memory that travels from stage to screen, the adapter recontextualizes the child into a mobile structure that transcends the stage’s verbal instability resulting from sociopolitical ideologies of postwar American domesticity. The resulting adaptation employs cinematic aesthetics to unbound the child’s historically situated narrative into a culturally mobile memory. Through this investigation, the present study’s main argument centers on adaptation as a vehicle that enables literary memories to traverse across time, space, and mediums, thus undermining fidelity as the primary measuring value of an adapted work.https://www.jesjournal.com/article_244848_504c1456fc832bdfade78dd10a7023c1.pdfZerodale Academic Press, an Imprint of Zerodale Inc., Toronto, CanadaJournal of Edulingual Studies (JES)1320260901Learners’ Academic Self-Concept and Their Use of Vocabulary Learning Strategies24755710.22034/jes.2026.592065.1013ENAminKarimniaDepartment of English Language, CT.C., Islamic Azad University, Tehran, Iran0000-0002-1312-6249Seyyed RezaMousaviniaDepartment of English Language, CT.C., Islamic Azad University, Tehran, IranJournal Article20260716This study investigated the relationship between students' vocabulary learning strategies (VLS) and their academic self-concept. Participants included 108 Iranian EFL students who completed two standardized instruments: Liu and Wang’s academic self-concept questionnaire and Gu and Johnson’s VLS questionnaire. The latter aimed to identify the specific types of strategies learners employed when acquiring English lexical items. Data analysis revealed that the most frequently utilized strategy was paying close attention to a new word's usage and meaning. Conversely, the least frequent strategy involved consulting dictionaries for specific collocation patterns. Statistical results indicated no significant relationship between the participants' academic self-concept and their choice of vocabulary learning strategies. Consequently, the null hypothesis, asserting no correlation between these two psychological and linguistic variables, was validated. These findings suggest that in the Iranian EFL context, a student’s perception of their general academic ability does not necessarily dictate the specific strategic approaches they adopt for vocabulary acquisition and mastery.https://www.jesjournal.com/article_247557_99af9f1cfe2f8e353dfdc797c0236ea2.pdfZerodale Academic Press, an Imprint of Zerodale Inc., Toronto, CanadaJournal of Edulingual Studies (JES)1320261001Artificial Intelligence in English Language Teaching: A Systematic Review of Teachers' Perspectives, Challenges, and Pedagogical Implications25289310.22034/jes.2026.586102.1010ENMa RosellaRapsingMa Rosella Rapsing
mrdrapsing@astean.biscast.edu.ph
Department of English Language Teaching, Bicol state College of Applied Science and technology, Naga City, Philippines0009-0001-8878-2734HosseinIsaeeDepartment of English Language, Am.C., Islamic Azad University, Amol, Iran.0000-0002-9028-2907GeraldineAlvinaDepartment of English Language Teaching, Faculty of Education, Bicol State College of Applied Science and Technology, Naga City, Philippines0000-0003-2955-3744Journal Article20260610This study systematically reviews research on the integration of artificial intelligence (AI) in English Language Teaching (ELT) from the perspective of teachers. Drawing on 50 peer-reviewed studies published between 2015 and 2025, the review examines the research methodologies employed, teachers’ perceptions of AI in ELT, the challenges associated with its implementation, and the pedagogical implications emerging from the literature. Guided by the PRISMA 2020 framework, the review included qualitative, quantitative, and mixed-method studies that focused on teachers’ experiences with AI in face-to-face English language teaching contexts. The findings indicate that AI is widely perceived as a valuable tool for promoting personalized learning, enhancing language proficiency, increasing learner engagement and motivation, and supporting instructional practices. At the same time, teachers reported several challenges, including technological limitations, insufficient professional preparation, overreliance on AI technologies, and ethical concerns related to privacy, academic integrity, and responsible use. Methodologically, qualitative research was the most frequently employed approach, accounting for 50% of the studies reviewed, with interviews and classroom observations serving as the primary data collection methods. The review further highlights important pedagogical implications, including the need for sustained investment in educational technology infrastructure, comprehensive teacher training programs, and the development of clear ethical and policy frameworks to guide AI integration in ELT. By synthesizing a decade of research, this study provides a comprehensive overview of current trends and offers directions for educators, policymakers, and researchers seeking to foster the effective and responsible use of AI in English language teaching. human-centered.https://www.jesjournal.com/article_252893_a1cd50ed0d7177b43824a2609ccf6d45.pdf