<b>Integrating teacher and AI-generated feedback to enhance EFL academic writing: A mixed-methods study of performance and perceptions</b>

<b>Who learns more independently? Gender-based perspectives on English learning autonomy in university settings</b>

<b>Non-linguistic teaching behaviors in English language teaching: A systematic mapping review of measures and reported outcomes</b>

<b>From expectation to reality: A study on self-efficacy and motivational adjustment of Indonesian pre-service English teachers in cross- cultural teaching in Thailand</b>

<b>Bridging the motivational gap: Indonesian university students’ reading habits and interest in culturally-grounded extensive reading materials</b>

<b>EFL students’ efficacy and anxiety in speaking English</b>

<b>Integrating teacher and AI-generated feedback to enhance EFL academic writing: A mixed-methods study of performance and perceptions</b>

<b>Who learns more independently? Gender-based perspectives on English learning autonomy in university settings</b>

<b>Non-linguistic teaching behaviors in English language teaching: A systematic mapping review of measures and reported outcomes</b>

<b>From expectation to reality: A study on self-efficacy and motivational adjustment of Indonesian pre-service English teachers in cross- cultural teaching in Thailand</b>

<b>Bridging the motivational gap: Indonesian university students’ reading habits and interest in culturally-grounded extensive reading materials</b>

<b>EFL students’ efficacy and anxiety in speaking English</b>