This study outlines a systematic reform of the interpreting teaching system at Tongji Zhejiang College. The project integrates curriculum optimization, innovative teaching methods, practical training, and a scientific evaluation system to bridge the gap between theory and practice. Key initiatives include enhanced courses in cross-cultural communication, case-based teaching, simulation training, and industry collaborations. Empirical results demonstrate significant improvements in student performance and satisfaction, validating the effectiveness of the reforms. The proposed framework offers a replicable model for interpreter education, emphasizing adaptability, practical competence, and alignment with industry needs. This research contributes to the advancement of interpreter training methodologies and prepares students for the evolving demands of the profession.

This study investigates students’ reflection on their negative transfers of topic-comment structures from Vietnamese to English in English as a Foreign Language (EFL) classes. Data was collected from students’ responses to the questionnaire. Data analysis revealed eight reasons for students’ incorrect translation, of which that the structure has not been taught yet is the most influential. Noticeably, students blamed objective more than subjective factors for their own translation errors. The current research also attempted to suggest some useful implications in order to help Vietnamese learners of English avoid negative transfer from Topic-Comment sentences from Vietnamese into the English language and improve their translation skill as well as to make the process of EFL teaching and learning language better.

The development of an Artificial Intelligence (AI) based natural language-driven model ChatGPT (Chat Generative Pre-Trained Transformer), more commonly referred to as ChatGPT-4, has numerous potential applications across several sectors, including education, business, research, medicine, and many more areas. Surprisingly, this model of language can perform a wide range of academic tasks that were done previously by people at a much higher resource cost. Recent studies have shown how ChatGPT offers several advantages and opportunities in education. It is possible for students to benefit from ChatGPT’s varied problem-solving situations. Furthermore, teachers will be able to alleviate the burden of excessive marking, which will enable them to devote more time to lesson preparation. Therefore, the purpose of the current research work is to explore the avenues and obstacles that may arise in the use of ChatGPT in English language teaching and learning, which, by extension, impacts research and development of educational policy as well. The study employed a qualitative approach for gathering and analyzing data by conducting a semi-structured interview. The results indicated that ChatGPT has proved to be much more helpful in ELT. However, it is crucial for teachers, students and researchers to receive proper guidance and training while also being cautious of over-dependence on ChatGPT.

This article explores the complexities of trauma recovery in Dorothy Allison’s Bastard Out of Carolina by applying a critical, intersectional lens grounded in contemporary trauma theory. While Judith Herman’s triphasic model of recovery serves as a foundational framework, the analysis also engages with theorists such as Cathy Caruth, Stef Craps, and Bessel van der Kolk to account for the fragmented, recursive, and socially embedded nature of healing. The study examines how Allison’s narrative portrays recovery not as a linear or universally applicable process, but as a politically charged, context-dependent struggle shaped by poverty, familial betrayal, and institutional neglect.Through a structured thematic analysis grounded in Braun and Clarke’s framework, and informed by interdisciplinary trauma theory,the article demonstrates how the novel destabilizes conventional paradigms of recovery and reconfigures survival as a form of resistance. This study contributes to trauma and literary studies by foregrounding the limitations of universal recovery models and highlighting the role of literature in articulating the lived complexities of post-traumatic experience

When people are good at feeling shame and become experts at practicing silence, one should know that they have started it early (Backman, 2016). Rape culture does not emerge in isolation; rather, it proliferates within communities that normalize aggression and masculinist hierarchies. This study interrogates the mechanisms of rape culture through the dual lenses of Cultural Spillover Theory (Baron & Straus, 1987), which posits that societal tolerance of violence legitimizes sexual aggression, and the Sociobiological Theory of Male Competitiveness (Wilson & Daly, 1985), which frames sexual coercion as an adaptive strategy in hyper-competitive environments. Focusing on Fredrik Backman’s Beartown (2016)—a novel that exposes the intersection of sports, tribalism, and gendered violence—this article advances a tripartite argument. First, it examines how collective social behaviors, particularly in insular communities, reinforce rape-myth acceptance. Second, it demonstrates a direct correlation between institutionalized violence (e.g., in sports) and the escalation of sexual aggression. Third, it analyzes how competitive male homo-sociality coerces women into complicity under the guise of communal solidarity. Ultimately, the article contends that Beartown subverts rape culture’s hegemonic scripts by centering a female protagonist who rejects victimhood, reclaims agency, and disrupts the community’s oppressive consensus. Through this literary case study, the paper underscores resistance as a counterforce to structural violence.

Assessment is an essential and inextricable aspect of the teaching process, regardless of the educational pedagogies employed. Notwithstanding the pervasive utilization of conventional appraisal techniques by numerous educators, technological progressions have considerably reconfigured instructional practices, affording access to a broad spectrum of digital educational resources, such as digital games. Increasingly, these games are not only being employed as pedagogical tools, but their incorporation is also being extended to evaluative contexts. This investigation endeavours to examine the contribution of digital games to the formative assessment process of young learners. A mixed-method design was employed in the study. The study was conducted at a private educational institution in İzmir centred on a sample comprising 62 fifth-grade pupils and 4 instructors of English as a Foreign Language (EFL). The participants were purposefully assigned to the experimental and control groups from two different proficiency levels, enabling a comparative analysis of digital and traditional assessment approaches. Formative assessments conducted after two units of teaching revealed no statistically significant differences in success between the experimental and control groups. Nevertheless, qualitative findings from teacher interviews and student response papers indicated a significant increase in the motivation, participation, and engagement of students involved in digital gamified assessments compared to those involved in traditional paper-based assessments. These results highlighted the potential of digital gamified assessment tools to enhance learner motivation and active participation in educational settings.

This paper explores the application of Large Language Model (LLM)-based intelligent study assistants in college spoken English learning. After a survey conducted to understand student’s needs, the LLM-based intelligent study assistant, Hanna, was integrated into the college’s spoken English curriculum. Students practiced speaking with Hanna after class, and their performances were analyzed by the research team assisted with another LLM, Deepseek. Besides, in order to have a comprehensive grasp of the learning experience, a second survey was conducted to collect student feedback on students’ experience with Hanna.The results showed that Hanna had a positive impact on students’ speaking skills, particularly in grammar, pronunciation and intonation. Most students reported improvements in their speaking abilities and were satisfied with Hanna’s timely feedback. Flexibility was highlighted as a crucial factor in their choice of LLM/AI assistants, and grammar correction was the primary need for betterment. However, limitations were identified in the assistant’s level of intelligence and interpersonal interaction. Additionally, students showed deficiencies in grammatical accuracy and content richness, suggesting the need for more precise grammatical corrections and diverse practice topics. The research concludes that LLM-based intelligent study assistants have significant potential in college spoken English learning but require further developments to address these limitations.

Do multimedia components in e-books support pre-schoolers' story comprehension? Participants included 160 low SES children (aged 5 to 6), who were randomly assigned to one of 4 groups: reading an e-book (a) accompanied by background music and content expansion; (b) without music but with expansion; (c) with music but without expansion; (d) without music and without expansion (control). Pre-tests and post-tests examined children's story comprehension. The findings show that the combination of background music and content expansion was the most efficient way for children's story comprehension. Content expansion support without background music was more effective than background music alone. Although quiet background music in itself was less supportive for story comprehension, it created a beneficial synergetic effect when it appeared together with the story content.

The study investigates the implementation of Competency-Based Language Teaching in Moroccan high schools. It seeks to discover whether or not some EFL teachers in high schools know about and implement the Competency-based approach. It also aims to underline the challenges and the difficulties EFL teachers face when implementing this approach and the impact of implementing it on students’ performance in the EFL classroom. Participants of the study were mainly high school teachers as the present study deals with the implementation of Competency-Based Language Teaching in Moroccan high schools. The total number of participants is twenty teachers from different cities in Morocco. A questionnaire was designed to be the main instrument of this study. The questionnaire was delivered to and filled out by high school teachers from all over Morocco. The results show that EFL high school teachers are aware of CBLT. Indeed, the majority of them implement it in their classrooms. Additionally, EFL high school teachers face several difficulties when implementing CBLT such as time constraints and the difficulty of assessment. However, EFL high school teachers state that the implementation of CBLT has a positive impact on students’ performance, namely enhancing students’ communicative skills.