Language, Literature and Education: Research Updates Vol. 10

Artificial Intelligence in Writing Instruction: Evaluating Corrective Feedback for Accuracy, Engagement, and Learners' Autonomy

Mozhdeh Sazandeh — 2026-03-06

Corrective feedback (CF) is crucial in second language writing instruction by helping learners identify and revise their errors. With the rapid integration of artificial intelligence (AI) into education, new tools now provide instant and consistent feedback, offering potential support for EFL/ESL learners’ writing development. Recent studies have examined teacher feedback extensively, but a systematic understanding of AI corrective feedback is still emerging. Therefore, this review examines recent empirical studies on AI-generated corrective feedback (AI-CF) to explore its effects on learners’ linguistic performance, engagement, and autonomy. By synthesising qualitative and quantitative research findings, the review highlights key themes related to the effectiveness, pedagogical roles, and limitations of AI-CF in second language writing contexts. The review suggests that AI feedback can enhance surface-level accuracy and provide accessible, time-efficient support, but it often lacks the contextual sensitivity and pedagogical depth typically associated with teacher feedback. It also identifies challenges related to learners’ reliance on AI, the quality of feedback, and teachers’ technological readiness. The study concluded that while AI corrective feedback systems are beneficial for technical accuracy, teacher input remains crucial for improving higher-order writing skills. Therefore, a blended approach that leverages both AI and teacher corrective feedback appears to be the most effective strategy (Ur, 1996). Overall, the review emphasises the need for thoughtful integration of AI feedback into EFL writing pedagogy and calls for further research to address existing gaps and inform best practices.

Tertiary Students’ Experiences and Perspectives of Undergraduate Research in Ghana

Samuel Baah-Duodu — 2026-03-06

Undergraduate research (UR) is increasingly recognised as a vital approach for cultivating inquiry skills, research literacy, and innovation among tertiary students. This study examined Ghanaian tertiary students’ experiences, challenges, and perceptions of UR, focusing on institutional and disciplinary variations, supervisory engagement, and perceived national relevance. Data were collected from 489 final-year students across six institutions: Akenten Appiah-Menka University of Skills Training and Entrepreneurial Development (AAMUSTED), Agogo Presbyterian Women’s College of Education (APWCE), Mampong and Agogo Nursing and Midwifery Training Colleges (NMTC), Monicas College of Education (MONICO), Mampong Technical College of Education (MAMTECH), and Presbyterian University College (PUC). Participants represented educational studies, physical sciences, public and occupational health, nursing, and physician assistantship programmes. A mixed-methods design combining descriptive statistics, chi-square (χ²), analysis of variance (ANOVA), and thematic analysis was employed. Results showed that 71% of students rated their UR experience positively, with significant institutional differences in experience quality (F(5, 483) = 8.27, p < .001). Supervisory support strongly predicted satisfaction (χ² = 22.41, p < .01). Effective supervision and institutional guidance enhanced students’ academic confidence and career readiness, while inadequate feedback and resource limitations were key challenges. Students perceived UR as essential for developing critical thinking and contributing to national development. The study recommends strengthened mentorship, sustainable research funding, and early integration of research training into undergraduate curricula to enhance Ghana’s research and innovation ecosystem.

Form-focused Instruction and Literary Criticism Writing: Perceptions and Experiences of BSED-English Sophomores

Jonnelle D. Fagsao — 2026-03-06

This descriptive research examined how Form-Focused Instruction (FFI) affected writing skills among BSED-English students taking the Literary Criticism subject enabled students to actively participate in functional and social interactive activities which used authentic input logs that supported literary criticism objectives. The study developed an advanced understanding that FFI met its potential in enhancing writing skills effectively, but required individualised teaching approaches for students enrolled in the subject. Students received substantial benefits when using FFI approaches, including Contextual Analysis, Thematic Exploration, Comparative Analysis, Critique Framing and Reflective Writing to improve their critical thinking abilities while resolving individual academic challenges. Continual assessment and adaptation of FFI methodology principles should remain a priority because it represent teaching methods which must accommodate various student requirements. The study proposed educational practices which developed intellectual capability and creative skills in future English teachers to help them achieve advanced literary critical skills.

Cross-domain Motivation: Exploring Means of Learner Engagement in ESL Classrooms

P Bhaskaran Nair — 2026-03-06

The concept of human intelligence as a monolithic phenomenon was replaced in the last part of the previous century by the theory of multiple intelligences. Intelligence(s) and motivation are inseparable aspects of learning something new. In the absence of the former, learning does not proceed beyond the level of bits and pieces of information, nor do those fragments get assimilated into knowledge. This is the case with the process of learning. Lack of motivation, perhaps, gets reflected more in the product, namely, the learning outcomes. This paper is an inquiry into the possibility of getting motivation from one field of learning, such as art or kinesthesis, into another desirable one, namely, studies. If a child displays intelligence in one field, it presupposes the presence of self-motivation behind that display. If part of that self-motivation can be manoeuvred skilfully into the desired area, the learning outcome is likely to be enhanced. The paper presents this argument against the backdrop of learning and teaching English as a second language.

Evaluating the Impact of a Guided Personalised Learning Framework for Undergraduate Engineering Education: A Data-Driven Empirical Study

Yue Chen — 2026-03-06

The concept of personalised learning (PL) has evolved significantly in higher education, driven by the need to accommodate increasingly diverse student profiles and to promote more inclusive and effective learning environments. This study investigates the implementation and impact of the Guided Personalised Learning (GPL) model, a structured pedagogical framework designed to operationalise personalised and student-centred learning in STEM higher education. The GPL model integrates three interconnected components: a three-dimensional knowledge and skill grid, Interactive Learning Progress Assessments (ILPA), and an adaptive learning resource pool. These components were embedded into two undergraduate engineering modules, Network Engineering and Software Engineering, at a UK university. A mixed-method evaluation involving 741 students across two academic years, incorporating quantitative attainment analyses, qualitative student feedback, and both within-cohort and inter-cohort comparisons, was conducted. Statistical tests included F-tests, and Welch’s t-tests were conducted. Results show that students who engaged with GPL, particularly those who completed ILPA activities, achieved significant improvements, including higher mean grades, increased proportions of high achievers, and reduced failure rates. These findings demonstrate the GPL model’s effectiveness in supporting learner autonomy, formative assessment, and targeted feedback, while offering a scalable and evidence-based approach to integrating personalised learning into mainstream STEM curricula. This study is important for educators, curriculum designers, and institutions as it provides a practical framework for embedding personalisation into core teaching and learning processes. It recommends that staff development prioritise training in diagnostic assessment design, resource curation, and data-informed pedagogy, while strategic institutional investment should focus on interdisciplinary collaboration, technical integration, and continuous feedback mechanisms. Future studies should investigate the application of GPL in other disciplinary domains and at different academic levels, with longitudinal studies exploring the sustained impact of GPL on progression, retention, and academic identity formation.

Bridging Traditions and Classrooms: A Qualitative Inquiry of Indigenous Peoples' Education in Bontoc, Mountain Province

Elizabeth P. Lacaben — 2026-03-06

In the Philippines, a culturally diverse nation comprising more than 7,100 islands, indigenous peoples constitute a substantial segment of the population, estimated at roughly 14 to 17 million individuals from various ethnolinguistic groups. DepEd Order No. 32, s. 2015, advocates for an Indigenous Peoples Education Curriculum Framework, emphasising the entitlement to a culturally grounded and responsive basic education. This qualitative research approach study inspects the features and current application of the Indigenous Peoples Education (IPED) program in Bontoc, Mountain Province, through the lens of indigenous pedagogical theories and culturally responsive education frameworks such as culturally sustaining pedagogy and indigenous knowledge systems. It focuses on a purposive sample of selected indigenous communities, teachers, and students within three public schools in Bontoc, exploring their perceptions and experiences of indigenous and mainstream education. Focus group discussion is one method of data collection, as well as classroom observations and open-ended interviews, to provide in-depth insights into the cultural and contextual factors that shape educational practices. The results highlight important restrictions in the current execution of IPED as mainly apparent and inadequately thoughtful of the rounded, consistent nature of indigenous education. The study stresses that cultural views and ethnicities deeply affect the indigenous approach in learning, underlining the need for culturally reactive curricula and teacher training. In conclusion, the study reveals that there is a reevaluation of IPED application, focused on culturally associated ideals and indigenous knowledge and practices was integrated into teacher education programs. Supporting IPED, where the preservation and promotion of Bontoc’s rich cultural heritage within the educational landscape should be recommended to the Mountain Province State University and the Department of Education.

Sport Leadership Factors Affecting Youth Athletes: A Systematic Literature Review

Alexander Minnaert — 2026-03-06

Leadership is a fundamental aspect of sports performance, particularly within team sport environments. Another important component of leadership is communication and the art of making people see their value and potential. Effective leaders should possess several competencies, such as excellent communication skills, decision-making skills, creative thinking, demonstrating empathy, being flexible, intuitively optimistic and persistent. Good leadership is mandatory for athletes to develop and perform in their sport. Crucial components of leadership are communication, motivating athletes and unleashing their potential for personal growth and well-being. Sport leaders define and shape the environment that influences the need fulfilment of youth athletes to feel safe, to learn, and to perform. However, inappropriate or devaluing communication may thwart youth athlete’s needs. Good sports leadership of youth athletes is, however, not yet framed in a specific leadership style. Therefore, a systematic review was conducted to examine facilitating and hindering factors in youth sport leadership, i.e., for teenage athletes aged 10-18 years. The final selection included 14 studies that focused on various factors and dimensions in youth sport leadership from the perspective of self-determination theory and leadership styles. Most studies show the need for autonomy-supportive behaviour and aversion to controlling behaviour of the sport leader. Sport leaders who fail to provide sufficient supportive coaching reduce athletes’ engagement, well-being and competence development. The review also unfolded a noticeable Western bias in the studies selected as well, as a method bias indicating a lack of mixed-methods designs and only one qualitative study being selected. In conclusion, the necessity of motivational and development-oriented responsive youth leadership is emphasised as it requires more explicit quality monitoring in practice, policy and future research.

Educational Innovation in Secondary Classrooms in Castellón Province, Spain: Qualitative insights into ICT Use and Motivational Strategies

María Luisa Renau Renau — 2026-03-06

The Master’s Degree in Secondary Education, Vocational Training, and Language Teaching at Universitat Jaume I (Castellón, Spain) includes a required Practicum in secondary education schools. In secondary education, the integration of Information and Communication Technologies (ICT) has emerged as a central dimension of innovation, yet its effectiveness depends largely on how technology is pedagogically embedded. This study examines how mentor teachers incorporate innovative methodologies and Information and Communication Technologies (ICT) during this placement. A total of 115 Master’s students analysed the pedagogical practices of their mentor teachers across 36 secondary schools in Castellón Province. Special attention was given to teachers’ use of innovative resources and their strategies for encouraging student motivation. Findings reveal notable differences among teachers. While 15% demonstrated consistent and meaningful integration of innovative practices and ICT tools, 40% mixed traditional methods with limited technological support, and 45% primarily relied on traditional, lecture-based instruction. The results suggest that although ICT resources are widely available, their pedagogical integration largely depends on teacher intent and methodological focus. The study emphasises that innovation is a structured and reflective process rather than just technological adoption.