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Artificial intelligence tools have considerable potential to support English language teaching in terms of personalized learning, instant feedback, authentic input, and opportunities for interactive practice outside the classroom. However, the value of AI is not only in the technology but also in the way teachers design, guide, monitor, and evaluate its use in meaningful learning activities. The successful implementation of AI requires teachers to balance technological innovation with pedagogical planning, ethical awareness, institutional readiness, and learner-centered instruction.

This study aims to explore how English teachers integrate AI tools in adolescent English language classrooms and to identify the main obstacles that impede effective AI integration. The barriers considered include access, cost, digital literacy, dependence on AI, data privacy, and assessment integrity.

A descriptive quantitative research design was used in this study. Data were collected through a questionnaire with closed-ended questions and statements on a Likert scale. The questionnaire covered teacher background, the type of AI tools used, the reasons for using AI, how often it was used, perceived benefits, and challenges in implementation. The research concerns English teachers who teach adolescent learners in formal educational settings, such as general and vocational high schools. The recommendation is to select five English teachers to participate in the questionnaire and observe three to five English lessons to gain insights into the use of AI in actual classroom practices. The data were analyzed by descriptive statistical methods such as frequency, percentage, mean, and standard deviation. The TPACK framework guides the study in investigating the relationship between technological, pedagogical, and content knowledge in AI-supported English instruction

It is expected that the study will identify patterns in teachers’ use of AI tools, such as the most common tools, reasons for use, perceived benefits, and main challenges.

Artificial intelligence (AI) is increasingly used in College English teaching through AI tools, online learning platforms, automated feedback, speech practice, and digital learning resources. However, the effectiveness of technology-enhanced teaching depends on how technology is integrated into classroom teaching and whether it promotes students’ learning engagement. When technology use is not closely connected with teaching objectives and appropriate teaching strategies, students’ participation may remain at a surface level. Therefore, this conceptual paper examines how digital technologies, including AI tools, can be integrated with different teaching strategies to support students’ learning engagement in College English classrooms. Based on Learning Engagement Theory, Self-Determination Theory, the Input and Output Hypotheses, and related studies on College English teaching, the paper develops an integrated teaching model that combines interactive teaching, technology-enhanced teaching, and task-based teaching. The model explains how the three teaching strategies can support emotional, cognitive, and behavioral engagement. Interactive teaching can increase students’ interest, enjoyment, and sense of belonging through teacher-student and student-student interaction. Technology-enhanced teaching can provide learning resources, immediate feedback, and support for deep thinking and self-directed learning. Task-based teaching can encourage students to participate in classroom activities, complete meaningful language tasks, and use English for communication. The paper proposes five teaching principles and a five-stage teaching process for College English classrooms in the AI era. It concludes that technology should serve teaching objectives and students’ learning needs. Teachers should combine different teaching strategies, guide students to use AI responsibly, and evaluate both learning processes and learning outcomes.

This systematic review examines how constructivist and self-directed learning (SDL) theories inform flipped classroom implementation in physical education, using Activity Theory as an analytical framework. Following PRISMA 2020 guidelines, 83 empirical studies published between 2010 and 2024 were identified from four databases and analysed for theoretical grounding, instructional design, learning outcomes, and cultural context. Theory-grounded implementations were associated with larger reported effects on skill acquisition (d = 0.71–1.12) than atheoretical designs (d = 0.35–0.69). Pre-class video instruction and in-class peer practice were common, whereas post-class reflection was less frequently implemented despite stronger reported SDL development. Analysis of 44 East and Southeast Asian studies indicated that collectivist values require collaborative adaptations of SDL. Overall, comprehensive three-phase designs that integrate goal-setting before class, structured scaffolding during class, and post-class reflection appear important for completing SDL cycles. The review identifies practical and culturally responsive design principles, while highlighting the need for clearer theoretical operationalisation in future flipped physical education research. By mapping theoretical commitments to concrete learning activities, the review also clarifies where existing designs omit support for learner regulation. These findings offer a basis for educators and researchers to plan, evaluate, and adapt flipped physical education interventions across diverse institutional settings with transparent reporting standards.

The study explores the application of Focusing-oriented Art Therapy (FOAT) approaches, namely FOAT check-in and Clearing a space with Art (CAS-Art), among adolescent victims of sexual abuse in a shelter facility.  Using an action research methodological framework, this qualitative research study aims to determine how FOAT may help the victims in their process of recovery and healing.  Case narratives and artworks recount the insightful experiences of the participants.  Prevailing themes are identified as a means of synthesizing the results gathered.    Through the combined processes of focusing, mindfulness, and art-making, the participants were able to make use of art as a vehicle to express themselves in a nonjudgmental and safe space.  There were also realizations of renewed empowerment, strength, and acceptance of their past.  The participants recognized the value of hope especially in their difficult situation.

This reflective study examines the implementation of metacognitive scaffolding to improve online English listening instruction for vocational college students over two semesters of classroom practice, learner tracking, and systematic observation. Although digital platforms enable flexible out‑of‑class listening, many vocational learners exhibit mechanical repetition, over‑reliance on correct answers, low engagement, and listening anxiety, largely due to insufficient self‑regulated learning abilities. To address these issues, the researcher restructured online listening lessons around three metacognitive modules: pre‑task planning, in‑process monitoring, and post‑task reflection with hierarchical teacher scaffolding. Adopting a purely qualitative practitioner‑reflective design without control groups or statistical tests, data were collected from classroom observations, learning logs, informal interviews, and weekly student journals. Findings indicate that sustained metacognitive scaffolding appears to help some students gradually move away from passive answer‑oriented habits, ease anxiety for certain learners, and foster self‑regulated learning routines. The study validates the feasibility of metacognitive and scaffolding theories in vocational online settings, acknowledges the limitations of a small single‑class sample, and offers practical pedagogical suggestions for frontline vocational English instructors.