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Universities and educational institutions are actively exploring diverse strategies to enhance the essential skills required of students in today´s modern workforce. Integrating computer-aided translation (CAT) tools into the curriculum for non-translation major students can be a valuable asset in their preparation for professional environments. Incorporating CAT tools into academic programs offers numerous benefits, including the enhancement of language proficiency, the development of digital literacy, and exposure to professional translation processes. This paper examines the perceptions of non-translation major students regarding the implementation of CAT tools within their academic curriculum.

The objective of this study was to investigate the effect of inquiry-based learning (IBL) on EFL learners’ WTC and speaking skills in L2 online flipped classrooms. IBL involves learners in question-answer interactive information exchanges and participating actively in cognitive and discovery learning activities. The inquiry-based flipped approach employed in this study required two groups of intermediate Iranian EFL learners to study some online materials provided through telegram. The groups were assigned to structured-inquiry flipped learning and open-inquiry flipped learning conditions, varied from an information-framing mode to a fully discovery-oriented one with the same instructor. In the pre-class phase, the learners watched the videos and listened to the audio docs related to the topic of every classroom discussion. The students’ WTC and speaking performance were analysed both prior to and after the experiment. The quantitative data analysis indicated that the open-inquiry flipped approach significantly improved students’ WTC and speaking skills. Qualitative data analysis showed that the proposed approach enhanced the learners’ WTC and speaking skills by fostering motivation and reducing state anxiety. The findings of the study provide guidance for flipped practitioners to develop effective teaching designs for conducting flipped-based learning activities.   

With the increasing integration of technology in education, Artificial Intelligence (AI) language assessment tools have gained prominence as a potential solution for efficient and automated assessment. However, the acceptance and adoption of these tools by EFL learners are influenced by various psychological factors that need to be understood. This mixed-methods study aimed to explore the psychological factors that impede EFL learners' acceptance or adoption of AI language assessment tools. In the qualitative phase, the research utilized focus group discussions and written narrative accounts to gain a comprehensive understanding of participants' perspectives. The study involved 30 participants from different educational settings in Iran, including universities, language institutes, and schools. Participants were chosen through purposeful sampling. Then, they were divided into three groups for the online focus group discussions, and they also provided written accounts that offered detailed personal narratives about their experiences with AI language assessment tools. Through rigorous analysis of the findings, three broad psychological factors emerged as barriers to the acceptance or adoption of these tools, including perceptual factors, emotional factors, and contextual factors. In the quantitative phase, a ranking scale was used to assess the perceived significance of these barriers. These findings highlight the complex dynamics surrounding the integration of AI language assessment tools in EFL learning contexts and provide valuable insights and implications for educators, policymakers, and developers seeking to address these barriers and enhance the utilization of such tools in language assessment practices.