23 January 2026, Volume 35 Issue 2

    

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  Guest Editorial: Research Frontiers in Applied Linguistics in Asian Contexts

  Rining WEI

  Asian Journal of English Language Teaching. 2026, 35(2): 1-4.

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  Exploring the Relationship between Gestures and Willingness to Communicate Among Japanese EFL Learners: A Mixed-Methods Study

  Rintaro SATO

  Asian Journal of English Language Teaching. 2026, 35(2): 5-24.

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  This study investigates how gestures influence Japanese EFL learners' moment-to-moment willingness to communicate (WTC), highlighting the role of nonverbal behavior in L2 interaction. Four university students, ranging from low-intermediate to advanced proficiency, participated in interactive speaking tasks with an interlocutor. All utterances produced during the sessions were video-recorded, transcribed, and rated for situational WTC. Stimulated recall interviews were conducted to explore learners' perceptions of WTC fluctuations. Using a mixed-methods approach, the study examined how gesture types produced by both learners and the interlocutor were associated with changes in WTC. The findings show that learners' WTC fluctuated dynamically during interaction and was closely linked to gesture use. Metaphoric and beat gestures often co-occurred with higher WTC, whereas affective displays such as frowning or embarrassed smiling tended to signal lower WTC. Interlocutor gestures, especially nodding and smiling, also contributed to increased WTC by providing interactional support and emotional reassurance. These results suggest that encouraging learners' gesture use and raising teachers' awareness of supportive nonverbal cues may enhance learners' communicative engagement. Although based on a small sample, the study offers broader pedagogical implications for integrating gesture awareness into L2 instruction.
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  The Evolution of L2 Motivation Theories and Research

  Meng ZHANG

  Asian Journal of English Language Teaching. 2026, 35(2): 25-47.

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  This paper discusses the evolution of L2 motivation research, beginning with Gardner and Lambert's (1959) socio-educational model and focusing on the influential L2 Motivational Self System (L2MSS) proposed by Dörnyei (2005). While the L2MSS has shaped the field, the paper identifies significant gaps, including a lack of pedagogical strategies to bridge learners' current and ideal L2 selves and methodological concerns regarding measurement scales. It further examines the model's limitations in multilingual contexts, where crosslinguistic comparisons and cognitive competition complicate motivation. Finally, this paper explores the affordances of Computer Assisted Language Learning (CALL) and Artificial Intelligence (AI) in supporting self- imagery and reducing anxiety, while noting persistent technical and engagement challenges. It concludes by calling for rigorous theoretical and methodological refinements, expanded research on multilingual motivation, and critical investigation into technology-mediated language learning.
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  China English, Chinese English, and Chinglish: Does It Matter?

  Yuanyuan ZUO, Yongqiang TONG, Kiwan SUNG

  Asian Journal of English Language Teaching. 2026, 35(2): 48-65.

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  Since the introduction of English in China, several major varieties (e.g., China English, Chinese English, and Chinglish) have emerged and coexisted for long. Under the influence of World Englishes (WE) and English as a lingua franca (ELF), issues concerning which type of English should be considered representative have aroused heated debate with an undetermined conclusion yet in China's academia. The current study proposes Chinese English as an overarching term, China English as an official variety for ideological publicity, and New Chinglish as emerging folk wisdom among Chinese netizens. It is suggested that instead of the zero-sum mindset of asserting one variety over the other two, China English, Chinese English, and Chinglish can represent a panoramic China, with each performing distinctive functions to enhance international and intranational communication. The current paper also asserts that if appropriately utilized according to specific communicative contexts by specific discourse groups, such as through the integration of these indigenous varieties of English into EAP and ESP classroom practices within the Chinese context, the goals of English education can be better achieved in China.
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  An Action Research on AI-empowered, BOPPPS-framed, and CLIL-integrated Instruction Model in Medical English Teaching

  Kongling LI, Chunyan HE, Lingling DING, Xiangli CHENG

  Asian Journal of English Language Teaching. 2026, 35(2): 66-85.

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  As a branch of English for Specific Purposes (ESP), Medical English plays a crucial role in cultivating globally competent medical professionals. Currently, Medical English education in Chinese universities faces the challenge of reduced course hours and low students' engagement in class, making it difficult to cultivate their language proficiency together with medical knowledge within limited time. To tackle this problem, we implemented action research by using ABC Model, an artificial intelligence (AI)- empowered approach framed by the BOPPPS instructional design and implemented in content and language integrated learning (CLIL) for Medical English teaching. The model aimed to improve students' overall competence of Medical English within 16 periods. After collecting students' performance data during the term and their feedback from a questionnaire and a semi-structured interview at the end of the course, we found that the ABC model contributes to the improvement of students' vocabulary learning and their ability in listening, reading and speaking Medical English. Despite its innovative nature, ABC model needs further revision for AI-empowered standardized evaluation tasks of more productive language output in Medical English teaching.
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  Learning English for Leisure and Specific Purposes at Chinese Universities of the Third Age (U3As): An Elicited Metaphor Analysis of Well-being among U3A learners

  Juntao ZHANG, Shiqi ZHANG, Jing WANG

  Asian Journal of English Language Teaching. 2026, 35(2): 86-101.

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  In Chinese Universities of the Third Age, systematic inquiry into the well-being of older adults who are English learners in English for Leisure and Specific Purposes programs remains scarce. Using an elicited metaphor analysis, this study explored the well-being of older adult learners in English courses at a University of the Third Age. Participants produced metaphors such as “immersion in nature” and “youth renewal”. These metaphors revealed five core dimensions of well-being in accordance with Seligman's PERMA model: Positive emotion, Engagement, Relationships, Meaning, and Accomplishment. These results suggest that educators focus on teaching and learning activities that promote enjoyment, purpose, social connection, and progress, and enact policies to support seniors' overall well-being in older adult education.
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  Individual Writing Improvement in a Collaborative Context: An Analysis of Uzbek Undergraduates in South Korea

  Jiayu ZHANG

  Asian Journal of English Language Teaching. 2026, 35(2): 102-126.

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  This study explores the individual writing progress of three Uzbekistani undergraduates within a collaborative context at a South Korean university. Utilizing both qualitative and quantitative methods, the study focused on students' perceptions of their progress and analyzed their writing samples for fluency, syntactic complexity, and accuracy. Key findings indicate that students perceived improvements primarily in idea generation and organizational structure. Quantitative analyses further showed that writing fluency demonstrated the most consistent and substantial growth across the semester, whereas syntactic complexity exhibited only modest and fluctuating development rather than uniform improvement. Accuracy gains were differentiated by proficiency: students with lower initial proficiency showed clearer improvement, while the higher-proficiency participant displayed relatively stable performance. These results highlight the importance of tailoring collaborative pedagogical approaches to accommodate diverse proficiency levels and to recognize that different aspects of writing improvement respond differently to collaborative writing tasks. The study's limitations include a small participant pool and limited sample size, suggesting the need for further research with a larger and more diverse group over an extended period.