Vol.14.No.4.2025

Pages 1-238

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A Systematic Review of Augmented Reality and Virtual Reality Integration in English as a Foreign Language Education

Pages 1-44

10.22108/are.2025.144750.2479

Shahram Esfandiari; Diyar Mazharpour

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“Beyond a Thesis”: A Duo-Narrative Inquiry into Possible Selves of Generation-Z EFL Teachers in Graduate Education

Pages 45-76

10.22108/are.2025.145699.2543

Hào Nhật Phan; Hùng Quốc Trần

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Exploring ChatGPT’s Impact on Critical, Creative, and Reflective Thinking Skills: A Mixed-Methods Study in an Indonesian EFL Classroom

Pages 77-114

10.22108/are.2025.145896.2564

Winia Waziana; Widi Andewi; Damar Wibisono; Tommy Hastomo; Muhamad Muslihudin

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Barriers to Teacher Accountability in the EFL Context: Development and Validation of a Context-specific Scale Employing a Structural Equation Modeling Approach

Pages 115-150

10.22108/are.2025.145856.2559

Rahime Karbakhsh Ravari; Seyyed Ayatollah Razmjoo

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Modelling EFL Teachers’ Emotion Regulation in Relation to the Ecological Framework of Agency and Autonomy

Pages 151-178

10.22108/are.2025.146683.2613

Mohammad Mahdi Hajmalek; Mahtab Madani

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Instructing Phrasal Verbs through Implicit and Explicit Approaches: Evidence from Eye-Tracking and Reaction Time

Pages 179-210

10.22108/are.2025.146495.2605

Mohammad Hassanzadeh; Mohammad Javad Faraji; Saeed Rezaei

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A Gamification-Based Reading Comprehension Course in Learning Management System: Enhancing Learning Outcomes, Critical Thinking, and Self-Directed Learning Skills for Islamic Undergraduate Students

Pages 211-238

10.22108/are.2025.146587.2609

Subaiki Ikhwan; Sri Sugiarti; Dewi Hidayati; Joko Slamet; Yusuf Hidayat

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