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ear TESOLers & Educators,<\/p>\nDear TESOLers & Educators,<\/p>\n
It is with great pleasure that we announce the successful publication of\u00a0Volume 5, Issue 1, 2025<\/em>\u00a0of the\u00a0International Journal of TESOL & Education<\/em>. This issue features a collection of insightful research papers that contribute significantly to the field of TESOL and language education, each offering valuable findings and implications for educators, researchers, and policymakers.<\/p>\n In this issue, Nguyen (2025) investigates the washback effects of IELTS as a high-stakes test on Vietnamese university students’ learning. Using a hierarchical model and PLS-SEM analysis of 228 questionnaire responses, the study finds that test utility significantly influences motivation and restricted learning. It highlights the predictive role of test factors in shaping students’ psychological and behavioral learning aspects.<\/p>\n Ha and Ho (2025) explore EFL postgraduate students\u2019 perceptions of Grammarly and peer feedback in academic writing. Using structured interviews with ten students at Van Lang University, findings reveal that while Grammarly offers quick corrections, peer feedback is more constructive. Most students preferred peer feedback for its depth and relevance, aiding writing improvement.<\/p>\n Pham and Cao (2025) conduct a systematic review of 12 studies to explore the role of ChatGPT in English teaching and learning in Vietnam. The study highlights ChatGPT\u2019s benefits in enhancing personalized learning, engagement, and efficiency. However, concerns include over-reliance, academic dishonesty, and the need for training. The review provides recommendations for balanced AI integration in education.<\/p>\n Ngo and Vo (2025) review the application of Augmented Reality (AR) in English Language Teaching (ELT) to support diverse learning styles. Using the Universal Design for Learning (UDL) framework, they highlight AR’s benefits for visual, auditory, and kinesthetic learners. The study emphasizes AR\u2019s potential for engagement, inclusivity, and accessibility but notes challenges in implementation, accessibility, and teacher readiness.<\/p>\n We extend our heartfelt appreciation to the authors of this issue, whose rigorous research and commitment to advancing TESOL and education have enriched this publication.\u00a0Their scholarly contributions have provided invaluable insights into current educational trends and innovations, furthering the mission of our journal.<\/p>\n A special note of thanks is extended to our dedicated reviewers, who have generously devoted their time and expertise to ensuring the quality and rigor of the articles published in this issue. Their meticulous feedback and constructive critiques have been instrumental in maintaining the high standards of the\u00a0International Journal of TESOL & Education<\/em>. We deeply appreciate their commitment to scholarly excellence.<\/p>\n We also wish to express our sincere gratitude to the editorial staff of the\u00a0International Journal of TESOL & Education<\/em>. Their tireless efforts in managing submissions, coordinating peer reviews, and overseeing the publication process have been indispensable in bringing this issue to fruition. Their dedication and professionalism continue to drive the success of our journal.<\/p>\n As we celebrate this accomplishment, we warmly invite researchers, educators, and scholars to submit their original research articles, reviews, and book reviews for consideration in upcoming issues of the journal. We welcome high-quality submissions in all areas related to TESOL, applied linguistics, education technology, and language learning methodologies.<\/p>\n We look forward to receiving your contributions and continuing to serve as a platform for academic discourse and innovation in language education.<\/p>\n Thank you for your continued support and dedication to the International Journal of TESOL & Education. We look forward to bringing you more exceptional content in the future.<\/p>\n Thanks be to God for everything!<\/p>\n DOI:\u00a0<\/span>https:\/\/doi.org\/10.54855\/ijte.2551<\/a><\/span><\/p>\n
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