Applications of Language Studies

Abstract This review critically examines Enhancements and Limitations to ICT-Based Informal Language Learning: Emerging Research and Opportunities, edited by Rashad Ahmed, Abdu Al-Kadi, and Trenton Hagar (IGI Global, 2020). The volume explores the transformative role of digital technologies (ranging from mobile devices and social media to interactive online platforms) in supporting informal second language learning beyond traditional educational frameworks. Integrating theoretical and empirical perspectives, the book situates informal, technology-mediated learning within broader applied linguistics paradigms such as CALL, MALL, and learner autonomy. The contributors collectively demonstrate how English functions as a global lingua franca within digital spaces, reshaping language use, pedagogy, and assessment practices. This review evaluates the book’s organization, theoretical rigor, and methodological diversity, while highlighting its contributions to contemporary debates on digital literacy, self-directed learning, and pedagogical innovation. Ultimately, the volume stands as an important scholarly resource for educators, researchers, and policymakers committed to bridging formal instruction with the dynamic realities of online and informal language learning.

Abstract The present study aimed to examine the intersection of perceived Teacher Enthusiasm (TE) and Learner Engagement (LE) in the context of second-language classrooms. To this goal, 92 Iranian advanced English as a Foreign Language (EFL) learners completed a self-report questionnaire on the effectiveness of teaching and learners’ engagement. Two focus-group interviews were conducted, and a correlational analysis was performed. The results indicated a significant correlation between the two variables. Additionally, the analysis revealed three main themes testifying that perceived TE led to higher excitement and enjoyment for L2 learners, feelings of security and confidence, and a positive appraisal of teacher quality. It was also found that self-set goals and personal vision are significant antecedents of engagement, which may even outdo perceived TE. Emotional consequences were identified as the dominant links between the two variables. The results also revealed that perceived TE influences LE through stimulation and emotional arousal. The findings of this study recommend that ELT teachers’ performance, enthusiasm, and behavior have a significant impact on EFL learners’ evaluation of the quality of instruction.