CBA has emerged as a prominent pedagogical approach aimed at intertwining assessment within the instructional process, effectively fostering student learning. In English as a Foreign Language (EFL) education, CBA has garnered considerable attention, given its potential to enhance language learners\' engagement, speaking proficiency, and willingness to communicate. This mixed-method research study delves into the impact of Classroom-Based Assessment (CBA) on the speaking performance, engagement, and willingness to communicate of undergraduate Chinese EFL learners. The study involved 90 Chinese EFL learners in the quantitative phase and 25 in the qualitative phase. Data collection comprised three questionnaires and an interview checklist. The data analysis employed inferential statistics (t-tests) for the quantitative data and thematic analysis for the qualitative insights. The findings of this study reveal that CBA exerts a significant influence on language learners\' engagement, speaking abilities, and willingness to communicate. The quantitative results, as indicated by t-tests, indicate noteworthy improvements in these key aspects when CBA is integrated into the classroom environment. Moreover, the qualitative phase of the study, employing thematic analysis, uncovered five distinct ways through which CBA impacts the main variables under investigation. This research elucidates the multifaceted influence of CBA on undergraduate Chinese EFL learners. It not only demonstrates the quantitative impact on engagement, speaking skills, and willingness to communicate but also offers valuable qualitative insights into the diverse ways through which CBA enhances the language learning experience. These findings underscore the significance of integrating CBA into EFL classrooms as a potent tool for optimizing learner outcomes.

ChatGPT, an artificial intelligence (AI)-driven language model engineered by OpenAI, has experienced a substantial upsurge in adoption within higher education due to its versatile applications and sophisticated capabilities. Although prevailing research on ChatGPT has predominantly concentrated on its technological aspects and pedagogical ramifications, a comprehensive understanding of students\' perceptions and experiences regarding ChatGPT remains elusive. To address this gap, this study employed a peer interview methodology, conducting a thematic analysis of 106 first-year undergraduates and 81 first-year postgraduate students\' perceptions from diverse disciplines at a comprehensive university in East China. The data analysis revealed that among the four factors examined-grade, age, gender, and major-grade emerged as the most influential determinant, followed by age and major. Postgraduate students demonstrated heightened awareness of the potential limitations of ChatGPT in addressing academic challenges and exhibited greater concern for security issues associated with its application. This research offers essential insights into students\' perceptions and experiences with ChatGPT, emphasizing the importance of recognizing potential limitations and ethical concerns associated with ChatGPT usage. Additionally, the findings highlight ethical concerns, as students noted the importance of responsible data handling and academic integrity in ChatGPT usage, underscoring the need for ethical guidance in AI utilization. Moreover, further research is essential to optimize AI use in education, aiming to improve learning outcomes effectively.

Because learners\' perceptions of classroom justice are highly influential on their academic performance, recognizing personal and interpersonal factors that may modify these perceptions seems necessary. Notwithstanding this necessity, a scant number of inquiries have focused on the role of interpersonal factors such as credibility and immediacy in learners\' perceptions of classroom justice. In fact, the function of these factors has been overlooked by previous studies. Furthermore, no theoretical review has been performed in this area. To make a stride toward narrowing this lacuna, this theoretical review intends to clarify the role of two interpersonal factors, namely immediacy and credibility, in EFL learners\' perceptions of classroom justice. To accomplish this, the previous inquiries were meticulously reviewed. The findings of the review disclosed that EFL learners\' perceptions of classroom justice can be considerably influenced by teacher immediacy and credibility. The findings\' implications are further discussed.

Utilizing a pre-experimental pre-test post-test design, this study investigated the effect of an authentic audio-visual American sitcom (Friends) on the intercultural sensitivity (ICS) and intercultural effectiveness (ICE) of a sample of male and female upper-intermediate English students. To this aim, 34 Iranian EFL students were selected through convenient non-random sampling. In order to assure the participants\' homogeneity in English proficiency, the selected students were given the Oxford Quick Placement Test prior to the intervention. Over a 10-week period, the participants were presented with nearly 30-min-long episodes of Friends in a flipped context, two episodes every week uploaded to the accompanying website. An online 10-item quiz on the day of watching and a next-day meeting were held. During the online discussion meetings, the participants discussed cultural questions tailored to the aims of the study. The required data were collected through the administration of the intercultural sensitivity scale (ISS) and intercultural effectiveness scale (IES) in pre- and post-test assessments. The analyses of the data indicated that both ICS and ICE improved significantly during the intervention. However, ICS indicated more improvement. In addition, a semi-structured interview was administered to the participants to examine their perception of the flipped classroom experience. Having analyzed the data using MAXQDA 2020, some significant themes emerged which are reported. On the whole, the participants portrayed positive attitudes toward using technology in flipped classes. The educational and practical implications are discussed.