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In a globalized world where artificial intelligence (AI) technologies increasingly mediate human
interaction, intercultural communication (ICC) has become a vital area of research. Guided by the
Joanna Briggs Institute (JBI) guidelines and the PRISMA-ScR framework, this scoping review
maps the existing literature on the role of chatbots in ICC. A comprehensive search across
ProQuest, Scopus, Clarivate, and Google Scholar identified 74 studies published between 2018
and 2025.The findings show that most studies were situated in educational and language-learning
contexts (31%), followed by translation (13%), workplace communication (8%), and religion
(3%), while 38% addressed overarching issues such as bias, trust, and ethics. Research output
increased sharply after 2022, reflecting the growing academic interest in AI-mediated intercultural
interaction. Geographically, most studies adopted a global scope (60%) or were conducted in Asia
(24%), with fewer studies from Europe (4%), the United States and Latin America (each 1%), and
10% involving multicultural or multi-country settings. Qualitative approaches predominated, while
quantitative and mixed-method studies were less frequent. Theoretical engagement remained
limited, although frameworks such as Anxiety/Uncertainty Management Theory, Hofstede’s
cultural dimensions, and Byram’s ICC model were occasionally applied. Overall, chatbots were
found to enhance linguistic support, engagement, and cultural awareness, yet persistent challenges
include bias, emotional limitations, ethical concerns, and questions of authenticity. The review
identifies gaps in theoretical grounding, participant diversity, professional and regional
representation, and longitudinal research—highlighting the need for broader, theory-informed
investigations into chatbots as emerging tools for fostering intercultural competence.3
In the field of second language acquisition, individual differences are one the most
critical factors that influence learning a second language and learners’ use of
strategies. Among individual differences, motivation has proved its significant role
in language achievement. Therefore, this study investigated the relationship among
Iranian EFL learners’ regulatory focus, regulatory mode and deep learning selfregulated
strategies. The participants of this causal study were 429 Iranian EFL
learners who all were undergraduate students from both genders. The participants
completed regulatory focus, regulatory mode, and deep learning self-regulated
strategies questionnaires. The data analysis showed significant relationships among
participants regulatory focus (promotion and prevention), regulatory mode
(assessment and locomotion), and deep learning strategies (basic learning selfregulation
strategies, visual elaboration and summarizing strategies, deep information
processing strategies, and social learning self-regulation strategies). The findings
showed that there was a significant positive relationship between regulatory focus,
critically promotion-focus and deep learning strategies. The relationship between
learners’ promotion foci and their use of each subset of deep learning strategies was
about equal and there were no meaningful differences among them. In addition, data
analysis showed a significant positive relationship between regulatory mode and deep
learning strategies. Moreover, locomotion-oriented learners had better operation in
using deep learning strategies and their subset strategies. On the other hand,
assessment learners used only basic learning self-regulation and deep information
processing strategies. This study has implications for language educators,
practitioners, and policymakers to address individual differences and create
supportive learning environments.4
In the increasingly competitive landscape of the global hospitality industry, hotel websites play a pivotal role in attracting and engaging international clients. This study investigates the generic move structure of written promotional content of hotel websites within expanding, outer, and inner circle countries. It also demonstrates the keywords which are highly characteristic of the promotional genre in the hospitality sector. Established in genre analysis frameworks from English for Specific Purposes and Systemic Functional Linguistics, the research examines how promotional texts are strategically constructed to fulfill particular communicative purposes. The study adopted a corpus-driven approach in conducting move analysis and keyword analysis. The analysis was inherently qualitative, while also a supplementary quantitative analysis was used to show the differences observed across the expanding, outer, and inner circles of English usage. The findings revealed a set of core promotional moves common across all three circles, while also highlighting significant variations in the frequency and realization of the identified moves and sub-moves, suggesting contextual influences on genre development. Additionally, keyword analysis, using AntConc software, further uncovered distinct linguistic resources which enhanced the persuasive power of the promotional texts. The results can contribute to the literature on promotional genres by offering a context-sensitive model for understanding promotional texts of hotel websites. As a consequence, the study offers valuable guidance for ESP instruction, aiming to prepare authors of promotional content for real-world business communication. By illustrating how promotional content is rhetorically structured across the three English circles, the study can support more informed instructional practices aimed at enhancing the communicative effectiveness of learners in business and hospitality fields. The insights are also relevant to digital marketing, where keyword use can significantly increase online visibility and audience engagement.
Keywords: Expanding circle; Hotel; Inner circle; Keyword analysis; Move analysis; Outer circle; Promotional strategies5
In the recent decades, the use of technology in the classroom to teach English as a Foreign Language (EFL) has significantly increased. Advances in technology are reshaping learning, and digital storytelling is one such emerging field that can help teachers and students. This provides many incredible opportunities for schools and instructors to integrate technology into the classroom and improve teaching effectiveness. While the literature contains research on the use of digital storytelling in various educational contexts , research on the efficacy of DS in Iranian public schools in terms of vocabulary acquisition, grammatical knowledge, and studentsʹ speaking abilities is very limited. Therefore, the present study investigated the extent to which digital storytelling could contribute to an increase in students’ vocabulary repertoire, grammatical knowledge, and speaking proficiency. It also examined students’ attitudes on the use of digital storytelling in learning environments.
The current study included 86 EFL female students. In this quasi-experimental study, the experimental group (n = 43) created 6 digital stories within a 9-month implementation process. The Oxford Placement Test (OPT) was used to divide the participants into the control and experimental groups, and a teacher-made test of vocabulary and grammar and the speaking test were used as data collection tools. After 36-session (9 months) of the program, students were again evaluated regarding their knowledge of grammar and vocabulary as well as their speaking ability. Finally, to evaluate the learners’ attitudes and feelings towards the effectiveness of the digital storytelling instruction, semi-structured interviews were carried out.
The results indicated significant improvements in students’ vocabulary repertoire, grammatical knowledge, and speaking proficiency after digital storytelling activity. Learners with digital storytelling treatment had high scores on the post-tests. Therefore, it can be claimed that digital storytelling does improve participants’ acquisition of vocabulary, grammar knowledge, and their oral skills. Moreover, another finding was that the effect of digital storytelling was more significant in participants’ acquisition of vocabulary and grammar rather than speaking. Furthermore, the results obtained from the interviews were indicative of the participants’ beliefs in the superiority of the digital storytelling instruction in comparison to what they had already come across in English classes. Overall, the findings revealed that digital storytelling might be an essential and successful tool that can be used in learning environments to assist studentsʹ development of language skills.
As for the implications of the study, the findings of the current study can assist teachers in becoming familiar with digital storytelling and learning how to take advantage of this area to enhance students’ language skills. Besides, the results indicate that digital storytelling (DST) provides students with valuable opportunities such as enhancing their language skills, increasing self-confidence and improving communication skills, becoming familiar with technology resources applicable in education, developing 21st-century literacy skills, and assisting learners to learn interactively during covid-19 pandemic. Finally, material developers can take advantage of integrating digital technologies to the learning tasks.