| | |
| 1-3 | Roger Nunn | Foreword |
| 4-39 | Tri Ananti Listiana and Adestya Ayu Armielia | Parental attitudes toward heritage language: the challenging factors and efforts to assist children in maintaining heritage language |
| 40-62 | Mark Philippe Guyud and Zayda S. Asuncion | Acceptability of lexical and syntactic features of Philippine English (PhE) among speakers from the rural areas in Northern Philippines. |
| 63-93 | Ebnou Malainine | The hidden curriculum: A quantitative analysis of gender bias in Japanese and Finnish EFL textbooks |
| 94-125 | Lewinna C. Aguskin | Exploration of multiliteracy practices among Indonesian university students and multiliteracies pedagogy in the reading classroom |
| 126-150 | Daniel Fredrick, Laurence Craven, Tor Brodtkorb, Maria Eleftheriou | The role of faculty expertise and intuition in distinguishing between AI-generated text and student writing |
| 151 -185 | Neslihan Bilikozen | Nurturing responsible AI practices in L2 writing: Empowering student voices |
| 186-199 | Saiwaroon Chumpavan, Poonyapat Boonyarattanasoontorn, Simon McIver, and Sirawich Tampanich | Using technology to enhance language learning in the digital era |
