Eastern Journal of Languages, Linguistics and Literatures

The Impact of Financial Problems on English as a Foreign Language (EFL) Teachers: A Systematic Literature Review

2026-03-18T22:41:22+00:00

This comprehensive review of the literature examines the influence of financial difficulties on the professional and personal results of English as a Foreign Language (EFL) instructors. We identified and examined 183 distinct publications through a thorough search across several scholarly databases (2010–2025), with 30 highly regarded research serving as the main body of evidence. According to the review, EFL instructors' well-being, work satisfaction, classroom performance, and career retention are regularly and severely harmed by financial issues in a variety of geographic locations. Important conclusions show that the main causes of burnout and professional demotivation are low salaries, unstable remuneration, and unstable work environments. Excessive workloads, inadequate facilities, and inadequate administrative assistance are just a few of the working stressors that are amplified by financial stress. Iran, China, Malaysia, Indonesia, and multi-country comparative studies are heavily represented in the evidence base, which is primarily composed of qualitative and mixed-methods research. The creation of a teaching precariat in marketized English language education, the protective but insufficient role of intrinsic motivation, and the importance of income in professional identity construction are all important subjects. There are still a number of important research gaps, such as a dearth of standardized assessment tools, a lack of longitudinal studies, a lack of intervention research, and geographic emphasis in particular areas. To address the financial difficulties faced by EFL teachers worldwide, this analysis offers evidence-based suggestions for institutional practice, legislative reform, and future research avenues

Generative AI in EFL Writing Instruction: An Empirical Review of Pedagogical Benefits, Challenges, and Future Directions

2026-05-01T07:55:20+00:00

This paper examines and integrates empirical research about the application of generative artificial intelligence (AI) in English as a Foreign Language (EFL) writing teaching. Generative AI has grown more common in writing schools to help with idea creation, linguistic accuracy, giving feedback, and rewriting. This is because huge language models like ChatGPT are becoming more common very quickly. However, scientific findings continue to be disjointed across various instructional situations and learner demographics. Utilizing a literature review methodology, this study analyzes recent empirical research to ascertain the categories of generative AI tools utilized, the educational contexts in which they are applied, and their documented impacts on the writing performance and learning experiences of EFL learners. The review emphasizes significant advantages, including increased language precision, less writing apprehension, and heightened learner involvement, while also acknowledging ongoing issues such as excessive dependence on AI, concerns regarding academic integrity, and disparities in technological access. This work synthesizes current information to present an evidence-based review of generative AI as both a pedagogical potential and a challenge in EFL writing education, providing implications for educators, researchers, and policymakers

The Pragmatics of Lobbying in Diplomatic Discourse: A Study of United Nations Texts

2026-05-17T15:01:07+00:00

The study of pragmatic strategies in the language of diplomacy provides an innovative
perspective on how lobbying, a form of institutional indirect persuasion, is linguistically
realized. Linguistic subtlety pervades diplomatic discourse, which enables its participants
to, as in the case of the UN, engage in diplomatic negotiation on substantive issues behind
the veil of diplomatic protocols. This article analyses the pragmatics of lobbying devices
in the light of several texts at the United Nations, focusing on speech acts, implicatures
and presuppositions. Based on the qualitative pragmatic-based analysis, the results
indicate that lobbying is mostly realized by means of indirect directive speech acts,
conversational implicatures as well as factive and existential presuppositions. These
mechanisms prove to be effective in tacitly reinforcing the persuasiveness and then
diplomatic player could continue to influence policy change without direct coercion. This
study confirms that pragmatics is instrumental in shaping diplomatic lobbying strategies
and points toward additional insights on international political communication