Gist: Education and Learning Research Journal

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  Año 2026, Vol. 32, Número 32. Dedicado a: GiST Education and Learning Research Journal

  • Reviewers

    • Reviewers

      • Resumen
      • Texto completo

      págs. 1-223

      

  • Editorial

    • Editorial

      Carlo Granados Beltrán

      • Resumen
      • Texto completo

      págs. 5-7

      

  • Critical Reflections

    • The AI Paradox in Teacher Education: When Tools Empower, Do They Erase Expertise?

      Alireza Karbalaei

      • Texto completo

      págs. 9-13

      

  • Research Articles

    • Why Chunks Go Unnoticed: A Longitudinal Study of a ChatGPT-Aided Chunking Approach in EFL Classrooms

      Liya Xue

      • Resumen
      • Texto completo

      págs. 15-36

      

    • The Role of Generative AI and Peer Feedback in Cooperative Writing Within a Feedforward Pedagogy: A Study of Iranian IELTS Test Takers

      Amir Ghajarieh, Narges Sardabi, Shiva Roostan

      • Resumen
      • Texto completo

      págs. 37-57

      

    • Group Regulation Strategies in Online Synchronous Classes: A Study of Mexican Beginner EFL Learners

      Sonny Angelo Castro Yañez, Lucia Valencia Garcia

      • Resumen
      • Texto completo

      págs. 59-87

      

    • Teaching English in the Age of Screens: Technostress, Digital Fatigue, and Occupational Well-Being Among ELT Instructors

      Senem Zaimoglu

      • Resumen
      • Texto completo

      págs. 89-111

      

    • Inclusive Pathways: Professors’ Voices on Fostering Equity at a Mexican University

      Cliserio Antonio Cruz Martinez, Esteban Juan Bautista Zárate Mejía, Elva Merari Guzmán Berdón

      • Resumen
      • Texto completo

      págs. 113-135

      

    • A content analysis of current English language teaching materials at a private Colombian university through the lenses of Sustainable Development Goals (SDGs)

      Carlos-Mario Gómez Benavidez, Andrés-Felipe Carvajal Gallo

      • Resumen
      • Texto completo

      págs. 137-160

      

    • Exploring Authorial Stance Devices and Hedging Strategies in Tertiary Level EFL Learner Argumentation

      Zehra Gürsoy Serdar, Ali Şükrü Özbay

      • Resumen
      • Texto completo

      págs. 161-184

      

    • A Corpus-based Study of Cohesion through Reference and Conjunctive Ties in IELTS Simulation Essays by Colombian Students

      Ender Velasco Tovar

      • Resumen
      • Texto completo

      págs. 185-210