https://www.um.edu.mt/library/oar/handle/123456789/22325 Wed, 10 Jun 2026 05:11:27 GMT 2026-06-10T05:11:27Z https://www.um.edu.mt/library/oar/handle/123456789/146975 Title: Virtual reality integration in English language education : a case study in Malta Authors: Terzic, Sanja; Xerri, Daniel Abstract: This chapter explores the implementation of Virtual Reality (VR) in English Language Teaching (ELT) within a Maltese language school, focusing on how immersive technology intersects with inclusive and equitable digital education practices. Drawing on classroom observations, interviews, and questionnaires, the study investigates stakeholder perspectives on VR’s pedagogical potential, alongside the practical and structural challenges of its integration. Findings reveal that while VR might demonstrate the potential to enhance language learning, its effectiveness is hindered by limited access to headsets, inconsistent teacher education, and insufficient professional development. The chapter highlights disparities in student participation and teacher confidence, pointing to critical gaps in technological readiness and instructional design. It concludes by underscoring the importance of equitable access to digital tools and ongoing support for educators as essential conditions for fostering inclusive and effective VR- supported language learning environments. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/146975 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146974 Title: Leading and teaching on empty : understanding burnout in ELT Authors: Xerri, Daniel Abstract: Burnout is an increasingly urgent issue in English Language Teaching, affecting not only teachers but also the school leaders who support and manage them. Drawing on recent research, this plenary explores the shared and contrasting experiences of burnout among teachers, Directors of Studies, and Academic Managers. It examines the causes of emotional and physical exhaustion in demanding educational environments, the impact on wellbeing, performance, and staff retention, and the ripple effects across school communities. The session also highlights evidence-based strategies for preventing and mitigating burnout, including systemic, organisational, and individual approaches. By foregrounding the voices of both educators and leaders, this talk aims to spark reflection on how ELT institutions can cultivate healthier, more sustainable workplaces where everyone – teachers and leaders alike – can thrive. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/146974 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146774 Title: Human–AI collaboration in research : practical applications, ethical frameworks, and future directions Authors: Skubis, Ida; Xerri, Daniel; Adamovic, Mladen Abstract: Human–AI Collaboration in Research: Practical Applications, Ethical Frameworks, and Future Directions positions human–AI collaboration (HAIC) as a defining feature of contemporary research ecosystems. The book examines the incorporation of AI across the research lifecycle, including research design, literature work, data collection and processing, analysis, interpretation, academic writing, and dissemination. It highlights the opportunities created by automation and generative systems, alongside the challenges raised for research integrity, accountability, transparency, privacy, and epistemic authority. Ethical and regulatory foundations are addressed through established frameworks such as the Belmont Report and the Declaration of Helsinki, as well as European governance instruments including the Ethics Guidelines for Trustworthy AI, the General Data Protection Regulation, and the EU Artificial Intelligence Act. By combining interdisciplinary perspectives from robotics, management research, and education, the volume translates abstract ethical principles into concrete research-relevant practices, offering a coherent and human-centred approach to trustworthy AI-supported inquiry. The book offers original, research-ready frameworks and applied guidance for responsible HAIC, combining real-world case studies with practical strategies for trustworthy AI use. It equips researchers, educators, and management scholars with tools for human oversight, transparency, bias mitigation, and accountable AI-supported workflows, ensuring scientific rigour alongside innovation. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/146774 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146648 Title: The Routledge handbook of language teacher action research [Book review] Authors: Xerri, Daniel Abstract: Action research (AR) is a cyclical process where practitioners identify a problem, plan and implement a solution, observe the results, and reflect to improve practices. As AR is inherently geared toward change and improvement, impact becomes central to its significance. Traditionally defined as the influence, effect, measurable contribution, or benefits arising from research, impact can also be seen as the process by which research knowledge benefits recipients. In structuring this handbook around different dimensions of impact, Burns and Dikilitas show how inquiry within AR is intrinsically impactful for practitioners. This edited collection explores AR’s transformative role in language education, where impact is not just a by-product but an integral part of knowledge construction, sharing, and application. It underscores AR’s suitability for creating meaningful impact and highlights the interconnected processes of inquiry, teaching, and learning. The book is divided into five parts, addressing AR’s professional, pedagogical, personal, and educational dimensions, and concludes with reflections from teacher-researchers working in diverse contexts. Thu, 01 Jan 2026 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/146648 2026-01-01T00:00:00Z