Enhancing EFL Oral Proficiency Through a ChatGPT-Integrated BOPPPS Learning Framework

Cooperative Learning (CL) in the English as a Foreign Language (EFL) context: investigating, learning outcomes, processes, and experiences

Bringing Pragmatics into the ESL Classroom Tahnee Bucher Barbosa da Silva As a result of the expanding interest in the cognitive and social dimensions of language use beyond single sentences, a great number of research studies have been conducted in order to examine nonnative speakers’ ability to use language appropriately in a social context. Recently, with a growing understanding of the key role pragmatic competence plays in second language development, researchers have also investigated the benefits of direct instruction in helping language learners become aware of the pragmatic conditions governing the uses of grammatical structures. This thesis reports on the design and administration of a study that investigated language learners’ knowledge of pragmatics and how instruction can help them develop this knowledge in an environment where English is taught as a second language. Specifically, this project had two aims: (1) to observe the relationship between language proficiency and pragmatic competence of learners of English as a Second Language (ESL), and (2) to examine whether instruction was effective in improving those learners’ pragmatic knowledge. Pragmatic competence was measured quantitatively, through discourse judgment tasks, multiple-choice discourse completion tasks (MDCTs) and written discourse completion tasks (WDCTs) in a pre-, post-, and delayed post-test, designed specifically for this study. The participants in this research, thirty-nine adult ESL learners with a range of proficiency studying in the Intensive English Program (IEP) and in a university-level English course at West Virginia University, first took a language proficiency test and a pre-test on pragmatic knowledge. The participants were then assigned into two groups, experimental and comparison. The experimental group received four hours of direct instruction in five types of speech acts (requests, refusals, apologies, compliments, suggestions) and other aspects of pragmatic knowledge over a period of two weeks, while the comparison group was taught lessons on other topics without intervention during the same amount of time. An immediate post-test on pragmatic knowledge and a delayed post-test were given to both groups. The results showed that language proficiency and pragmatic knowledge were positively correlated with a moderate strength (r = .71, p < .001). Analysis of covariance and further analysis showed that the experimental group significantly outperformed the comparison group in both the post-test and delayed post-test. The experimental group benefited from the instruction, which used a blended methodological approach, and the instructional effect was retained after a one-week delay. The results of this research helped understand the communicative skills and intercultural competence of ESL learners and demonstrated that instruction in the area of pragmatics is not only important but it can be beneficial at all levels of language proficiency. It is hoped that the topics reported and discussed here and the findings may help both English as a Foreign Language (EFL) and ESL teachers gain a better understanding of second language learners’ pragmatic competence and development through instruction, so that when they incorporate pragmatics instruction into their teaching, they will be in a better position to adapt their practices to facilitate pragmatic development.

Diskursne oznake, multifunkcionalne jezične jedinice čija je glavna uloga uspostavljanje kohezivnih i koherencijskih veza u diskursu te stvaranje interaktivnih veza među govornicima, igraju iznimno važnu ulogu u pragmatičkoj i diskursnoj kompetenciji govornika. Njihova velika važnost za prirodnu komunikaciju primjerenu kontekstu ukazuje nam na njihov značaj za nastavnike i učenike stranih jezika. Istraživanje opisano u ovomu radu provedeno je radi pružanja uvida u uporabu diskursnih oznaka hrvatskih nastavnika engleskoga kao stranoga jezika u nastavi s učenicima na dvjema razinama ovladanosti jezikom. Korpus govora osam nastavnica analiziran je kvantitativnim i kvalitativnim pristupom pružajući sveobuhvatan uvid u njihovu uporabu diskursnih oznaka, stavove prema ovim jedinicama i udžbenike kojima se koriste u nastavi. Rezultati istraživanja pokazali su da nastavnice rabe širok raspon diskursnih oznaka u nastavi, ali ih u manjemu broju rabe učestalo. Učestale diskursne oznake u njihovu govoru imaju uloge koje se prvenstveno odnose na organizaciju i upravljanje interakcijom u učionici. Analiza pet najčešćih diskursnih oznaka kroz primjere njihove uporabe iz korpusa pruža iznimno detaljan uvid u način na koji ih nastavnice rabe, među ostalim kako bi ostvarile osnovne uloge govora nastavnika. Osvrt na stavove nastavnica i na način obrade diskursnih oznaka u udžbenicima engleskoga jezika upotpunjuju sliku iz koje se može zaključiti da je u hrvatskomu obrazovnomu kontekstu prijeko potrebno sustavno uključiti diskursne oznake u obrazovanje sadašnjih i budućih nastavnika kako bi znali na koji način i u kojoj mjeri svojim učenicima olakšati usvajanje ovih iznimno važnih oblika, što je važna pedagoška implikacija ovoga istraživanja. Budući da kod nas dosad nisu dokumentirana znanstvena istraživanja o uporabi diskursnih oznaka kod hrvatskih nastavnika engleskoga jezika, riječ je o sasvim novim uvidima u ovu temu. Spoznaje proizašle iz ovoga istraživanja mogu pridonijeti razvoju saznanja o govoru nastavnika stranih jezika i postupcima koje nastavnici rabe u nastavi kako bi učenicima olakšali usvajanje jezika. Rezultati istraživanja doprinijet će općenitomu razvoju metodologije poučavanja engleskomu jeziku i oblikovanju smjernica u stručnomu usavršavanju nastavnika u području diskursne kompetencije

Despite the growing interest in artificial intelligence (AI)‐assisted language learning, limited research has explored its impact on learners' emotional experiences, technostress and psychological well‐being in English as a Foreign Language (EFL) contexts. This study aimed to address this gap by investigating how AI‐assisted language instruction, with and without teacher support, influences these critical dimensions among EFL learners in Malaysia. To achieve this, a convergent parallel mixed‐methods design was employed, involving 98 Malaysian female EFL learners who were divided into three groups: two experimental groups (EGs) and one control group (CG). The first EG received AI‐assisted instruction with teacher support, while the second EG engaged in AI‐assisted instruction without teacher support. The CG followed traditional teaching methods. All participants were pre‐tested on measures of positive emotions, technostress and psychological well‐being before undergoing their respective instructional treatments. Post‐tests were administered after the intervention, and semi‐structured interviews were conducted with a subset of participants from the two EGs to gather qualitative insights into their experiences. The findings revealed that learners in the AI with teacher support group demonstrated significantly higher levels of positive emotions, lower technostress and enhanced psychological well‐being compared to both the AI without teacher support group and the CG. Qualitative analysis further highlighted three key themes for the AI with teacher support group: teacher‐mediated emotional security and positive affect; teacher buffering of AI‐induced technostress; and teacher–AI synergy enhancing psychological well‐being. In contrast, the AI without teacher support group emphasised autonomy‐driven motivation, technological resilience and a pronounced craving for guidance. The findings highlight the importance of integrating teacher support with AI tools to foster a more balanced and effective learning environment.

The capacity to make effective argumentation in English writing is considered as a crucial ability in the field of second language writing. Currently, Chinese teachers of English as a foreign language (EFL) adopt the product approach to teach argumentative writing, in which they stress the mode of learners’ written production and show little concern with cognition. For students’ sustainable development in argumentation skills, teachers are encouraged to employ a genre-based approach to cultivate students’ knowledge about different elements in argumentation. However, few empirical studies have investigated the efficacy of such classroom-based instruction on learners’ comprehensive development in EFL writing, including their knowledge about writing and performance in producing argumentation. This is particularly the case with reference to Chinese students learning to write argumentative texts in EFL. To fill the research gap, this quasi-experimental study was conducted with 74 EFL sophomores, who were randomly allocated to either an experimental group or a comparison group. The experimental group received a genre-based writing approach, while the comparison group experienced their conventional writing instruction. Students’ changes were analysed using pre- and post-writing test measures, open-ended questionnaires, and stimulated recall interviews. Our findings revealed more changes in the experimental groups’ knowledge about argumentation following the genre-based writing treatment than the comparison group. Specifically, the experimental group’s progress was obvious in the way they displayed their knowledge of the structure of discourse moves and of language features specific to the argumentative genre. They began to express their knowledge of the content, process, intended purposes, and audience awareness towards producing more genre appropriate texts in argumentation. They also showed enhanced self-reflection on their knowledge of argumentation. In addition, the genre-based approach had a positive effect on the experimental group’s argumentative writing development, as evidenced in their use of discourse move structures and their overall writing quality improvement. The conventional writing approach was not as effective in helping students to write an argumentation. Writing proficiency effects were observed in terms of the extent to which the students were developed. Pedagogical implications and limitations are also discussed.

Developing speaking skills in English as a Foreign Language (EFL) is a persistent challenge in many classrooms due to traditional instruction methods that often lack real-world engagement and student-centered learning. Recent approaches such as Project-Based Learning (PBL) offer promising alternatives by encouraging communicative, collaborative, and contextualized language use. This study investigates the effectiveness of PBL in improving the speaking skills of EFL students, focusing on fluency, pronunciation, accuracy, and interaction. It also explores student perceptions and the pedagogical implications of integrating PBL into language instruction. Employing a quasi-experimental design with a pre-test and post-test control group, the study was conducted on two intact classes of Indonesian senior high school students. The experimental group underwent a four-week PBL intervention, while the control group received traditional instruction. Data were collected through speaking assessments, classroom observations, and student interviews, and analyzed using t-tests and thematic analysis. Findings revealed a significant improvement in the experimental group’s speaking performance, with a mean gain of 15.5 points and a large effect size (Cohen’s d = 0.85). Qualitative data indicated enhanced confidence, engagement, and motivation among students involved in PBL tasks. The integration of digital tools further supported learning and speaking practice. PBL is an effective strategy to improve EFL learners’ speaking proficiency by fostering meaningful communication, collaborative problem-solving, and learner autonomy. This approach holds promise for broader implementation in diverse EFL contexts.

The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) teaching has transformed how learners practice speaking, offering interactive, adaptive, and anxiety free environments. However, while AI tools have shown significant benefits in higher education, their use in vocational high schools where communication skills must align with industry specific needs remains underexplored. Most prior studies focus on university contexts, overlooking vocational learners who require workplace-oriented communication training. This study examines the impact of Talkpal.AI, an AI-based conversational platform, on vocational high school students’ English-speaking proficiency, focusing on fluency, accuracy, and communicative confidence. Using a mixed-methods design, seventy students were divided into experimental and control groups. The experimental group practiced with Talkpal.AI for six weeks, while the control group followed traditional instruction from teacher with same time. Quantitative result indicated a significant improvement in the experimental group’s speaking performance (p &lt; .001, Cohen’s d = 1.45), particularly in fluency and pronunciation, confirming Talkpal.AI’s effectiveness in enhancing oral proficiency. Qualitative findings indicated that Talkpal.AI fostered confidence and reduced anxiety, yet students required extensive scaffolding to use the AI effectively for self-directed learning. Initial difficulties included interpreting feedback, sustaining motivation, and managing technical barriers. The study concludes that AI-assisted speaking practice enhances communicative competence when integrated with structured teacher guidance and reflective learning strategies, reinforcing AI’s potential as a pedagogical partner in vocational EFL context.

This qualitative study explores the experiences and perceptions of English as a Second Language (ESL) instructors in higher education institutions in Pakistan regarding the use of Artificial Intelligence (AI)-powered tools in language instruction. Aiming to address the research gap in the literature on AI integration in ESL instruction in Pakistan, this study examines the current integration of AI, identifies potential applications to enhance instructor performance and student learning outcomes, and explores the challenges and limitations associated with AI integration. Through semi-structured interviews with 15 ESL instructors, analyzed using thematic analysis, the study reveals that ESL instructors are increasingly interested in leveraging AI-powered tools to support language instruction, but face significant challenges in integrating them into their teaching practices. The findings highlight key benefits of AI integration, including enhanced student engagement, improved feedback, and increased efficiency in grading and assessment, as well as significant challenges, such as limited access to AI-powered tools, inadequate training and support, and concerns about the reliability and validity of AI-generated feedback

This study sought to investigate the impact of using Cambly, a computer-mediated communication tool, on the speaking proficiency of English as a foreign language (EFL) learners. Further, it aimed to explore the participants&amp;rsquo; perceptions of using Cambly. The study employed an experimental design featuring a mixed-methods approach to data collection that involved pre- and post-testing of the participants&amp;rsquo; speaking proficiency as well as semi-structured face-to-face interviews. The study sample consisted of 28 EFL university students who were divided into the control and experimental groups. The participants in the experimental group used Cambly to conduct audio calls with native speakers of English over a period of 4 weeks. The quantitative analysis of the participants&amp;rsquo; speaking proficiency tests revealed no significant differences between the experimental and control groups&amp;rsquo; post-test scores. Moreover, no significant differences were found between the experimental group&amp;rsquo;s pre- and post-test scores. The qualitative analysis of the participants&amp;rsquo; interviews revealed that the use of Cambly had a positive influence on their speaking proficiency, motivation, anxiety level, speaking opportunities, autonomy, social relationships, and cultural awareness.

This research examined the impact of mobile devices and Jordanian audio resources on the listening abilities of English as a foreign language (EFL) learners. The research included 100 EFL students from Jadara University in Jordan, with 50 students in the experimental group and 50 students in the control group. Quantitative research and ANOVA testing were used to analyze the data. Both groups were pre- and post-tested on listening comprehension, vocabulary, and proficiency. ANOVA was used to compare the mean scores between the experimental and control groups. The ANOVA test determined the impact of mobile devices and Jordanian audio on participants’ listening abilities. The test compared the mean scores of the experimental and control groups to determine whether the intervention significantly improved listening skills. The ANOVA test showed that mobile devices and Jordanian audio resources improved the listening abilities of EFL learners. The experimental group had a superior understanding of vocabulary and listening skills compared to the control group. These studies show that mobile devices and realistic audio content improve EFL listening training. ANOVA showed that this training strategy improved listening skills. This research contributes to the literature on EFL pedagogy literature and assists EFL teachers and curriculum designers in enhancing their listening skills. Future studies may examine other factors that could impact the effectiveness of mobile devices and audio resources in EFL listening training, including intervention duration and learner proficiency. This research shows that these materials can enhance the listening experiences of EFL student.

The study explores the transformative impact of artificial intelligence (AI) tools on enhancing digital competency and professional development among English as a Foreign Language (EFL) teachers. Grounded in multidimensional AI Literacy Framework encompassing: Understanding, Applying, Evaluating, and AI Ethics, this research critically examines the affordances and limitations of AI-driven platforms, including Microsoft Educator Center, Google Classroom, and Edmodo, in supporting EFL instructional strategies. Employing a mixed-methods approach with a rigorous pretest-posttest random assignment experimental design, the study engaged 184 EFL teachers concurrently enrolled in postgraduate studies. Quantitative data measured gains in digital competency and professional development engagement, while qualitative insights captured teacher perceptions of the findings. Results demonstrated substantial improvements in participants employing AI-enhanced pedagogical strategies. AI tools were found to fosters adaptive learning environments and personalized feedback mechanisms, though challenges emerged such as teacher resistance, inconsistent digital literacy, and infrastructure constraints. The research addresses important gaps in current EFL pedagogical practices by providing robust empirical evidence and actionable insights into AI integration in EFL education. It advocates for professional development programs to equip educators with the requisite skills for effective AI implementation. Furthermore, the study underscores the importance of contextual factors, such as institutional support and equitable access in effective AI adoption. Concluding with strategic recommendations for future research and policy, the study emphasizes the necessity for ongoing support, longitudinal evaluation of AI interventions, and ethical considerations in AI deployment to ensure equitable access and sustainable educational progress.

The integration of Artificial Intelligence (AI) in language learning has transformed academic writing, particularly in English as a Foreign Language (EFL) contexts. AI-powered writing tools such as QuillBot offer real-time feedback, automated paraphrasing, and grammatical enhancements, potentially improving students’ writing proficiency. However, limited research explores the specific impact of QuillBot on argumentative essay writing in EFL classrooms. This study aims to examine the effectiveness of QuillBot in enhancing the writing skills of third-semester EFL students at Universitas Darma Persada, Indonesia. Using a quasi-experimental design, 60 students were divided into an experimental group (QuillBot-assisted learning) and a control group (traditional instruction). Pre-test and post-test essay scores were analyzed using SPSS 27.0 to assess improvements in structure, coherence, and grammar. The findings revealed that students using QuillBot showed significantly higher improvements in writing proficiency compared to those in the control group. The experimental group demonstrated enhanced argumentation, coherence, and grammatical accuracy, indicating that AI-assisted tools can be effective in fostering writing development. The study concludes that QuillBot is a valuable supplementary tool for EFL writing instruction, providing instant feedback and reducing students’ dependency on traditional teacher-led corrections. Educators are encouraged to integrate AI writing assistants into teaching methodologies to optimize learning outcomes. Future research should explore the long-term effects of AI-assisted writing on different writing genres and across diverse educational contexts.

The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) education marks a significant transformation in pedagogical practices, particularly in higher education. In many European countries, such as Germany, Estonia, Finland, and Ukraine, this transformation is accelerating as education systems increasingly adopt AI technologies that replicate human cognitive processes like problem-solving and decision-making. They provide unprecedented opportunities for personalizing language learning based on individual student needs. This study explores current trends, pedagogical models, and empirical findings related to the implementation of AI in EFL classrooms, with particular attention to its impact on the development of language skills, learner autonomy, and affective factors such as motivation and engagement. Within the European context, these issues are especially relevant due to the widespread status of English as a foreign language and the strategic emphasis on digital innovation in national education systems. Drawing on both international and Ukrainian research, the study examines the application of widely used AI tools, such as chatbots, writing assistants, translation platforms, and intelligent tutoring systems, in language teaching. Empirical evidence, including findings from European-based studies, indicates significant improvements in students’ receptive (reading, listening) and productive (speaking, writing) language skills, lexical acquisition, and intercultural competence. Furthermore, AI enhances the affective dimension of learning by boosting motivation, promoting engagement, and alleviating foreign language anxiety through personalized, adaptive feedback and autonomous learning pathways. Despite these benefits, the integration of AI into EFL education is characterized by some challenges, including students’ over-reliance on technology, insufficient digital literacy among users, ethical concerns regarding data privacy, and a lack of comprehensive pedagogical frameworks. The study emphasizes the need for pre-service teacher training programs that effectively incorporate AI competencies. Overall, the study results indicate a positive impact of integrating AI into the teaching of English as a foreign language in European counties (including Ukraine), demonstrating how technological innovations can complement traditional pedagogical approaches to support accessible, effective, and learner-centered foreign language education in the digital era.

The effect of artificial intelligence tools on EFL learners' engagement, enjoyment, and motivation

This research aims to explore the integration of Artificial Intelligence (AI) in English as a Foreign Language (EFL) teaching within Indonesian Islamic Senior High Schools. Employing a Systematic Literature Review (SLR) methodology, the study synthesizes existing research to identify effective AI applications, challenges faced by educators and students, and the broader implications for educational reform. The findings reveal that AI can significantly enhance EFL instruction through personalized learning experiences, intelligent tutoring systems, and language learning applications, which improve student engagement and language proficiency. However, challenges such as inadequate teacher training, resource limitations, and ethical concerns regarding data privacy must be addressed to ensure successful implementation. The implications of this study highlight the need for a balanced approach that combines AI integration with human interaction in teaching practices. Additionally, it underscores the importance of professional development for educators and equitable access to technology for all students. This research contributes to the growing body of literature on AI in education and provides actionable insights for policymakers and educators seeking to enhance English language teaching in Indonesia's Islamic Senior High Schools. Keywords: Artificial intelligence, EFL teaching, Indonesia, Islamic senior high schools Penelitian ini bertujuan untuk mengeksplorasi integrasi Kecerdasan Buatan (AI) dalam pengajaran Bahasa Inggris sebagai Bahasa Asing (EFL) di Sekolah Menengah Atas Islam di Indonesia. Dengan menggunakan metodologi Tinjauan Literatur Sistematis (SLR), penelitian ini mensintesis penelitian yang sudah ada untuk mengidentifikasi aplikasi AI yang efektif, tantangan yang dihadapi oleh para pendidik dan siswa, dan implikasi yang lebih luas untuk reformasi pendidikan. Temuan tersebut mengungkapkan bahwa AI dapat secara signifikan meningkatkan pengajaran EFL melalui pengalaman belajar yang dipersonalisasi, sistem bimbingan belajar yang cerdas, dan aplikasi pembelajaran bahasa, yang meningkatkan keterlibatan siswa dan kemahiran bahasa. Namun, tantangan seperti pelatihan guru yang tidak memadai, keterbatasan sumber daya, dan masalah etika terkait privasi data harus diatasi untuk memastikan implementasi yang sukses. Implikasi dari penelitian ini menyoroti perlunya pendekatan yang seimbang yang menggabungkan integrasi AI dengan interaksi manusia dalam praktik pengajaran. Selain itu, penelitian ini juga menggarisbawahi pentingnya pengembangan profesionalisme bagi para pendidik dan akses yang adil terhadap teknologi untuk semua siswa. Penelitian ini berkontribusi pada literatur yang berkembang tentang AI dalam pendidikan dan memberikan wawasan yang dapat ditindaklanjuti bagi para pembuat kebijakan dan pendidik yang ingin meningkatkan pengajaran bahasa Inggris di Sekolah Menengah Atas Islam di Indonesia. Kata kunci: Kecerdasan buatan, pengajaran bahasa Inggris, Indonesia, sekolah menengah atas Islam