Flipped learning and its challenges: understanding students' struggles in Indonesian EFL contexts from teachers' viewpoint

Having recourse to learners' mother tongue in foreign language (FL) classes has been a controversial topic in the field of teaching English as a foreign language for a long time. There has been a great deal of claims and counterclaims that revolve around the pedagogical appropriateness of teacher usage of learners’ mother tongue in foreign language teaching. Recently, the findings of English as a foreign language (EFL) research cast doubt on the rationales of proponents of exclusive use of FL in EFL setting; and researchers come up with the reality that a rational use of first language (L1) is not only inevitable but also profitable in classrooms where teachers and learners share the same L1. Dearth of knowledge on the pedagogical reality of this issue in Iraqi EFL contexts is worth exploring. This study aimed at highlighting English language teachers’ attitudes towards using the learners' mother tongue (Arabic) in the EFL classrooms, seeking their viewpoints on the purposes for which Arabic could be used in English classes, and exploring their reasons for using it. For this end, the study was conducted on 50 EFL teachers teaching at public primary schools in Baghdad, using a questionnaire survey developed to fulfill the aim of the study. Findings of the obtained data demonstrate that teachers’ overall attitudes towards occasional use of Arabic in EFL classrooms were positive; and they reported using Arabic for both teaching and classroom management purposes. Analysis of the data also indicates that all of the participants were inclined to switch to Arabic in their EFL classrooms for a number of reasons necessary to create a more comprehensible, motivational, relaxing, friendly, and supportive classroom environment for young learners and to save time and effort in overcrowded classes.

Anxiety is a significant issue in English as a Foreign Language (EFL) classrooms, impacting learners' performance and overall language acquisition. This theoretical review examines recent research findings and effective techniques for reducing anxiety in EFL settings. Drawing on qualitative methodologies and empirical studies from the past five years, the review highlights various factors contributing to anxiety, including low self-esteem, fear of mistakes, and pressure from peers and teachers. The Foreign Language Classroom Anxiety Scale (FLCAS) emerges as a valuable tool for measuring anxiety, focusing on exam anxiety, communication anxiety, and fear of poor grades. The review identifies several strategies to alleviate anxiety, such as creating a supportive environment, delaying error correction, providing ample speaking practice opportunities, and incorporating relaxation techniques. Additionally, interventions like game-based learning, music instruction, and cooperative learning activities demonstrate promise in reducing anxiety and enhancing motivation among EFL learners. The review underscores the pivotal role of teachers in mitigating anxiety by offering effective feedback, facilitating speaking practice, and fostering a welcoming classroom environment conducive to language acquisition. Ultimately, the review emphasizes the importance of understanding and addressing anxiety to promote successful language learning outcomes in EFL classrooms.

This article examines an effort to support critical literacy in an English as a foreign language (EFL) setting by analyzing one college EFL reading classroom in which students read and responded to articles fromThe New Yorker.Data include transcribed audiotapes of classroom interaction and interviews with students, classroom materials, and response papers to the focal news article. Using these data, the research identifies (a) how critical literacy was employed in the EFL classroom, (b) students' critical engagement with the text through interaction and writing, and (c) benefits and challenges of employing critical literacy in an EFL setting. Results show that when taught to be critical readers of the text, these EFL participants were able to actively use linguistic resources from the article as well as their own cultural and personal experience to support their ideas and raise questions. Contrary to previous notions that language learners tend to be passive readers of information, the students in the current study actively voiced their opinions through discussion and response papers. The study suggests that newspaper and magazine articles can be important pedagogical tools for promoting critical thinking in the EFL reading classroom. Several challenges and limitations are discussed.

Communication anxiety significantly hinders learning outcomes in English as a Foreign Language (EFL) classrooms. This research explores the correlation between interpersonal intelligence and communication anxiety among high school students, assessing how variations in interpersonal skills influence anxiety levels during EFL interactions. Employing a quantitative approach, the study engaged 32 eleventh-grade students from class 11 MIPA 3 at SMA Mekar Arum, selected through random sampling. Data were collected using designed questionnaires to evaluate interpersonal intelligence and communication anxiety and analyzed with Pearson Product Moment Correlation via SPSS 22.0. The results indicated a significant negative correlation between interpersonal intelligence and communication anxiety (r= -0.494, p < 0.05), demonstrating that students with higher interpersonal intelligence experience lower communication anxiety. Notably, 65.6% of the students demonstrated medium levels of interpersonal intelligence, while 34.4% had high levels. In terms of communication anxiety, 56.3% of students experienced moderate levels, and 43.8% experienced high levels. Conclusively, this study underscores the importance of fostering interpersonal intelligence as a strategic approach to alleviate communication anxiety in EFL settings. It recommends that EFL instructors integrate group-based and interactive activities that enhance interpersonal relations among students to improve their educational experience and outcomes.

A substantial body of research has been conducted on increasing EFL students’ motivation in EFL classes. Different pedagogical techniques have been defined, and humour is undoubtedly one of them. For English as a Foreign Language (EFL) classroom, various methods have been found effective, and humour is also one of the effective techniques to help the learning process in EFL classrooms. This paper is an extraction from the Ph.D. dissertation of the author, entitled “‘Investigating the Use of Humour in Teaching Kurdish EFL University Students in Sulaimani City’, in which it was attempted to investigate the role of humour on EFL students in Sulaimani City universities. The current article is based on the hypothesis that humour is a highly effective technique that motivates students and helps them in learning in EFL classrooms. The role of humour in EFL classrooms with Kurdish backgrounds needs more investigation. The current paper emphasizes the role of humour on motivation from the perspectives of EFL first-year students from Sulaimani Polytechnic University (SPU). A quantitative method was employed in which 100 students were given a 30-item questionnaire to explore their perspectives on the use of humour. The study finds that a considerably high number of the students were in favour of humour to be used by their teachers during their classes as they find it very helpful and motivational, which helps them in the language learning process.

Several models of collaboration have been brought forward to improve the performance by team teachers (e.g., Maroney, 1995; Robinson & Schaible, 1995). Yet, very few studies have addressed collaborative models for teaching English as a foreign language (EFL) by native English-speaking teachers (NESTs) and non-native English-speaking teachers (NNESTs). This study, instead of providing a prescriptive model, aims to illustrate the element s that need to be taken into account when a plausible model of collaborative teaching of EFL by NESTs and NNESTs is developed. Based on literature review and empirical data gathered through interviews with six teachers (i.e., two NESTs. two Taiwanese teachers of English and two Taiwanese homeroom teachers) and extensive classroom observations (which covered sixty classes in total), this study proposes a collaborative model consisting of four element s: lesson planning, collaborative teaching, monitoring and collaborative reflection. The study also shows that components integral to optimal collaborative teaching by NESTs and NNESTs include Respect, Equality, Flexibility, Language (for communication and discussion), Empathy, Collaborative Culture, Time and Knowledge (i.e., R.E.F.L.E.C.T. Knowledge). The component of Knowledge (i.e., teacher knowledge) refers to language proficiency, collaborative teaching methods and skills, knowledge about teaching materials and understanding of students' learning. These constituents collectively improve the delivery and quality of collaborative teaching in EFL classrooms. Moreover, the researcher provides suggestions on training of collaborative teaching by NESTs and NNESTs in EFL settings.

This article illustrates the importance of modifying teaching methods to assimilate different learning styles in English as a Foreign Language (EFL) classrooms. By investigating real literature and conducting a survey among EFL teachers, this research reveals actual techniques that accommodate various learners. The findings offers that differentiated instruction, multimedia resources, and learner-centered activities increase language acquisition and engrossment. The study determines with recommends for integrating these methods in EFL settings.

IntroductionTeaching English as a foreign language (EFL) to Deaf and hard-of-hearing (DHH) students is regarded as a major challenge.The aim of the study is to examine the perspectives of DHH students regarding their experiences in the EFL classroom.MethodsUtilizing a qualitative design, semi-structured interviews were conducted with 17 former DHH students who learned English at German schools for the DHH.ResultsThe findings reveal various language combinations within the EFL classroom, which entirely depend on the teacher. Several critical aspects of the EFL classes were highlighted, including the insufficient foreign sign language competences of teachers, the juxtaposition of German Sign Language (DGS) signs and spoken English, and the lack of Deaf cultural content and awareness in the teaching. Additionally, the absence of interactive engagement in the EFL classroom was noted as a significant issue. Based on the DHH students’ EFL learning experiences, both English and American Sign Language (ASL) served as foreign languages for young DHH individuals, particularly in the context of international communication and social media engagement.DiscussionThis study underscores the importance of integrating ASL into EFL classrooms to better support DHH students’ language learning needs. The findings highlight the critical role of teacher training in ASL and the necessity for standardized approaches to EFL instruction. By aligning teaching practices with students’ lived experiences and incorporating sign language, educators can foster more inclusive, effective learning environments that not only enhance academic success but also affirm students’ identities and rights.

One of the purposes of learning English as a foreign language (EFL) is to be able to communicate. The Students must have communicative competence that does not only consist of linguistic competencies, but also socio-cultural ones. This paper aims to analyse the cultural themes of politeness strategies in EFL Classroom. The research in this paper focused on directive and expressive speech acts in EFL classroom. The participants of this study are three lecturers and the students of three English classes. The data are gathered by video audio by recording the lecturers’ utterances and students’ compliances to the lecturer, in order to find the politeness strategies and the cultural values in EFL classroom. The results show that; 1) There are seven kinds of cultural values of politeness strategies in EFL classroom, such as glorifying God, agreement, apologising, questioning, delivering praise, delivering thank you, and praying for others, 2) The lecturers and students dominantly use agreement and questioning in EFL Classroom. Thereby, this issue is relevant to EFL classes focusing on the improvement of both lecturers and students’ language and cultural skill. The analytical tool refers to the theories of Brown and Levinson’s positive and negative politeness, and the ethnography of communication method. The findings of this study will probably give insights into the pragmatic and conversational rules of EFL. The last part of this paper aims at summarizing that the implications that this paper are relevant to the strategies of teaching English as a Foreign Language.

The integration of translanguaging in foreign language learning has gained increasing attention as an effective strategy for developing bilingual and multilingual communicative competence. In Azerbaijani as a Foreign Language (AFL) and English as a Foreign Language (EFL) classrooms, students often struggle to maintain engagement and independently enhance their proficiency. This study examines how artificial intelligence, specifically ChatGPT, and game-based learning can be self-study tools to support language acquisition through translanguaging.This research investigates the effectiveness of AI-driven interactive dialogue and gamified learning in promoting translanguaging practices by analyzing student experiences in AFL and EFL settings at Odlar Yurdu University and Baku Business University over the 2024-2025 period. The study explores how these tools facilitate cross-linguistic connections, foster autonomous learning, and enhance students' confidence in language use.The findings will provide insights into the pedagogical benefits of AI and gamification in language education and offer practical recommendations for integrating these tools into AFL and EFL classrooms to strengthen bilingual communicative competence.

The current study explored graduate student end-of-term satisfaction with group learning, compared with traditional instructor-led instruction in EFL (English as a foreign language) classroom. Participants were 74 graduate students, including 33 males and 41 females from a normal university in southern China. The study was carried out with two classes by different teaching methodologies respectively, one was group-based (n/35) with nine groups, and the other was instructor-led class (n/39). Students were assigned randomly to the two types of classes ahead of the formal lessons and taught by the same instructor during the period of an academic term. At the end of the term, a questionnaire survey was administered to all the students of the two classes to measure their satisfaction with English class learning. The results showed students with group-based instruction were more satisfied than those who took the course under the instructor-led format. Also, no significant differences existed between groups with respect to satisfaction. The results of the analysis were discussed and directions for further study were suggested. The significance of the present study lies in the fact that it was able to explore the difference in student satisfaction between group-learning and instructor-led settings in EFL class, and both instructor(s) and students should shift their focus “from what is being taught to what is being learned” in EFL classroom.

The use of the first language (L1) in the English as a foreign language (EFL) classroom is becoming an on-going debate. A newly growing view to the use of L1 in the foreign language (FL) classroom called translanguaging views that by utilizing the L1 along with the TL in FL classroom is considered as functional practice of languages rather than an impediment in FL learning. Accordingly it is necessary to find out the functions of teachers’ practice of translanguaging in the EFL classroom since this view has not been much researched yet. Related to this, the current study was intended to find out the functions of the EFL teachers’ translanguaging and to find out the teachers’ reasons for the use of translanguaging. This study followed qualitative descriptive interactive research design, and the subjects consisted of three English teachers at the 7th grade classes at two junior high schools in Singaraja. The data were collected through observations and interviews and were analyzed descriptive qualitatively. The results of this study showed that there were 3 functions of translanguaging. The most frequent function was related to knowledge construction, followed by classroom management, and interpersonal relations. There were 9 reasons for the teachers’ use of translanguaging, namely: to facilitate students’ understanding, to provide L1 and TL comparison, to elicit students’ responses, to attract students’ attention, tomanage students, to promote discipline, to develop deeper personal relationship, to create secure classroom atmosphere, and to make the class more interesting. In sum, the use of translanguaging plays a number of functions in the EFL classroom but it should be considered also the ‘optimal’ use of it in EFL learning process because the overuse of L1 might bring negative impact.

This study investigates the effect of ten teaching English as a foreign language (TEFL) oriented features of mobile phones in the English language classroom on the achievement of foundation-year students in King Abdulaziz University (KAU) in General English. The study also explores students’ attitudes towards this new method of teaching. The study uses an experimental design where the control group is taught through the strategies used in ELI, whereas the experimental group is taught through the same strategies used in the control group in addition to mobile phones. The independent variable is using ten features of mobile phones in the EFL classroom and the dependent variable is the foundation-year students’ achievement in general English. Forty male students of the foundation year at level two are assigned for the control group as well as the experimental one. The tools of the study are: A pre-test to ensure the equivalency of the two groups before conducting the experiment, a post test to see if there are any statistically significant differences in students’ achievement in general English that are attributed to mobile phones, and a questionnaire to see students’ attitudes towards using mobile phones in the English as a foreign language (EFL) classroom. The results of the t-test showed differences in the mean scores in favor of the experimental group, but these differences were not statistically significant at ? = 0.5. The analysis of the questionnaire showed positive attitudes toward using mobile phones in the classroom. The study concludes with recommendations about training students and teachers on the academic use of mobile phones and reinforcing the attitudes of students toward using them in the EFL classroom.

Communicative competence has become a primary objective in second and foreign language education. A crucial component of achieving this competence is learners’ Willingness to Communicate (WTC) in the target language. This study aims to explore the perceptions of students regarding the factors that influence their WTC in English as a Foreign Language (EFL) classrooms. The main objective is to identify and analyze internal and external elements that contribute to students' decisions to engage in classroom communication using English. This research employed a qualitative case study design to gain deep insights into the subject matter. Two secondary school students were purposefully selected as participants based on contrasting backgrounds in English language exposure. One participant had extensive experience and exposure to English since early childhood, while the other had limited exposure and began learning English more recently. This purposeful sampling allowed the researcher to gather diverse and detailed perspectives. Data were collected through semi-structured interviews to elicit rich, open-ended responses. The interviews were then transcribed and analyzed using thematic analysis to identify recurring patterns and themes related to WTC. The analysis revealed several key factors influencing students’ WTC, including affective elements (such as confidence and anxiety), the classroom environment, linguistic competence, the nature of classroom tasks, and the teacher’s role and encouragement. The findings suggest that WTC in EFL settings is shaped by a combination of personal, social, and instructional dynamics. Students are more inclined to communicate when they feel emotionally secure, supported by their peers and teachers, and when the learning environment promotes engagement. The study concludes that fostering a positive emotional and instructional environment is essential for increasing WTC. The research highlights the importance of teacher sensitivity to student needs and recommends further studies involving more participants to enhance generalizability and explore additional influencing factors.

L1 use inside EFL classrooms has been a topic of continuous discussion for a considerable period of time, with no prevailing opinion about its impact and extent within L2 (second language) learning environments, particularly within Chinese language institutions. The primary objective is to address the current gap in research and acquire a thorough comprehension of the true effects of L1 use in an EFL classroom. This was achieved through the observation of a specific teaching scenario and conducting an interview with the instructor. Data were classified using Tasçi and Aksu’s nine functions of L1 use. The results suggest that the most often observed functions of L1 in the context of education include imparting instruction, translating new terms, and attracting attention. Additionally, it was found that L1 is most frequently used during the vocabulary section and in the middle of each instructional session. Furthermore, the interviewed teacher expressed the belief that L1 usage in the classroom has positive effects, since it serves many functions and should be tailored differently depending on the students' levels of skill. This study implies that the inclusion and promotion of L2 in the EFL setting is advantageous, as learners can considerably benefit from a language immersion environment. However, L1 can still be used when deemed essential. Furthermore, during instructional sessions, educators have the opportunity to engage in reflective practices to assess the alignment between their pedagogical strategies and their intended instructional objectives.