How do L2 writing subskills interact hierarchically? Insights from diagnostic classification models

Promoting the potential value of blogs in English Language Teaching (ELT) for English as a Foreign Language (EFL) students is the focus of this present study. It’s aimed to explain in a quantitative way the perceptions from English as a Foreign Language (EFL) students in using blogs in Riau main island context. The students from PBIG FKIP Universitas Lancang Kuning in Riau mainland, Indonesia was selected based on the increasing trends of the blog used as alternative media to learn English during these two years. The analysis of this present study based its data from online questionnaire as the main instrument to collect the data. The online questionnaire was open from August 2016-February 2017 (6 months) and filled up by 161 students from English Department of FKIP Unilak who enroll in 6 different blog-based classes at PBIG FKIP Unilak. The analysis showing that the majority of the students had a positive perception that blog can be used as powerful tools to promote English language skills especially reading and writing. The data also reveals that using the blog as a learning journal can raise students’ motivation in learning English and publishing article. These positive results somehow showing that blog can be promoted as an alternative media of learning English for English as Foreign Language Students at PBIG FKIP Unilak or in other institutions around the globe that teach English as a Foreign language.

In the field of English language instruction, speaking assessment is of utmost importance because it is one of the abilities that students are expected to acquire. Some students, on the other hand, have feelings of both motivation and anxiety during their speaking examination. As a result, the purpose of this study is to investigate the influence that motivation and anxiety have on the speaking assessments of English as a Foreign Language students. From 57 (fifty-seven) English as a Foreign Language (EFL) students in their second semester, data was collected through the use of quantitative methodologies by means of questionnaires that measured levels of motivation and anxiety. Despite the fact that students are generally very driven to study and speak English, the findings suggest that they experience varied degrees of anxiety, particularly when it comes to speaking exams. Based on the findings of regression analysis, motivation has a favorable influence on speech assessment scores, whereas anxiety has a negative influence on these scores. The outcomes of this study highlight the significance of effectively controlling anxiety and improving motivation in order to improve the academic performance and speaking ability of English as a Foreign Language (EFL) students. Therefore, future research still needs to explore how various motivational types, such as intrinsic or extrinsic, affect EFL students' speaking ability and how these types interact with anxiety.

Online peer feedback training based on self-regulated learning in english as a foreign language writing: Perceived usefulness and students’ engagement

Recent studies have shown that Iraqi English as a foreign language (EFL) students face many challenges when composing in an academic context, where they produce a wide range of errors in spelling, punctuation and grammar, and they have trouble writing coherent texts and managing their writing tasks (Alshujairi, 2017; Ahmed & Mohammed, 2015). One of the main reasons why Iraqi EFL students lack proficiency in their academic writing is that they do not receive the necessary feedback to improve their writing. The idea of feedback as a crucial aspect for improving teaching writing instruction and improving academic writing acquisition has not been given much attention in EFL Iraqi literature. This issue is quite problematic because mainstream EFL writing instructors need to equip themselves with effective instructional techniques and strategies to improve EFL student writers’ skills. Thus, this article reports on the review of studies on feedback for ESL Iraqi undergraduate students. This review sheds light on the relationship between providing feedback, improving academic writing skills and offering guidelines for writing instructors to help EFL Iraqi undergraduate students improve their academic writing. Furthermore, this review hopes to urge administrators in higher education to provide feedback courses to enhance writing instructors’ feedback knowledge. Finally, this literature review hopes to explore gaps in the Iraqi EFL literature context, which should be adequately addressed in future research studies.

English is 'the medium of instruction' for most universities when learners go to pursue their degrees (Phothongsunan, 2006) and, in addition, the English language has played a crucial role in communications between countries for sharing information, technology and education (Khamkhien, 2012). The trend of English language teaching today is in the terms of ESL (English as a Second Language) or EFL (English as a Foreign Language) settings (Warford & Reeves, 2003). NSTs are being hired worldwide in great numbers because of their command of the native language (Sahin, 2005; Mckay, 2003). The reason for employing NSTs is because institutions demand a high level of fluency in language competence from such teachers (Sahin, 2005). The purpose of this interpretive phenomenological analysis research (IPA) was to explore the phenomenon of 'Native Speaking Teachers' (NSTs) teaching English to 'English as a Second Language' students (ESLs). This qualitative study aimed to gain insight into the experiences of NSTs teaching English to ESLs at language institutions in Thailand. Specifically, it focused upon NSTs experiences, motivation and cultural adaptations needed to teach English in Thailand. The research questions in this study are 1) What are the experiences of native speaker teachers (NSTs) when teaching English to second language students (ESLs) in Thailand? 2) What are the motivations for native speaking teachers (NSTs) to teach English to second language students (ESLs) in Thailand? And 3) How does the Thai culture of second language students (ESLs) impact upon the pedagogy used by native speaking teachers (NST), as perceived by NSTs themselves?

IntroductionThis study delves into the influence of perceived teacher caring on the wellbeing of Chinese English as a Foreign Language (EFL) students, with a specific focus on the potential mediating effect of grit. With a sample size of 748 EFL students hailing from diverse Chinese universities, we aimed to shed light on the connections between perceived teacher caring, student wellbeing, and the mediating factor of grit.MethodsTo address our research questions, we collected data through self-report questionnaires that gauged perceived teacher caring, student wellbeing, and levels of grit. By utilizing structural equation modeling, we were able to rigorously assess both the direct and indirect impacts of teacher caring on student wellbeing.ResultsOur analysis uncovered a noteworthy and positive correlation between perceived teacher caring and student wellbeing. Furthermore, our findings indicated that grit plays a significant mediating role in this relationship. This suggests that students who exhibit higher levels of grit are more inclined to experience heightened levels of wellbeing.DiscussionThe outcomes of this study underscore the significance of nurturing positive teacher-student relationships within the EFL context. The identification of grit as a mediator emphasizes its role in fostering enhanced student wellbeing. These findings collectively emphasize the intertwined nature of teacher caring, grit, and student wellbeing. Educators should consider these insights for their teaching practices, while researchers can use this study as a foundation for further investigations in this domain.

In today's digital landscape, students' lives are profoundly shaped by constant interaction with digital materials. In response, educators persistently seek innovative approaches to enhance educational practices. This research centers on unraveling the perceptions of English as a Foreign Language (EFL) students utilizing Kahoot! for language acquisition. A questionnaire was conducted to investigate students' perceptions regarding Kahoot! implementation in EFL classes, the role of Kahoot use in enhancing student motivation, and the effectiveness of using Kahoot in the language classroom. The study engaged 120 university-level EFL students, of whom 72 volunteers responded to the questionnaire. This survey was conducted among students who utilized Kahoot! throughout the semester, as the game-based tool was seamlessly integrated into the language learning curriculum in the North Cyprus context at the higher education level. Quantitative data was collected through an online questionnaire and evaluated using a four-point Likert scale. The findings illuminated students' positive perceptions of Kahoot!, underscoring its capacity to amplify motivation and engagement. The research proposes that dynamic tools like Kahoot! hold the potential to fashion an interactive, motivational, and effective milieu for language acquisition. These implications echo across curriculum development, technology fusion, and decision-making for educators and education administrators alike. By attaching the advantages of game-based learning platforms such as Kahoot!, educators can cultivate a more captivating and productive language learning atmosphere.

Reflective journaling defined as a development-oriented assessment in which contributes students to reach potential capabilities through analyzing their learning process. The students engaged in reflection of their learning process through reflective journal writing. The present study focused to investigate the effect of reflective journaling on writing skills of English as A Foreign Language (EFL) students. Two classes of twelfth grade students in a state Islamic school were involved in the study. The participants were assigned to two groups (experimental and control) and involved in writing test. Experimental group was provided by reflective journal template adapted from Gibb’s Reflective Cycle. The analysis was significant with p value was 0.024 in which less than critical value 0.05. The results indicated that students who used reflective journal significantly different compared to those do not use it.

Introduction: In the current digital age, it is crucial for education to evolve to meet the changing demands of students. English language education is one such field that has been impacted by the growing expectation among students that their teachers use technology to facilitate learning. The objective of the present study was to assess the expectations of English as a Foreign Language (EFL) students regarding the proficiency of their English teachers in using technology for instructional purposes, using the Technological, Pedagogical, and Content Knowledge (TPACK) framework. Methodology: This study utilized a quantitative approach, and data was collected through a 22-item e-questionnaire aimed at measuring the students’ expectations on their English teachers’ TPACK competence. The sample consisted of 363 EFL students from two different universities in the Mekong Delta of Vietnam. Results: The results showed that pedagogical knowledge was the most expected component by students, while technological knowledge was the least expected. To put it differently, the students desired their English teachers to excel in structuring lessons, managing the classroom, evaluating and assessing their progress, and being able to provide various learning experiences that catered to the unique requirements and preferences of individual learners. However, the students were not particularly concerned about their teachers’ proficiency in using various digital tools, hardware, software, and technological resources. Conclusion: The findings of this study highlighted the importance of improving English teachers’ TPACK competence through TPACK-centered professional development programs. This study provides practical strategies for the same and opens up avenues for future research in this field.

This study aimed to examine the relationships between English as a foreign language (EFL) students’ language mindsets (i.e. entity and incremental beliefs about general language intelligence, second language aptitude, and age sensitivity in language learning) and graded performance by considering the mediating roles of their perceived instrumentality as well as four aspects of engagement (i.e. agentic engagement, behavioral engagement, emotional engagement, and cognitive engagement) within English classes. A total of 526 EFL students voluntarily participated in the present study. A latent factor correlation analysis, a series of multiple regression analyses, and a structural equation modeling analysis were conducted to analyse the data. The results showed that EFL students’ language mindsets, four aspects of engagement, perceived instrumentality, and graded performance were significantly and selectively related to each other. The results also demonstrated that the relationship between incremental beliefs about second language aptitude and graded performance was fully mediated by perceived instrumentality, that the relationship between incremental beliefs about general language intelligence and graded performance was fully mediated by agentic engagement, and that the relationship between perceived instrumentality and graded performance was partially mediated by agentic engagement. Theoretical and practical implications for EFL learning, teaching, and educational policymaking processes are also discussed in the study.

Purpose: This study aims to examine the impact of technology integration in English as a Foreign Language (EFL) classes on learners' motivation and performance. It also seeks to provide training for EFL teachers to effectively incorporate technology into their instructional practices.
 Methodology: The research utilizes experimental and descriptive-analytical methods, involving 75 participants, including EFL students and teachers from secondary schools in Al-Hasaheisa Locality, Gezira State, Sudan. Data collection involves questionnaires and pre-post-tests administered to both teachers and students. The collected data is analyzed using the SPSS program.
 Findings: The study reveals that the use of technology in EFL classes facilitates English language teaching and learning. Despite the high internet costs in Sudan, EFL students actively engage in online collaboration activities. However, it is highlighted that nearly half of the EFL teachers lack sufficient training to effectively utilize the available computers and technological devices. The study emphasizes that EFL students display motivation to learn through computer usage, both inside and outside the classroom. Additionally, technology enables EFL learners to engage in computer-based assignments, practice problem-solving and critical thinking through e-activities, and improve their overall performance. Furthermore, utilizing technology allows teachers to provide a broader range of materials and information.
 Unique Contributions to Theory, Policy and Practice: The study recommends the integration of information and communication technology (ICT) in the EFL teaching and learning process. It emphasizes the need for comprehensive training programs to enhance EFL teachers' proficiency in effectively employing technology in their instructional practices.

Burnout has been a major concern in the educational settings and it is worth exploring it among English as a Foreign Language (EFL) students and finding its relationship with other factors, such as emotional intelligence (EI), which may help reduce burnout sources. In this light, this study was designed to a) explore Iranian EFL students’ burnout and EI profiles; b) investigate the relationship between EFL students’ burnout and their EI; and c) examine the extent to which EFL students’ EI competencies could predict their burnout. To these ends, 100 male and female Iranian EFL university students, selected through convenience sampling from two universities (Shahrekord University and Shahid Chamran University of Ahvaz), participated in the study and responded to the Maslach Burnout Inventory-Student Survey (MBI-SS) and the Bar-On’s Emotional Quotient Inventory (EQ-i). To triangulate the data, a semi-structured interview was conducted with 20 EFL students. Data analysis showed that EFL students had a low level of burnout and were emotionally intelligent at the intrapersonal level. Also, the data from semi-structured interview provided further insight into the quantitative results and explained some personal and organizational factors in relation to EFL students’ burnout. Moreover, bivariate correlation and multiple regression analysis revealed a negative relationship between EI and two dimensions of burnout (emotional exhaustion and cynicism) and a positive relationship between professional efficacy and EI. Furthermore, intrapersonal, general mood, and adaptability components of EI were found to be better predictors of burnout. The findings have implications for language educators in reducing students' burnout.

This study explores English as a Foreign Language (EFL) students’ engagement, reading habits, and language development in extensive reading (ER) and intensive reading (IR) classrooms at an Indonesian Islamic university. Using a mixed-methods approach, quantitative data were collected from 143 students via a structured questionnaire, while qualitative insights were obtained through semi-structured interviews. The findings indicate that ER fosters higher engagement (M = 4.03, SD = 0.40) and stronger reading habits (M = 4.31, SD = 0.65) compared to IR, which, despite its benefits in comprehension (M = 3.87, SD = 0.35), showed lower engagement levels (M = 3.31, SD = 0.99). Students reported that ER’s flexibility and autonomy increased their motivation, while IR’s structured approach supported deep textual analysis but often felt cognitively demanding. These findings suggest that integrating ER’s engaging, student-centred approach with IR’s analytical rigour could enhance reading instruction in EFL settings. The study contributes to existing literature by highlighting the need for a blended reading strategy that balances fluency development and comprehension skills. Pedagogically, it underscores the importance of interactive and student-driven activities in IR to sustain motivation. Future research should explore digital tools and adaptive strategies to optimise reading engagement and skill acquisition in diverse educational contexts.

Verb tenses in English has been challenging for the students even they have already been studying English for many years. The tense system in students’ first language may be very different from English that it takes some more time for the English as a Foreign Language (EFL) students to master it. This research, therefore, is carried out to analyze the errors that are commited by the students in learning simple present tense. This study presents qualitative research conducted through analysis of students’ answer sheet about changing the sentences into negative and interrogative in the form of present tense. Nineteen English Department students at the first year were taken as the subject of this research. The data are checked one by one by applying error analysis (EA) to identify errors. From this investigation, it is found that there are 288 errors done by the students. These errors are subsequently analyzed and classified based on surface strategy taxonomy: omission, addition, misinformation, and misordering. The number of errors for each category is 68 (23,61%), 23 (7,99%), 143 (49,65%), and 54 (18,75%) respectively. It can be seen that the most frequent error emerged on the students’ works is misinformation, more than half of the total errors (49,65%), while the least common error committed is addition, not reaching a tenth of all (7,99%). This finding provides an illustration of students’ weakness in learning simple present tense which can be beneficial either for students or for the lecturer in the future. It is suggested that the students be more focused on parts they are weak in when learning grammar to reach a better understanding. The lecturer also can provide a more appropriate teaching material or method highlighting the more demanding part by his or her students.

This study examined the interrelationships between e‐learning, academic self‐efficacy (ASE), academic motivation (AM) and academic performance (AP) among English language learners as foreign language (EFL) students in 2024. Despite the growing use of e‐learning in educational settings, there is a limited understanding of its relationships with these variables, particularly in EFL (English as a Foreign Language) contexts. Data were collected from 462 undergraduate and master's students at Hunan University using self‐report measures and analysed with SPSS 25.0 and AMOS 24.0. The significance of investigating EFL learners lies in the unique challenges they face in language acquisition, making them a critical group for studying the effects of e‐learning. The study utilised several statistical tests, including the Kolmogorov–Smirnov test for normality, Cronbach's Alpha for reliability, Pearson correlation coefficient for examining relationships between variables, and structural equation modelling (SEM) for testing the conceptual model. The results indicated a significant positive relationship between e‐learning and AP, demonstrating that active engagement in e‐learning is associated with higher levels of AP in EFL students. Additionally, ASE and AM were identified as mediators, suggesting that higher levels of ASE and AM contribute to higher AP in this population. These findings emphasise the importance of considering the relationship between e‐learning, ASE, AM and AP in language instruction and curriculum design. The implications of the study suggest integrating e‐learning platforms and tools in language instruction to enhance AP outcomes. Future research should consider longitudinal studies and explore the role of additional factors such as student engagement and teacher support in e‐learning contexts. Furthermore, language teachers should foster students' ASE and AM through a positive and supportive learning environment, engaging experiences and activities that promote these factors. By integrating these elements, language teachers can help EFL students develop the necessary skills and motivation for successful language learning.