Predicting factors impacting EFL students’ writing competence: Examining the moderating effects of personal characteristics

This study focuses on lexical diversity and the use of academic and lower frequency words in essays written by EFL (English as a Foreign Language) students enrolled in Years 1 and 2 at the undergraduate university level. The purpose of this study is to find out the extent to which EFL students become more proficient in their use of academic and lower frequency words and make more diverse choices in their writing after one year of undergraduate university education in English. The study also compares essays written by EFL students and NS (native speaker) students to determine inter-language differences. Essays written by 62 EFL students and 198 NS students at Years 1 and 2 were analyzed for this study. The findings showed no statistically significant difference between the essays written by EFL students in Year 1 and those written in Year 2, either in terms of lexical diversity or in terms of the use of academic and lower frequency words. EFL students in both year levels had a preference for highly frequent words (words in the 1k frequency band). This is in contrast to the NS students, whose use of academic and some lower frequency words improved in Year 2. The findings also showed a statistically significant difference between the essays written by the EFL and the NS students in both year levels. The EFL students made less diverse lexical choices and used fewer words in various frequency bands than the NS students. Findings are discussed and recommendations are offered to EFL students and their educators on how to focus on these aspects of academic writing.

Purpose – This paper aims to outline research that explores the information literacy experiences of English as a foreign language (EFL) students. The question explored in this research was: how do EFL students experience information literacy? Design/methodology/approach – This study used phenomenography, a relational approach to explore the information literacy experiences of EFL students. Phenomenography studies the qualitatively different ways a phenomenon is experienced in the world around us. Findings – This research revealed that EFL students experienced information literacy in four qualitatively different ways. The four categories revealed through the data were: process, quality, language and knowledge. This research found that language impacted on EFL students’ experiences of information literacy and revealed that EFL students applied various techniques and strategies when they read, understood, organised and translated information. Research limitations/implications – This research was conducted in a specific cultural and educational context; therefore, the results might not reflect the experiences of EFL students in other cultural or educational contexts. Practical implications – The findings from this research offer an important contribution to information literacy practice by providing important insights about EFL students’ experiences and perceptions of information and learning that can be used to inform curriculum development in second language learning contexts. Originality/value – There is currently a lack of research using a relational approach to investigate EFL students’ experiences of information literacy. There is also limited research that explores the impact language has on information literary and learning in EFL or English as a second language (ESL) contexts.

Purpose As a type of mixed methods research, the exploratory sequential design is employed when the aim is to interrogate a topic before collecting any quantitative data. The Aspect of Iranian EFL (English as a Foreign Language) Students’ Identity Orientation Scale (AIESIOS) is used to assess EFL students’ social identity. Student social identity encompasses six orientations: personal, relational, social, collective, cultural and religious identity. This resulted in a measurement scale consisting of 55 items. Design/methodology/approach The factorial design was inspected through the administration of AIESIOS to 518 EFL students. In phase 1, involving five experts, the most frequent themes were extracted through conducting open-ended questions in semi-structured interviews. In phase 2, a pilot study was conducted prior to scale distribution. In phase 3, cognitive interviews with 10 students from the sample were held to illuminate the conceptions that have been written. In phase 4, the scale was distributed among 418 students. The factorial design and construct validity, and reliability of the scale, were assessed by performing EFA (Exploratory Factor Analysis) and CFA (Confirmatory Factor Analysis). Findings The findings from the quantitative analyses of EFA, CFA, and the relevant analyses showed that the newly validated scale enjoyed adequate psychometric properties. The results obtained from the interviews (in the qualitative stage) were coded to ensure intra-subject reliability agreement. Accordingly, 50 codes have been extracted to complete the quantitative analyses. The findings also highlighted the significance of examining the six sub-constructs of identity as single factors, as opposed to sufficing a sum score of the six sub-constructs. Both the intercorrelations among the sub-scales and the significant differences among the typology classification groups were detected in separated hypotheses. The operationalization proposed in the scale validation permits the method of measuring six orientations of identity to become conforming to the full theoretical framework of social identity. Research limitations/implications The instrument may facilitate and extend understanding of EFL students’ identity development and serve as a tool to support the process of developing a safe and robust identity in EFL students. Practical implications The AIEIOS might be a practical instrument for researchers and practitioners in the ELT field. It can assist researchers in gathering data and differentiating between EFL learners and discovering longitudinal patterns in the development of social identity among EFL learners. Moreover, future research could centralize its aim on interrogating the relation between social identity of EFL learners and social identity tensions (Amini and Weisi, 2023b; Jones and Abes, 2013; Mili and Towers, 2024). Whereas researchers have recommended these relations, it has not yet been examined pellucidly (Amini and Weisi, 2023a, b; Rezaei et al., 2014). Interrogating these relations may result in a more illuminative understanding of how the development of social identity might occur during the process of becoming EFL learners. Originality/value The AIEIOS is particularly designed for Iranian EFL learners. Learner identity, conceptualized from an identity theory perspective, includes six sub-constructs. The instrument, which is psychometrically valid, can be employed for research and pedagogical objectives, by researchers and practitioners. Utilizing the AIEIOS can be used for broadening the ancillary horizons of the development of EFL learners’ social identity and further can assist instructors and professors to bulwark and strengthen the social identity of their students.

In an international communication context, English becomes an International language , commonly known as English as an International Language (EIL). EIL sees various English accents equally because intelligibility, being able to deliver message clearly to listeners, is the main goal in a communication. Therefore, Indonesian EFL (English as a foreign language) students need to focus their English mastery on intelligibility over native-likeness accent when learning English. However, whether or not the students concentrate their English learning more on intelligibility is still unknown yet. To identify which aspects EFL students focus on, the research examined Indonesian EFL students’ attitudes toward their L1-accented English. The main aim is to enhance their awareness that intelligibility is the key component in an English communication. Also, English teachers hopefully discuss the intelligibility in their teaching. Thus, the targeted learning results, particularly related to speaking skills development, are more reachable so the students are more encouraged to develop their English. The study involved 46 students (14 males and 32 females) from University of Muhammadiyah Malang (UMM), East Java. The implemented instrument as a data collection is a questionnaire. The collected data were organized and then analyzed to find out EFL students’ attitudes perceiving their Indonesian-accented English. The researcher figured out that EFL students had less positive attitude towards their own English accent. That perception might be caused by their low linguistic awareness, excessive exposure to the Internet (YouTube, International news) made by native speakers of English. The result of data analysis will be elaborated to interweave the investigation outcomes with classroom context so the outcomes could be implemented in classroom instruction. Keywords: Accent, Intelligibility, EIL and attitude.

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.

Drawing on the argument that students’ different learning behaviors, including their perceptions of and engagement with feedback, could have roots in learners’ fundamental motivational characteristics, this study examines how different second language learning motivational variables may predict university EFL (English as a foreign language) students’ feedback experience and preference. Data were collected from EFL students from three universities in an Asian region (N = 409) through three self-report questionnaires. Results of structural equation modeling (SEM) revealed that different components of the second language learning motivational construct appear to display differential associations with EFL students’ feedback experience and preference. In particular, this study brought to light the crucial role of attitudes to classroom English learning and intended learning effort as essential mediating motivational variables in predicting how EFL students conceive of and act on feedback. The findings of this study also provide significant insights into a complex and dynamic view of how student preference for different types of feedback actually works in the feedback process. The authors conclude by arguing that EFL teachers need to shoulder the burden of making the EFL classroom a supportive environment that promotes a positive self-concept and self-confidence as the first step toward stimulating students’ active feedback use, and that conditions need to be created to allow for connection of students’ preference for learning process-oriented feedback to action to maximize the pivotal role that students play in the classroom and learning process.

This research has investigated how EFL (English as a Foreign Language) students use mobile applications to learn academic vocabulary in a self-directed and autonomous manner. Forty first-year students at Van Lang University taking part in the research process were divided into experimental (N=18) and control (N=22) groups. The experimental group utilized a mobile app throughout the semester, whereas those in the control group used traditional methods. Three final tests every semester were used to check the participants' newly gained vocabulary knowledge. The findings revealed that the students in both groups could enhance their vocabulary proficiency. Nevertheless, the experimental group achieved better results in all three final tests. Moreover, this group also saved significant time when using the phone to support vocabulary learning, while the control group gave unstable test results. The findings demonstrate the potential of mobile apps for independent academic vocabulary acquisition and provide impacts on EFL vocabulary learning.

Objectives The purpose of this research is to explore the role of a NEST (Native English Speaking Teacher) teacher identity development during teaching experience for EFL (English as a Foreign Language) students in the local university context in Korea according to four self-efficacy elements based on Bandura (1997)’s theory. Methods Data was gathered through semi-structured interviews, class observations and reflective journals for around two years which was between March 2021 to November 2023. Two student participants were Koreans, who are typical EFL students and the focal teacher was a native English speaker from America, who has taught EFL course for almost 18 years. Results The findings of the study highlighted the two aspects of the results. (1) the multidimensional teacher identity related to the four self-efficacy sources was shown through contextual environment, classroom the management of the class, and instructional strategies in the local university context in Korea. 2)The researchers found out the NEST employed practically pedagogical strategies in order to teach EFL undergraduate students in the given context. Conclusions The findings specifically revealed the following categories influenced the relation between the NEST and EFL students academic language learning: teacher’s language knowledge, intrinsic teaching methods based on teaching experience, teacher’s attitude towards EFL students related to his TSE. This study proposes pedagogical implications for NEST teachers who teach EFL students at the contexts of university in a foreign country.

<p style="text-align:justify">Coronavirus disease (COVID-19) Pandemic changed education conditions worldwide forcing all the parties involved to adapt to a new system. This study aimed to collect information related to the effects of teaching English online on English as a Foreign Language (EFL) students’ achievement. Data were collected from EFL teachers and students enrolled in three different Ecuadorian Universities (Technical University of Ambato, Higher Polytechnic School of Chimborazo, and University of Cuenca) from five different levels: A1, A2, B1, B1+, and B2. This preliminary paper reports the results of 480 students regarding four major sections: pedagogical practice and assessment, learning outcomes, affective factors and perceptions of students about the advantages and disadvantages of online learning during the pandemic COVID-19; considering the Hierarchy of online learning needs of Justin Shewell. An online survey questionnaire with 17 questions and a 5-point Likert scale was applied. The Cronbach's Alpha test presented 0.84 and 0.73 level of reliability. The Kolmogorov Smirnov’s statistic and, the Kendall's Tau_b tests, and the Levene's test for homogeneity of variances were performed with the SPSS statistical program. The results made evident that online learning affects academic achievement in EFL students during the COVID-19 pandemic, which was confirmed after analyzing four main areas: pedagogical practices and assessment, learning outcomes, affective factors and students’ perceptions about the advantages and disadvantages of online learning. The importance of online learning was highlighted since it has been understood as a tool to face the emergency produced by the COVID-19 pandemic.</p>

This small scale, quantitatively based, research study aimed at exploring one of the most debated areas in the field of Teaching English to Speakers of Other Languages (TESOL); and that is, the perceptions and attitudes of English as a Foreign Language (EFL) teachers as well as EFL learners at an English Language Institute (ELI) at a major university in the Western region of Saudi Arabia, King Abdulaziz University, towards second language writing assessment. The research study involved, randomly selected twenty-two EFL teachers and seventy-eight EFL students between the period of September 2016 and December 2016. Two, purposefully designed, twenty-item, Likert scale questionnaires were distributed amongst the teachers and students. One for the participating EFL teachers and one for the participating EFL students. Data analysis using descriptive statistical methods indicated several concerns which EFL teachers and students have with regards to the writing assessment in general and to the obstacles EFL teachers face when teaching and assessing writing. In addition, there was an indication of general resentments and strong feelings amongst the EFL students where the majority indicated that they are sometimes graded unfairly and writing assessment should take another, more holistic approach rather a narrow one. The study makes recommendations for future research.

The digital generation of EFL (English as a foreign language) students is ubiquitously surrounded by smartphone apps and social media for language learning. In these informal digital learning environments, EFL students’ purposeful adoption of self-regulation strategies has turned into a productive research area. This study aimed to investigate different types of EFL students’ mobile-assisted self-regulation, the salient features of apps promoting MASRLL (mobile-assisted self-regulated language learning), skill-specific MASRLL strategies informed by students’ lived semester-long experiences, and students’ practical recommendations for designing optimal MASRLL environments. To these ends, the researcher collected the data through semi-structured interviews, online discussions, classroom presentations and screencasts, weblog diaries, and reflection journals. The findings demonstrated that MASRLL is promoted by (1) mobile-assisted instructional design: ludic pedagogy, micro teaching, digital storytelling, peer coaching, personalized learning, and authentic multimodality, (2) mobile-assisted assessment: adaptive assessment, edutainment-rich assessment, scenario-based assessment, and e-portfolio assessment, (3) mobile-assisted task design: skill-specific mini-games, collaborative tasks, surprise challenges, and gamified tasks, and (4) mobile-assisted learning spaces: learner interaction, learner input, and learner community. The results further showed that the students mainly used cognitive and behavioral strategies to regulate learning language skills/components in a MALL environment. To optimize MASRLL, the participants recommended using in-app purchase features, assigning live team challenges, building in-app learning communities, developing a system of integrated apps, using learner-generated digital contents, designing needs-specific ESP (English for specific purposes) apps, and defining in-app learning analytics systems.

Storytelling have already integrated in learning speaking with many advantages, the researchers apply it among EFL (English as a Foreign Language) students in Kampung Inggris Transmigration to fostering students' speaking skills. Utilizing the Photovoice methodology and the SHOWeD method, the study systematically explores the use of storytelling in language learners' speaking abilities. Participants of this study were 5 tutors and 30 students from two EFL classes in Kampung Inggris Transmigrasi. The findings highlight the pivotal role of storytelling in creating a dynamic and engaging learning environment that encourages active participation and collaboration. This research contributes to the field of language education by emphasizing the significant influence of storytelling on developing effective speaking skills in EFL students, offering insights into innovative methodologies for language acquisition.Keywords: Speaking Skills, Storytelling, and EFL Students

Due to the fact that English as a foreign language (EFL) students’ academic self-concept is of high importance for their academic motivation, academic achievement, and L2 success, many investigations have been done to uncover the personal and interpersonal factors that may contribute to students’ academic self-concept. Yet, the emotional and psychological factors have rarely been studied. In addition, no empirical and review study has been carried out to probe into the impact of positive mood and future outlook on EFL students’ academic self-concept. Accordingly, the current review study seeks to illustrate the effects of positive mood and future outlook on EFL students’ academic self-concept. Building upon the principles of positive psychology (PP), the favorable effects of positive mood and future outlook on EFL students’ academic self-concept were thoroughly explained. The educational implications and suggestions for future research are also highlighted.

The purpose of this study is to investigate the possible causes and possible solutions of the massive underachievement in speaking skills among Kuwaiti EFL (English as a foreign language) students at the College of Basic Education (CBE). This study involved 331 male and female EFL students who are currently studying different bachelor degree programs at CBE. A questionnaire of 12 statements was used to collect their responses, and then the data was analyzed. After the analysis of the data, the findings indicated that the vast majority of students identified their speaking skills as weak or fair. Their answers revealed there are various factors that hinder in developing their weakness in speaking skills. The most obvious ones were lack of motivation, the lack of speaking skills emphasis in EFL syllabus design, and the absence of technology in ELT (English language teaching), including language laboratories and auditory aids. According to the recommendations of this study, this great challenge could be overcome by four central solutions. First, placing spoken English in the EFL syllabus. Second, including spoken English assessment in the coursework and providing a comfortable environment in class to motivate EFL students to use their target language and encourage them to improve it. Third, the study recommends that EFL teachers join special training courses in the Professional Development Center to learn the basic knowledge of how to use technology in ELT, including language labs. Finally, the researcher ends his recommendations by endorsing the administration of the College of Basic Education to provide modern language labs for the Language Center.

This study investigates the effects of technology integration on the motivation and engagement of Indonesian EFL (English as a Foreign Language) students. The research seeks to answer the following questions: (1) What is the impact of technology on student motivation in EFL classrooms? (2) How does technology affect student engagement in learning English as a foreign language? (3) What are the specific challenges associated with integrating technology in EFL settings? A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews. The survey data were collected from 150 EFL students across various Indonesian schools, while in-depth interviews were conducted with 15 teachers to gain deeper insights into the observed phenomena. The findings reveal that technology integration positively influences student motivation by making learning more interactive and enjoyable. Students reported higher levels of interest and participation when technological tools were used. However, engagement levels varied, with some students feeling overwhelmed by the rapid pace of technological advancements. The study also identified several challenges, including insufficient teacher training, limited access to reliable technology, and the digital divide between urban and rural areas. In conclusion, while technology has the potential to enhance motivation and engagement among EFL students, addressing the identified challenges is crucial for maximizing its benefits. Effective training for teachers, improved access to technological resources, and policies aimed at bridging the digital divide are recommended to support the successful integration of technology in EFL education.