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Saudi EFL Students’ Perception of the Quality of Teacher-Student Relationships and the Factors that Impact Their Self-Efficacy Beliefs

This study aimed to explore the perceptions of English as Foreign Language (EFL) students in the Preparatory Year Program (PYP) at a Saudi university about emotional quality of teacher-student relationships and the factors that impact their self-efficacy beliefs in EFL classrooms. To accomplish this, an explanatory sequential mixed methods approach was implemented. Starting with a quantitative approach a questionnaire was distributed to 340 EFL students followed by a qualitative approach in terms of 8 semi-structured interviews were conducted to explore the students’ perceptions. The quantitative data were analyzed statistically using SPSS and the transcribed interviews were coded manually after which a thematic analysis was used to extract the emerging themes. The results demonstrated that students have a positive relationship with their teachers in EFL classrooms and they view their English language teachers as reassuring, reliable, and trustworthy. Students also believe that their relationship with their teachers influences both their academic and personal growth. Finally, the outcomes of this study also showed that students believe that relationship with their significant others, teachers- peers- family members, and outcome expectancy impact their self-efficacy greatly in EFL classrooms. This research provides insight into the emotional quality of teacher-student relationships and students’ self-efficacy in EFL classes, and the findings provide insights that can inform teaching strategies, curriculum development, organizations, and learner support systems.

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Code-Switching in French and Francophone Studies Classrooms in a Ghanaian Public University: Exploring Perceptions and Motivations

Code-switching in language classrooms is a contentious topic of debate, with some experts advocating for the monolingual use of the target language as the medium of instruction, while others support a bilingual approach such as code-switching and translanguaging. This paper examines the motivations for code-switching and the perceptions of both lecturers and students on bilingual practices in French and Francophone Studies classrooms. The study adopted a mixed research design, gathering data through interviews, classroom observation and an online questionnaire using a Google Form interface. The questionnaires were distributed to students via their WhatsApp platforms. A total of 120 French students filled out the questionnaires and 5 lecturers were selected for the interview session. The findings revealed that lecturers employ code-switching to address the linguistic needs of both Anglophone and Francophone students in the classrooms. The reasons for code-switching included students’ limited language background, low proficiency in the French language, inadequate teaching materials, situational factors, and the relevance of other languages in French classrooms. Overall, the majority of the lecturers and students expressed a positive perspective towards code-switching use in the classroom stating that such code choices facilitate the understanding of concepts and contribute to interactive classroom experiences. There was, however, the caution against its pervasive use as it hinders the ability to learn and speak the French language.

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The Dual Colonial Heritage of Cameroon: A Roadblock to Viable National Education Reform

Educational reform on a national scale often presents complexities due to the myriad perspectives of the stakeholders involved. Particularly in multicultural and multilingual societies, the distinct frames of reference can significantly impede compromise. One challenge is the change agents’ occasional oversight of local nuances. In Cameroon, attempts at reform, especially at primary and secondary education levels, have been notably contentious since the country’s independence from France and Britain in 1960. The subsequent reunification of British Southern Cameroon and French Eastern Cameroon established an imperfect union, birthing two education and legal systems with distinct characteristics, difficult to harmonize. A comprehensive review of the literature indicates that resistance to educational reform is more deeply rooted in the dual colonial legacy than the vast diversity of ethnicities and languages. Notably, in 1960, Cameroon comprised over 279 ethnic groups and languages within a population of less than six million. In contemporary times, for a now-divided Cameroon, home to approximately twenty-four million residents, successful educational reform that addresses modern-day needs can only materialize if both decision-makers and citizens prioritize a Cameroonian identity over their Francophone or Anglophone affiliations. This shift is crucial given the prevailing sociopolitical challenges that not only complicate educational harmonization but also impede national integration and unity.

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