Adult English As A Foreign Language Research Articles

Older Adult EFL Learners’ Readiness for Autonomous Language Learning

Learner-centred education has emphasized the significance of learner autonomy in language learning over the past forty years. Currently, the literature on the topic implies that cultural and educational environments affect autonomous learning perception and practice, therefore students’ readiness must be examined before creating autonomous learning activities. Given the scarcity of studies, the purpose of this research is to shed light on the issue of whether older adult learners of English as a Foreign Language (EFL) are ready for learner autonomy. To achieve this goal, the present study collected responses from sixty-five EFL learners, aged between sixty and eighty-six. The data were obtained through a questionnaire consisting of five sections: background information, views on teacher and student responsibilities, decision-making skills, motivation, and autonomous activities both within and outside the classroom. Furthermore, eight voluntary EFL learners participated in the follow-up interviews. The analysis involved utilizing descriptive statistics from the questionnaire replies, as well as interpreting the interview data. The findings revealed that Turkish older adult EFL learners exhibited a limited degree of readiness for autonomous language learn- ing, despite their notable levels of enthusiasm and eagerness to improve their English proficiency.

Japanese EFL learners’ comprehension and perceptions of three different accents in listening assessment

AbstractUnderstanding a single English accent is becoming insufficient for English language learners because they are likely to encounter both first (L1) and second‐language (L2) speakers of English in various contexts. Hence, different English accents have been incorporated into the recordings used for L2 language assessments, specifically listening comprehension (LC) tests. However, the efficacy of tests using various English accents is not definitively established in the English as a foreign language (EFL) literature. Furthermore, there has been limited investigation specifically into how learners perceive the level of difficulty in comprehending various accents during listening assessments. Therefore, this study examined how the LC scores and comprehensibility ratings (ease of understanding) differed depending on accents. Seventy‐nine Japanese adult EFL learners took a multiple‐choice question‐type LC test featuring three different English accents (i.e., American, British, and Japanese) and then rated how difficult it was to understand each accent. The findings showed that, although the LC test scores did not differ significantly by accent, the participants perceived the British and Japanese accents as more difficult to understand than the American accent. The results imply that while sharing L1 with the speakers and familiarity with a certain accent may not affect speech comprehension, greater familiarity with a given accent can ease comprehension. The findings thus can shed light on the inclusion of a variety of accented speech in language tests and pedagogical instruction.

SOCIAL NETWORKING SYSTEMS IN ENHANCING METACOGNITIVE AWARENESS: POST-PANDEMIC INFORMAL LEARNING AMONG IRANIAN ADULT EFL LEARNERS

In the current context of enhanced distance learning and reliance on technology in education, there is a greater need to investigate the linguistic and cultural resources embedded in learners’ use of social networking systems (SNS) as legitimate pedagogical platforms - both in formal and informal settings. Within new and unique configurations of teaching and learning in the post-pandemic era, a more context-sensitive learning style is needed to ensure a sustainable platform of education for language learners, one that would be responsive to future challenges. This paper is a critical exploration of how Iranian EFL learners have used SNS tools to construct and develop their metacognitive awareness in response to the pressures of distant/online learning triggered by the pandemic, how it has facilitated new approaches that are more efficient than formal face-to-face classrooms, and how such learning constitutes a substantial investment into their future education. This qualitative case study involves an in-depth investigation of adult EFL (English as a foreign language) students from three English language centres in Tehran, Iran through semi-structured interviews to identify their perceptions of their metacognitive development in the last two years subsequent to the pandemic. Findings are likely to inform policymakers, school leaders, EFL teachers and students in terms of how to create a more optimised environment that will enhance both teaching and learning.

Instrumental analysis of loss of assimilation of English nasal stops in adult Saudi EFL learners' speech

Assimilation of consonant sounds within words and at word boundaries is a common phenomenon in English. However, EFL (English as a Foreign Language) learners may fail to observe the rule which makes their English sound sub-standard. This paper investigates whether adult Saudi EFL learners follow assimilation rules in English. Selected words and phrases spoken by a group of participants, where assimilated nasal sounds were used, were recorded using Praat software. Drawing spectrograms of the sound signals, time taken by participants to pronounce the assimilated sound segments was calculated. The time taken by native speakers of English to pronounce the same sound segments was also checked. The mean values of time taken by participants and native speakers to pronounce each assimilated sound segment were compared, with the assumption that if the participants took more time to pronounce the sound segments, they missed assimilation. The findings revealed that although in comparison to native speakers, Saudi EFL learners clocked slightly higher time duration, for most sounds the difference in time was not significant from the statistical point of view. The conclusion is that Saudi English learners are making efforts to be as close to native speakers as possible in using assimilated nasal sounds in English.

Using Rap Songs in EFL Classrooms

The use of rap songs in teaching English as a foreign language (EFL) to young adult learners through different approaches is noteworthy to investigate due to their popularity and rich authentic language. Although the use of rap songs is exemplified and used in ESL (English as a second language) contexts, teaching English through rap songs is a topic that has not been investigated thoroughly within the Turkish EFL context yet. This may be due to the fact that rap songs also contain negative use of language and themes that are not suitable for educational use. Therefore, as a defense for the educational value of rap songs for EFL teaching, this review study focuses on reasons for using rap songs in teaching EFL contexts based on the literature. Besides, to provide practical ideas for the effective use of rap songs in teaching English to adult EFL learners, the following issues are addressed: (1) Selection criteria for finding suitable rap songs for language teaching purposes, (2) Practical suggestions to design engaging rap song-based lessons for different proficiency levels, (3) Samples of extracurricular activities that can be applied in English language preparatory programs. Keywords: Rap songs, songs in ELT, teaching young adults.

An appraisal of recurring grammar errors in Saudi premedical EFL learners’ academic writing

The present research is a qualitative study investigating a potential relationship between explicit grammar instruction to adult EFL (English as a Foreign Language) learners and the development of their writing skill. Communicative Language Teaching (CLT) approach discourages explicit teaching of grammar at all levels as the theoretical premise in the approach is that learners are capable of imbibing grammar rules implicit in communication. However, adult EFL learners, taught English through CLT as an approach, are observed to make grammar errors in their writing, though they made progress in spoken English. In a qualitative study conducted with premedical students at a university in Saudi Arabia, the researchers find that explicit teaching of a few difficult-to-grasp grammar rules is required to improve learners’ writing skill since academic writing requires an advanced knowledge of grammar. A comparative analysis of learners’ writing samples and spoken English transcriptions showed that learners made numerous grammatical errors in their writings while the same group of learners made satisfactory progress in oral communication in English, despite making a few accent errors. The findings of the present research suggest that concerned EFL teachers need to make accommodations for grammar within communicative approach to explain certain grammar points explicitly, especially to adult learners, to take care of their writing skill, along with developing their communicative skills.

Topic interest increases L2 incidental vocabulary learning and effective dictionary look-up behaviour

Topic interest has been found to increase the amount of information retained and facilitate emotional engagement with a text. In English as a Foreign Language (EFL) settings, the construct has been related to reading comprehension, but little attention has been given to its effect on incidental vocabulary learning. The present study addresses the call for research assessing topic interest through EFL classroom reading tasks by evaluating the effect of topic interest on learners’ incidental vocabulary gains and their effective dictionary look-up behaviour. Thus, 96 adult EFL learners read two expository texts with either a high or a low level of topic interest with access to an online dictionary. Then, unannounced receptive vocabulary post-tests assessing learning and retention of 24 target words were administered. Findings revealed that participants significantly learned and retained more vocabulary when reading the interesting text, and that the percentage of learned and retained words that were looked up in the dictionary was significantly higher in that condition. The study highlights the relevance of motivational factors in explaining better cognitive performance and learning through texts, and the idea that topic interest from text is a valuable component that can be manipulated in language classroom settings to advance learning.

The Effect of Embedding Phonological Awareness Training on Adult EFL Learners’ Phonological Awareness Skill

<p style="text-align:justify">Phonological awareness relates closely to listening and speaking skills. It also has an important role in learning to read in an alphabetic writing system. In the context of learning a new language, it is essential to figure out an appropriate strategy in accelerating the phonological awareness skill. The present study aims at investigating the effect of embedding phonological awareness training in adult English as a foreign language (EFL) learners’ phonological awareness skill. It involved 63 EFL students who were divided into two groups: Experimental and control. The data were taken by using a phonological awareness test and analyzed by using independent samples t-test. The overall comparison showed that the experimental group who received an embedded phonological awareness training for 4.5 hours (45 minutes of six meetings) surpassed the control group who joined a regular vocabulary class without phonological awareness training (p = .017). Thus, phonological awareness training effectively accelerates adult EFL learners’ phonological awareness skills.</p>

“What a beautiful world. But is it the world we live in?”

Abstract The present two-phased study set out to identify simplified and non-simplified sources of input popular among learners of English as a foreign language (EFL) and to compare and contrast the manifestations of impoliteness strategies and responses to them in such resources. First, a rather comprehensive survey conducted among 250 adult EFL learners revealed that English TV series and movies of comedy and crime genres were the most popular non-simplified sources of input, while the popular simplified sources were American English File and Interchange ELT textbooks. Then, the results of our in-depth qualitative-quantitative, comparative, macro- and micro-analysis (adopting a variety of stringent incivility frameworks) indicated there were noticeable quantitative and/or qualitative differences in (re-)presenting face-threatening acts between the two sources. Generally, while EFL learners are not judiciously familiarized with various impoliteness strategies and their responses in the textbooks, they are almost bombarded with them through their favourite media. Underlining the inherent instructional and motivational impact of both language input sources and the possible detrimental bearing of underrepresentation and/or overrepresentation of impoliteness for the learners’ pragmatic competence, the study concludes with a discussion of our findings’ implications for stake-holders including language learners and education specialists.

Exploring an AI-based writing Assistant's impact on English language learners

The increasing use of English as a Lingua Franca (ELF) worldwide has brought attention to tools that can assist English as a Foreign Language (EFL) learners in their journey to fluency. Much research has shown that EFL learners often do not have sufficient latitude to output at a satisfactory level when writing in a second language. In addition, cognitive (working memory) resources are spent on low-level writing tasks (word production, translation) at the expense of time being allocated to higher-level writing tasks such as organization and revision. The researcher's laboratory developed an AI-based web application called “AI KAKU” to assist EFL learners in reducing the cognitive barriers they face when producing written text in English. While there has been much research and discussion on Automated Writing Evaluation (AWE) technologies or older technologies such as spell check and grammar check, few studies have attempted to use AI-based tools as learning instruments outside assessments. This study recruited adult EFL participants in a counter-balanced experiment to evaluate the potential impact of AI KAKU on student writing. Preliminary results indicate that this is a potentially useful tool for English language learners who need more structured assistance than traditional word processors.

The application of eye movement desensitization and reprocessing treatment (EMDR) on adults with foreign language anxiety

Abstract The present study aimed to apply Eye Movement Desensitization and Reprocessing (EMDR) treatment to foreign language (FL) anxiety, a complex and multidimensional phenomenon that has been found to exert profound effects on many aspects of FL learning and performance. EMDR originally emerged as a treatment for post-traumatic stress disorder (PTSD), and a great number of studies demonstrated empirically its potential for treating and coping with various psychological disorders. The present study used the Single-Case Design (SCD). EMDR was given to two volunteer adult EFL (English as a Foreign Language) learners experiencing severe FL anxiety. The effect of the treatment on FL anxiety was tracked and measured by using two separate scales of FL anxiety and obtaining self-reports of distress from the subjects. The long-term effects of EMDR were checked through two separate follow-up assessments. The results clearly demonstrated that EMDR was effective in reducing FL anxiety and increasing subjects’ positive cognition.

Perseverance of Effort and Consistency of Interest: A Longitudinal Perspective.

The present research, enlightened by the dynamic approach to language learning, aimed to trace the co-development of English as a foreign language (EFL) learners’ perseverance of effort (PE) and consistency of interest (CI), the two subdomains of grit, over a course time. To this aim, a factor of curves model (FCM) was employed to trace the covariance of the subdomains of L2 grit longitudinally over time; to explore how changes in PE and CI are affected by their initial states; and to what extent the variations in PE and CI are explained by the underlying global factor of L2 grit. For data collection, the L2 grit scale was used with 1,384 adult EFL learners in four measurement occasions. The data were analyzed in Mplus with FCM in three steps. The results showed that firstly, in analyzing the direction of change in PE and CI, a higher mean was estimated in the growth (the slope) than the intercept. Evidence was also found for inter-individual variation. Secondly, the covariance between the intercept and slope of each subdomain was explored and for both the results revealed a negative covariance of the slope and intercept. Thirdly, the covariance of the intercepts and the slopes of the two subdomains was positive and significant. Fourthly, the variance of the intercept and slope of each subdomain proved to be explained to a large extent by the underlying global factor of L2 grit. These findings were discussed in the light of the potential variables associated with L2 grit and its related literature.

Foreign language anxiety and translanguaging as an emotional safe space: Migrant English as a foreign language learners in Australia

Foreign language anxiety (FLA) is a negative emotional reaction that many migrant English as a foreign language (EFL) learners encounter when learning or using English in a host society. Using Linguistic Ethnography (LE), we investigate how four migrant adult EFL learners in Australia (1) experience the negative emotional reactions of FLA such as “forgetfulness”, “feelings of isolation”, and “self-avoidance”, as well as strong emotional outbursts such as crying and weeping; and (2) how the use of translanguaging may correspondingly work as emotional safe spaces to mitigate these negative reactions of FLA. The implications of this study show the importance of safe educational and emotional spaces for migrant background EFL learners, where such spaces can allow EFL learners to authentically share their lived experiences, problems, and emotional expressions through translanguaging, which can assist in the alleviation of the negative emotional reactions of FLA.

Digital Literacy in the Post-Truth Era: Employing Fact-Checking Applications in Adult EFL Reading Classes

The term ‘digital literacy’ encompasses many skills, which include the ability to evaluate information received through digital technologies, such as internet platforms, social media and mobile devices. Due to the fast spreading of hoax news through digital platforms in this post-truth era, it is urgently needed for this particular skill to be taught in educational settings, and English as a foreign language (EFL) classes are no exception. This study focused on exploring adult EFL students’ experiences in using two fact-checking applications (web-based apps) to help identify fake news in reading comprehension classes, and examining their efficacies from the students’ points of view. Employing a descriptive statistics approach, the researchers collected the data using an online survey administered to 130 students of a Science and Technology study programme at a university in Medan, Indonesia. The results indicated that in general students had positive attitudes toward the use of two fact-checking web-based apps. Specifically, they reported that the apps were very helpful in raising their awareness of digital literacy and fact-checking prior to reading and sharing digitally spread news. A closer look at the data reveals students’ preferences toward one of the two web-based apps. This study recommends the integration of anti-hoax education not only in EFL classes, but also in any other classes to prevent the threats of fake news, particularly to young generations.
 Keywords: Digital literacy, fact-checking apps, fake news, hoax, post-truth era

Foreign language enjoyment: a longitudinal confirmatory factor analysis–curve of factors model

ABSTRACT In an attempt to measure the dynamic features of foreign language enjoyment (FLE), we adopted a longitudinal confirmatory factor analysis-curve of factors model (LCFA-CFM) approach to substantiate the validity of the original FLE scale (Dewaele and MacIntyre [(2014. “The Two Faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom.” Studies in Second Language Learning and Teaching 4 (2): 237-274]) longitudinally and trace changes in this construct at different points of time in an English as a foreign language (EFL) course. This approach ensures measurement invariance over time and deals with second order latent variables. The data were collected from 437 adult EFL learners in four time phases using FLES and were analyzed by Mplus with LCFA-CFM. The model fit was accepted and the invariance of the latent factor was confirmed over time. The negative covariance between slope and intercept (second order latent variables) suggested that learners with lower initial FLE experienced a faster increase in FLE over time, as the mean of slope was larger than that of the intercept, which can be influenced by learner's motivation, changing attitude to L2 learning and the supportive role of the teacher. The key strength of this research lies in the longitudinal confirmatory factor analysis performed to capture the temporal growth of FLE and how it evolved through the L2 course.

Evaluating Writing Process Features in an Adult EFL Writing Assessment Context: A Keystroke Logging Study

ABSTRACT Keystroke logs provide a comprehensive record of observable writing processes. Previous studies examining the keystroke logs of young L1 English writers performing experimental writing tasks have identified writing processes features predictive of the quality of responses. Contrarily, large-scale studies on the dynamic and temporal nature of L2 writing process are scarce, especially in an assessment setting. This study utilized the keystroke logs of adult English as a foreign language (EFL) learners responding to assessment tasks to examine the usefulness of the process features in this new context. We evaluated the features in terms of stability, explored factor structures for their correlations, and constructed models to predict response quality. The results showed that most of the process features were stable and that their correlations could be efficiently represented with a five-factor structure. Moreover, we observed improved response quality prediction over a baseline by up to 48%. These findings have implications for the evaluation and understanding of writing process features and for the substantive understanding of writing processes under assessment conditions.

The Impact of Critical Literacy Instruction on Adult EFL Learners’ Reading Comprehension

This study aimed at unveiling the impact of genre-based critical literacy instruction on adult English as a Foreign Language (EFL) learners’ reading comprehension. Twenty-three preparatory year students enrolled at a state university in the western part of Turkey volunteered to participate in this quasi-experimental study. The reading section of the Testing of English as a Foreign Language (TOEFL) was administered as the pretests and posttests. Following the pretests, a four-week genre-based reading instruction curriculum was implemented in both groups. In the experimental group, text critiquing activities were incorporated into instruction in addition to code breaking, text participating, and text using activities. In the control group, on the other hand, only code breaking, text participating, and text using activities were involved in the teaching process. At the end of the instruction process, the posttest was administered. The Related-Samples Wilcoxon Signed Rank Test and the Mann-Whitney U Test were used to analyze the data. The results of the study did not show a significant difference in the pretest and posttest scores of the experimental and control groups, which was not in line with the studies that have been previously conducted. This study implies that an extended intervention period is required to reach more definite results. Further research with a larger sampling is needed to examine the efficacy of critical literacy instruction.

The Impact of L1 Translation on Adult EFL Learners’ Depth of Vocabulary Knowledge

One of the foremost critical challenges that learners may face while learning a foreign language is developing a reliable lexicon and mastering words. Inadequate vocabulary knowledge may put serious barriers within the process of learning a second / foreign language (L2). Thus, students must equip themselves with different strategies to overcome these difficulties. One amongst these strategies that has been heeded by many experts is the use of the first language (L1) translation in learning the vocabulary of L2. However, the effect of this strategy on English as a foreign language (EFL) learners’ vocabulary depth remained under explored. Therefore, the primary purpose of this study is to examine the effect of L1 translation on the depth of vocabulary of EFL learners. To attain this goal, a total of 86 Tunisian students, at the fourth year of Secondary Education level, participated in this project. They were randomly selected and divided into a control group and an experimental group. Two Depth of Vocabulary Knowledge tests were assigned to test the research hypotheses. Data was analyzed using two independent-samples t-tests. The findings of the study showed that the participants within the experimental group, who learnt vocabulary through L1 translation strategies, outperformed their counterparts within the control group, who learnt vocabulary through strategies employing only the target language, in relation to their vocabulary depth.

Operationalizing L2 motivational self system: Improving EFL learners’ motivation through a vision enhancement program

L2 motivational self system (L2MSS) has offered novel pathways for motivating language learners by introducing the concepts of possible selves, vision and imagery. The aim of the study was to examine the effectiveness of a vision-based motivational intervention program in improving motivational attributes of Iranian learners of English as a foreign language (EFL). A total of 51 male and female adult Iranian EFL learners formed the experimental and control groups. The experimental groups received the treatment during an academic semester. The intervention consisted of six steps and included various tasks and activities to improve the students’ vision and imagination. A Likert scale self-report questionnaire was administered before and after the intervention. Marginal qualitative data was also collected for a more in-depth analysis of the results. The results of ANCOVAs alongside the qualitative analysis demonstrated that the vision-based intervention was greatly effective in enhancing second language (L2) learners’ vision and motivation. The participants’ ideal L2 self, attitude toward L2 learning, imagery capacity and intended effort improved, while their ought-to L2 self remained unchanged. The outcomes suggest that it is possible to conduct vision-based interventions that contribute to improving L2 learners’ future self-guides and motivation. Finally, the relevant pedagogical implications are discussed.

Uptake in incidental focus-on-form episodes concerning formulaic language in advanced adult EFL classes

An extensive number of studies have examined the effectiveness of incidental focus on form (FonF) measured through uptake in primarily communicative activities and established an association between learners’ uptake of linguistic features and their subsequent second language development. In this strand of research, the analysis of linguistic forms has been constrained to grammar, vocabulary, pronunciation, and spelling. However, as self-contained units of meaning, formulaic sequences (FSs), comprising collocations, lexical bundles, idioms, compounds, etc., have not yet been the object of FonF research. Inspired by the fact that a substantial proportion of natural discourse consists of FSs, the present study investigated the degree to which incidental focus-on-form episodes (FFEs) with formulaic vis-à-vis other linguistic foci occur, and the extent to which they result in (successful) uptake in English as a foreign language (EFL) classes. The data consisted of 36 hours of audio-recorded communicative classroom interactions from three advanced EFL classes. The findings revealed that, though not as frequently as other linguistic elements, learners and teachers regularly draw their attention to FSs. FFEs with formulaic focus, in general, and collocations, in particular, led to more uptake than those with other linguistic foci. Finally, among types of incidental FonF, the highest rate of (successful) uptake was observed in student-initiated FFEs with formulaic focus.