EFL University Students Research Articles

How Can ChatGPT Open Promising Avenues for L2 Development? A Phenomenological Study Involving EFL University Students in Iran

As technology becomes increasingly embedded in English as a foreign language (EFL) education, understanding the pedagogical potential of tools like ChatGPT is essential. This phenomenological study investigates how ChatGPT facilitates L2 development from the perspectives of senior EFL students. A purposive sample of 21 students (9 males, 12 females) engaged with ChatGPT over a 12-month period. Data were gathered through participant diaries and semi-structured interviews, analyzed via phenomenological methods to capture the essence of their experiences. The analysis uncovered four key categories: (e.g., expanded vocabulary, promoted grammar accuracy, and improved pronunciation), interactive language practice (e.g., real-time conversations and instant feedback), personalized learning experience (e.g., adaptive learning path, targeted skill improvement, and self-paced learning), and enriched learning environments (e.g., conversational AI companionship, gamification element, and continuous learning support). These findings evidence that ChatGPT can be considered as a valuable resource in EFL instruction because its personalized, interactive features can significantly support language acquisition and learner engagement.

The effects of self-efficacy, teacher support, and positive academic emotions on student engagement in online courses among EFL university students

The effects of self-efficacy, teacher support, and positive academic emotions on student engagement in online courses among EFL university students

Exploring the potential of social media platforms to foster cultural diversity and enhance intercultural comprehension among EFL university students

Exploring the potential of social media platforms to foster cultural diversity and enhance intercultural comprehension among EFL university students

The supportive nature of Classroom Codeswitching functions in a Mexican EFL higher education language center: Does Codeswitching remain inadequately misunderstood?

Classroom codeswitching continues to be a debatable topic in current education practice as some teachers believe that the alternate codes of two languages in the classroom can conflictive as others view it as positive. Currently, in multilingual societies of the 21st century, codeswitching (CS) is an everyday occurrence where both teachers and learners’ resort to their L1 in order to achieve a specific communicative purpose. From an interactional point of view, this case study deriving from my PhD work, examines how EFL university students are using CS functions for diverse classroom purposes such as equivalence, reiteration, and socializing in a predominantly “only in English” context. Specifically, observation sessions were carried out as these depictions demonstrated what was taking place in the classroom. Field notes are used to triangulate data; therefore, a more in-depth and solid analysis is brought forth as to how these resources are used. Consequently, classroom data was analyzed using an applied CA approach as it yields an explanation of the practices at hand that enable the participants of a conversation to negotiate meaning. Findings support Macaro´s (2014) argument that for CS discourse to be authenticated, it has to be accepted by both parties (teachers and students) in the classroom context. Meaning that CS is utilized for the purpose of learning as well as communication if and only if the participants in the discourse agree that the interaction involving CS is appropriate for the purpose it was intended. This classroom data evidences whether the L1 should be present is a matter, which needs reasoned discussion among policy makers and specifically educators to fully understand the supportive nature of CS in the language classroom. Key words: Code-switching, only in English, code- switching functions, Conversation Analysis Approach, English as a foreign language

Predicting EFL University Students' Acceptance of Mobile Assisted Language Learning through the UTAUT2 Model

This study used the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model to examine the factors influencing the acceptance of MALL by the Moroccan EFL students of Sidi Mohamed Ben Abdellah University. For this purpose, 150 undergraduate EFL students participated in the research. The survey questionnaire adapted from (UTAUT2) model showed the influence of the following factors on students' behavioral intention to use MALL: performance expectancy, effort expectancy, social impact, facilitating conditions, hedonic motivation, and habit. The findings highlighted the importance of perceived usefulness and ease of use, the need for institutional support, engaging learning experiences, and promoting MALL use as a habit. This study provides valuable insights for educators and policymakers seeking to optimize MALL adoption and improve language learning outcomes.

Gauging the effectiveness of a mobile application for learning English phrasal verbs

Abstract This study used a mixed-methods approach to evaluate the efficacy of mobile-assisted language learning (MALL) in teaching English phrasal verbs (PVs) in a 12-week study. The participants were 122 EFL college students divided equally into an experimental and a control group. The experimental group was assigned PV learning on an iOS-based application (henceforth referred to as “app”) for eight weeks; the control group learned the same PVs through paper-based material. Pre-tests, post-tests, and weekly class tests were conducted, and one-way ANOVAs were performed to evaluate the differences between the two groups using their pre-test and post-test scores, with repeated measures ANOVA used to analyse the learning gains in weekly tests. The results revealed that the experimental group significantly outperformed the control group in the post-test (F = 6.09, p = .015, Cohen’s d = 0.45) and weekly tests (F = 31.68, p = .000). A Likert-scale-based e-questionnaire consisting of 19 items was administered to the experimental group to obtain their perceptions of the app’s usefulness for learning English PVs. The overall results suggest that MALL, particularly with this specific mobile app, may enhance students’ ability to understand and use English PVs, a key aspect of vocabulary skills. The findings can be used to encourage instructors to employ MALL for teaching the English lexicon for better learning outcomes in EFL settings.

The Impact of Using Say Something Strategy on Iraqi EFL University Students' Achievement in Reading Comprehension

Reading is the most important skill among the four skills in learning English and being able to comprehend various English texts as expected. Yet, the experience has not seemed to be realized. The goal of the "Say Something Strategy" is to assist students in understanding what they are reading by predicting, questioning, clarifying, connecting, or commenting. Telling students to "say something" about the reading, or offering them specific things to say, keeps them engaged with the content. In this study, the Say Something strategy is an appropriate strategy to progress accomplishment for improving students' reading comprehension success. The study's sample comprises of second-year university students from the English Department, the College of Art, and Tikrit University during the academic year 2022–2023. It has been randomly chosen and has been divided into two groups, the experimental group with (33) students taught by Say Something Strategy and the control group with (33) students without Say Something Strategy, both groups completed the same reading comprehension test. An accomplishment exam was developed, validated, and administered to the two groups involved. The essential data has been collected and statistically analyzed. Because of the implementation of the Say Something Strategy, the obtained results show that there are statistically significant differences in the success of the two groups of students in favor of the experimental group.

Perspectives of Kurdish EFL University Students’ Towards the Importance and Participation in English Language Extracurricular Activities

English language extracurricular activities are helpful strategies in developing EFL students’ English language proficiency and skills. This study aims to examine perceptions of Kurdish EFL university students about the roles and importance of participation in these activities for improving their English language proficiency and skills. This study is experimental and used survey questionnaires to take the participants’ perspectives towards the importance of practicing and participation in English extracurricular activities, and to detect the participation frequency extent in these activities. The participants were 60 students in English language department/faculty of education from Charmo University. In addition, the data were analyzed via (SPSS) and weighted-mean. The findings in this study revealed that majority of the students had positive attitudes towards the importance of English extracurricular activities in improving their English language proficiency and skills. It was concluded that Kurdish EFL students could enhance their English language proficiency and skills through these activities outside their formal in-class curriculum.

The Effectiveness of Using Kahoot in Reinforcing Grammar and Writing for Ibn Tofail University EFL Students

This study explores the positive and negative aspects of using Kahoot to reinforce grammatical rules and writing skills among EFL students at Ibn Tofail University in Morocco. The findings reveal that Kahoot effectively enhances feedback validity, time management, and student motivation. Key motivational factors include engagement, the game-like nature of Kahoot, the evaluation system, anonymity, and competitiveness. However, the study also identifies several drawbacks, such as the potential loss of classroom objectives, accessibility issues, the creation of a tense environment, and limited opportunities for creativity. The research used a mixed-methods approach, combining quantitative data from student questionnaires and qualitative data from researcher observations. Results indicate that while Kahoot is a valuable tool for engaging students and improving learning outcomes, its implementation should be carefully managed to reduce potential disadvantages. Further research is recommended to expand the sample size, include diverse student populations, and explore the long-term effects of Kahoot in various educational contexts.

Teaching Pronunciation to EFL Learners at the Tertiary Level: Perspectives of Professors at Saudi Universities

This study aimed to provide a novel, focused program for instructing English pronunciation to Saudi EFL university students, grounded upon identified mistake patterns. In addition, to execute the customized curriculum in pronunciation instruction for a group of Saudi EFL students. Furthermore, to evaluate the efficacy of the tailored curriculum by measuring enhancements in pronunciation accuracy. Additionally, to investigate the attitudes and experiences of EFL professors at various Saudi universities regarding the designated pronunciation curriculum using surveys. The researchers adopted the analytical-descriptive research method, utilizing the questionnaire as a tool for collecting data from thirty-three EFL university professors who teach English at different Saudi universities. The main findings of this study were: excessive focus on instructing individual phonemes, prioritization of suprasegmentals; overdependence on standardized evaluations. The significant levels of disagreement suggest that these techniques may not adequately meet the pronunciation requirements of Arabic EFL learners. Allocating time for pronunciation may possess some merit, while its execution necessitates additional investigation. The consensus on communicative instruction suggests potential for this methodology if effectively employed. Technological tools were regarded as beneficial instruments, consistent with studies on computer-assisted pronunciation instruction. The efficacy of customizing curriculum to address faults made by Arabic learners; Emphasis on pronunciation instruction within educational institutions. The main recommendations were adopting communicative instructional methodologies for teaching pronunciation enhances the growth of EFL learners, employing technological equipment acts as advantageous tools in enhancing pronunciation education, and additional comparison investigations and lectures must be undertaken to establish a correlation between the phonological systems of learners' native language and the target language.

Investigating users’ perspectives of using zoom for ELT: A teaching–learning lens

This study investigates the effectiveness, potential, and challenges of utilizing the Zoom platform for online English language instruction, as perceived by EFL university students and their instructors. The research employed a mixed methods approach, integrating quantitative data from 67 student participants and qualitative insights from seven teachers. An ARCS (attention, relevance, confidence, and satisfaction) model questionnaire was used to assess students’ perceptions, while teachers’ perspectives were obtained through semi-structured interviews. The survey results were analyzed using SPSS v 24.0, and the interview data were thematically scrutinized. The findings indicated that Zoom effectively met students’ learning needs, captured their attention, and provided relevant content. However, sustaining long-term engagement and fostering students’ confidence were the remarkable challenges. From the teachers’ perspective, Zoom’s features, such as breakout rooms and interactive whiteboards, enhanced the learning experience. Notably, discrepancies emerged between student and teacher perceptions, particularly regarding technical difficulties, the absence of non-verbal cues, and attention retention issues. To address these challenges, the study recommends prioritizing technical support, providing orientation sessions, refining engagement approaches, and adopting blended learning to maximize the potential of Zoom. Overall, this study emphasizes the importance of addressing technical and engagement barriers to enhance the effectiveness of online platforms used for English language teaching (ELT).

Examining the role of Anglo-emotionality in EFL students’ English Language achievements: university instructors and EFL students’ perspectives

Examining the role of Anglo-emotionality in EFL students’ English Language achievements: university instructors and EFL students’ perspectives

Exploring Moroccan EFL Undergraduates’ Readiness for a Newly-Implemented Blended Learning Course in English Language Proficiency

Over the last two decades, online learning has gained global attention from education stakeholders worldwide. Given the ubiquitous feature of today’s technology-driven world, the switch from face-to-face delivery to technology-delivered instruction has become a necessity. However, the implementation of innovative e-learning models such as blended learning cannot be a success without learners’ readiness and adaptability. Therefore, it is a top priority to be aware of students’ e-learning readiness to make the teaching-learning process effective and rewarding. This study seeks to gain insights into Moroccan EFL students’ readiness for a newly implemented blended language proficiency course. Data were collected using three research questions and a 29-item questionnaire adopted from Shakeel et al. (2023). The findings reveal that Moroccan university EFL students display a moderately positive attitude towards blended learning and this is a prerequisite for a smooth implementation of blended learning.

University EFL Students’ Perspectives on Educators’ Digital Competence at Qassim University

Personal and professional success in the digital age requires digital abilities. Increased expectations that graduates be adept in digitisation while joining the job need higher education institutions to successfully incorporate digital aspects. This study evaluates university EFL students' digital integrative attitudes and instructors' digital proficiency. Digital tools are emphasised for collaborative learning. Researchers seek to address two key questions: What are EFL students’ perspectives on digital learning? How do they assess teachers' IT skills? It appears through the end result not all instructos have the same digital competency and it is strictly field dependent. This variance in the digital capalities and field orientation decideis the choice of their preferredd pedagogical tools. Digital collaborative learning was used by both categories of students: engineering students and non-engineering EFL students to variable degrees. This suggests that punishing students may affect preferences and behaviours in this area. EFL students were confident in their digital tool usage, although they didn't comprehend all the features. This study's results may improve instructional techniques, institutional standards, and professional development programmes to improve educators' digital abilities. As digital technology integration evolves, global higher education consequences are enormous.

Shedding Light on The Factors Revealing Students’ Learning Mood of English Language Learning in an Indonesian EFL Classroom

This study explores the students’ learning mood in learning English as a Foreign Language in higher education covering their enthusiasm, enjoyment, optimism, and sincerity. It employs a descriptive study using a purposive sampling technique and takes 34 respondents from EFL university students. The data were collected through questionnaires, interviews and classroom observation. The result of the study shows the students’ learning mood. It falls into several categories, enthusiasm, optimism, sincerity and enjoyment. It also reveals that the students will improve their learning progress as the lecturer gives both oral and written feedback. This research is expected to be beneficial for lecturers, students and stakeholders to enrich knowledge and develop language skills and proficiency based on learning mood in Indonesian EFL classrooms.

A case study on exploring the motivation of English-major EFL students in online exchange programs

The COVID-19 pandemic has had a profound impact on the education sector worldwide, prompting a swift transition to technology-driven learning solutions. One notable response to this challenge has been the introduction of online versions of study-abroad and international exchange programs. Considering the limited existing research on how EFL university students perceive online international exchange programs, this study investigated the motivation of EFL students toward such programs initiated in response to the cancellation of in-person exchanges. The survey among 84 students from a private women's university in Kansai in August 2021 revealed that an overwhelming majority (93%) expressed their desire to participate in online international exchange programs. This study gained further insights by employing the KH Coder text mining software (Higuchi, 2016) to analyze the free-text responses obtained from the questionnaire. The analysis of the responses unveiled their recognition of the distinct advantages offered by online exchange programs. Approximately half of the respondents indicated their willingness to engage in non-credit programs, while a similar percentage conveyed that academic credits could enhance their motivation to participate. Notably, the analysis of the free text revealed that the latter group's seemingly extrinsic motivation was largely self-determined, with their primary goal being program participation. These findings underscore the potential for online international exchanges to be well-received by students, particularly when academic credits are awarded. Additionally, correspondence analysis highlights that the desire to earn academic credits is a topic of interest across all school year levels.

The Effectiveness of a Brain-Based Program in Developing Al Azhar EFL University Students' Argumentative Writing

The Effectiveness of a Brain-Based Program in Developing Al Azhar EFL University Students' Argumentative Writing

Construction and Validation of a Scale to Measure College EFL Students’ Perceived Teacher Support

Students’ perceived teacher support (SPTS) is considered crucial to students’ learning. But most existing SPTS scales were developed for the field of general education, and there is a lack of studies that attempt to develop a tailored scale specifically for the context of EFL learning. This study interviewed 86 Chinese college EFL learners and surveyed 1,089 Chinese non-English majors to develop an SPTS scale specifically for the context of college EFL learning in China. Exploratory and confirmatory factor analyses were conducted. The result indicated that SPTS is a tripartite construct consisting of emotional, intellectual, and social support. This study contributes to a better understanding of the unique aspects of language teaching and emphasizes the significance of tailored SPTS scales in different educational settings. The study elucidates the importance of SPTS in college EFL learning, providing guidance for effective teaching practices to enhance students’ learning experience.

Digital Literacy Practice: Pedagogical Approach with CoPORA Model on Students’ Performances in Writing Classroom

Objective: This study aims to describe the impact of the CoPORA model on EFL university students’ performances in accessing, communicating, integrating, evaluating, and creating information using social media in a writing classroom. Method: Data were collected using interview techniques from EFL university students and analyzed descriptively to achieve the study's objectives. Results: The CoPORA model in pedagogical digital literacy practices enables students to master English vocabulary, be motivated to communicate, develop social identity, and manage and evaluate information effectively. Key performances included creating and communicating argumentative texts with readers on social media platforms. Social media usage facilitated checking trusted sources and contents, communicating information with friends, lecturers, and followers, making cross-references among digital content and facts, proving the truth of contents, and writing and communicating argumentative texts. Novelty: The study found that pedagogical digital literacy practices using the CoPORA model positively contribute to students' mutual contributions to language learning, cognition, and social interaction in English essay-writing classrooms.

The Effect of Euphemism as Teaching Expressions on EFL University Students' Performance in Producing Vocabulary

Neglecting vocabulary hampers academic success as students struggle with comprehension, expression, and participation, impacting their university and future achievements. This study aims at Finding out the effect of Euphemism as teaching expressions on students' performance in vocabulary repertoire; Finding out the effect of Euphemism as teaching expressions on students' performance in producing vocabulary.A sample consists of 100 fourth year university students from Tikrit university. A sample has been randomly selected and divided into two equal groups, i.e., experimental and control groups. They have been equalized in age, gender, pretest, parents' academic attainment, and their previous year scores in novel. The two groups have been taught the same instructional material for twelve weeks. An achievement vocabulary posttest has been constructed, validated, its reliability obtained, its items analyzed, and then applied to the two groups of students at the end of the instructional period of the current study. The obtained results are as follows: There is statistically significant difference between the experimental and control groups in vocabulary repertoire and in favor of the experimental group;there is statistically significant difference between experimental and control groups in production of vocabulary and in favor of the latter.