EFL University Students Research Articles

Iraqi EFL University students attitudes towards Self-Regulated Learning on improving Listening skill

The study aim at investigating the Iraqi EFL University students' attitudes towards Self-Regulated Learning on improving Listening skill. Participants of the current study were 80 female and male fourth-year university student in the Department of English Language at the College of Education for Humanities/University of Tikrit. The instrument is a questionnaire the Self-Regulated Learning in Listening Questionnaire. Furthermore, the study's results revealed that the incorporation of training in self-regulation activities yielded a beneficial effect on students' listening abilities. The study proposes that given the substantial impact of self-regulatory strategies, it appears pertinent to conduct a comprehensive examination of the role of self-regulation in the acquisition of a foreign language. This investigation aims to enhance our comprehension of the progression of self-regulation in foreign language learning, as well as explore how language instructors can effectively assist learners in employing self-regulatory strategies to foster positive beliefs regarding their language learning capabilities.

Beyond Bubble Sheet Tests: Enhancing Reading & Writing ‎with Self-Assessment Strategies for EFL College Students

Beyond Bubble Sheet Tests: Enhancing Reading & Writing ‎with Self-Assessment Strategies for EFL College Students

Investigating the Impact of French Grammar Knowledge on English Grammar Acquisition in Moroccan EFL University Students: A Correlational Analysis

Investigating the Impact of French Grammar Knowledge on English Grammar Acquisition in Moroccan EFL University Students: A Correlational Analysis

Operational Techniques Utilized by EFL Faculty Members for Bettering English Oral Communication Skills of EFL University Students

This study aims to find out the most effective techniques used by EFL faculty members to enhance students' English oral commination skills of EFL university students at Prince Sattam ibn Abdul-Aziz University. 29 faculty members participated in answering the questions of the questionnaire. The data was gathered employing a 5-point Likert scale questionnaire and, it was scrutinized linguistically and statistically by applying the SPSS program. The findings reveal that applying some useful techniques has a positive influence on students' earning outcomes, especially English oral communication skills. The study recommends EFL instructors should vary teaching method techniques to engage students and minimize the amount of hesitation to speak in class. Also, EFL teachers should receive continuous and professional training sessions to help them cope with the updated and useful techniques of effective teaching methods.

Exploring Chinese university EFL students’ perceptions of formative assessment: A qualitative study

Formative assessment (FA) has gained increasing prominence in the field of L2 education. However, how L2 students actually perceive FA has remained underexplored, and this is a critical gap because students' perceptions of assessment can exert a significant impact on their approaches to learning and learning outcomes. Situated within a college English course at a single Tier One university in southwestern China, this study investigated students' perceptions of the benefits and challenges of FA. Five major FA activities were integrated into the course, including writing learning journals, clarifying assessment criteria, conducting peer assessment of course essays, conducting self-assessment of course essays, and providing teacher feedback on course essays. These activities were designed on the basis of Black and Wiliam's (2009) framework for effective formative assessment. Adopting a qualitative approach, the researchers collected semi-structured written reflections from 47 students at the end of the course. The study provides insights into the potential of FA in improving EFL students' self-regulation and English language proficiency, as well as enabling students to develop new perspectives on language assessment. It also reveals an array of challenges faced by the EFL students, pertaining to their own characteristics, the assessment tasks, and school and systemic issues.

Fostering Creative Writing through Poetry in EFL Classroom

This study was conducted to examine how the ELT teacher implements creative writing through poetry in the ELT classroom during pandemic and to describe how the students express their emotions through tone of poetry in their creative writing. It is due to the existence of creative writing in language teaching and learning practice is significant to gaining students’ creativity and thinking. One of them is writing poetry. However, few literatures discussed on the method used by teachers through writing poems as well as the concern for emotion and tone embedded in students’ writing products. This study used qualitative descriptive with Indonesian EFL university students of the non-English department at an Islamic University in Indonesia as the participants. The result shows that teachers use student-centered methods to implement creative writing through poetry in the classroom during the global COVID-19 pandemic. The meeting was organized using Zoom Meeting with performing Warm-Up, Lead-In (Creation of Poem and Reading the Poem), and Follow-up. In addition, it was also found that the student’s creative works posted on Instagram were based on the negative variations of poetry tone including threatening, painful, and discouraged. The study underscores the pedagogical efficacy of student-centered creative writing in ELT, highlighting its role in enhancing emotional intelligence and validating the integration of digital platforms for remote learning. It advocates for culturally responsive curricula that leverage creative expression as a conduit for emotional articulation and critical thinking

Technology Acceptance and Satisfaction of EFL College Students Using Super Star Learning Platform for Empowering English Language Learning

Technology Acceptance and Satisfaction of EFL College Students Using Super Star Learning Platform for Empowering English Language Learning

Implementation of the Sociolinguistic Competence Strategies in Teaching and Learning English as a Foreign Language

Examining the effects of applying sociolinguistic competency teaching strategies on university students' linguistic proficiency and sociological variance among EFL learners is one of the key goals of this study, which aims to investigate one of the major obstacles associated with learning EFL. The research objectives were investigated through the use of a quantitative, descriptive approach. A questionnaire was employed as a means of gathering research data. One hundred fifty EFL students from several universities in Egypt were chosen at random to participate in this study. The data analysis was performed using SPSS. The research findings show that the implementation of sociolinguistic competence teaching strategies has a positive impact on linguistic proficiency and sociological variation as perceived by university EFL students. The results revealed that there are statistically significant differences (α ≤ 0.05) in the impact of implementing sociolinguistic competence strategies for teaching EFL on linguistic proficiency and sociological variation as perceived by participants according to gender. In addition, the results revealed that there are statistically significant differences (α ≤ 0.05) in the impact of implementing sociolinguistic competence strategies for teaching EFL on language proficiency and sociological variation as perceived by students according to academic level. The findings of the study demonstrated how crucial it is to use sociolinguistic competency techniques to illustrate linguistic performance and sociological variances in order to achieve sociological realization. Furthermore, the results indicated that this is the primary method used by EFL students in Egyptian universities to develop sociolinguistic competence.

Learning Phrasal Verbs Through Cognitive Linguistics-Approaches: A Case Study of Kurdish EFL University Students

This study aims to examine the effects of cognitive linguistic approaches on learning English idiomatic phrasal verbs among Kurdish EFL university students. The participants of this study were 62 sophomores in the English Department, at Soran University. They were enrolled in the course ‘Communication Skills’, the first semester of the academic year 2022-2023, and they were put into two distinct groups the control and the experiment groups, with 31 students in each group. Students in both groups received instruction from the same lecturer for thirteen weeks. The control and experiment groups were given instructional treatments based on traditional methods and cognitive linguistic approaches, respectively. A semi-structured interview and pre-and post-tests were used as the instruments of the study for data collection. The descriptive statistics of SPSS analysis, by paired samples t-tests, indicated that students in the experiment group outperformed those in the control group. Concerning (p < 0.05), the difference between both groups was statistically significant in favour of the experiment group (t = 2.186, p = .037). Besides, the difference between both groups related to exposed items was not statistically significant (t = 1.153, p = .258). Additionally, the difference between both groups related to unexposed items was statistically significant in favour of the experiment group (t = 2.934, p = .006). The interviewees’ statements supported the statistical data, and they considered cognitive-based lesson plans helpful and joyful.

The Effects of Q: Skills for Success (Reading and Writing) Level 2 on Improving EFL University Students' Reading Skills

The study aimed to identify the effect of the Q: Skills For Success Level 2 course book on students learning, elicit the good merits of the book, and discover whether the reading strategies improved the students’ reading skills. The data of the experimental study was collected from both pretests and posttests administered to three groups of students: 14 engineering students in the first group and 22 health students in the second and third groups. Results showed that there was a very slight difference between the pretest and posttest scores of the group of engineering students (t13 = -7.214, p < 0.005). Likewise, there was also a slight difference between the pretest and posttest scores of the group of health students (t21 = -13.153, p < 0.005). However, there was a significant difference between the pretest and posttest scores of the third group of health students (t14 = -19.255, p < 0.005). The findings indicated that there were positive effects on students taught from the Q: Skills for Success Level 2 course book. All in all, students benefitted from learning from the Q: Skills for Success Level 2 course book. Moreover, the reading strategies taken from the Q: Skills for Success Level 2 course book moderately improved students learning.

Enhancing Business Email Writing Ability through the Integration of Genre-based Approach and Data-driven Learning

Email functions as a pivotal tool in facilitating today’s business correspondence. Similar to other written genres, email incorporates distinct conventions and linguistic patterns that are recognized within a particular community. Deviating from the established conventions and recurring patterns can pose challenges for individuals engaging in communication within this genre. This study, which utilized a mixed methods research design, formulated a teaching approach that synergized genre-based approach (GBA) with data-driven learning (DDL) to facilitate business email writing instruction, while its effectiveness in enhancing students’ aptitude for written communication was investigated. The participants comprised 24 EFL university students with elementary (n=12) and intermediate (n=12) English proficiency levels from diverse academic disciplines. They underwent a 10-hour instructional course designed to augment their business email writing competence. Data were collected through pre-test and post-test assessments, supplemented by semi-structured interviews. The findings indicated a statistically significant improvement in participants’ business email writing ability subsequent to the intervention. Qualitatively, students’ post-intervention emails exhibited well-organized structure, comprehensive content, and contextual appropriateness, underpinned by practical, professional, and linguistically accurate language use. Furthermore, students expressed satisfaction with the pedagogical approach as it effectively prepared them for real-world business email communication.

Iraqi EFL University Students' Coping with Multitasking and Performance in Productive Skills: A ‎Correlational Study

اللغة أمر بالغ الأهمية لتطور المجتمع البشري. إنها وسيلة أساسية للتواصل بين الأفراد والجماعات والأمم. في الوقت الحاضر، يتعلم عدد متزايد من الأشخاص اللغة الإنجليزية كلغة أجنبية أو لغة ثانية، بهدف رئيسي هو تحقيق إتقان اللغة الإنجليزية والتواصل مع الآخرين. تتيح المهارات الإنتاجية للمتعلمين التعبير عن أفكارهم وأفكارهم وآرائهم باللغة الإنجليزية. أنها تمكن المتعلمين من المشاركة في المحادثات، والمشاركة في المناقشات، ونقل رسائلهم بشكل فعال.كما يشير تعدد المهام إلى القدرة على التعامل مع مهام متعددة وإدارتها في وقت واحد.لذلك، تتناول الدراسة الحالية العلاقة بين التعامل مع تعدد المهام والأداء في المهارات الإنتاجية لدى طلاب جامعة العراقيين دارسي اللغة الإنجليزية كلغة أجنبية. ولهذا الغرض تم اختيار عينة مكونة من 360 طالباً من مختلف الجامعات العراقية (منها بغداد والبصرة والموصل) وكليات التربية – أقسام اللغة الإنجليزية بشكل عشوائي خلال العام الدراسي (2022-2023) كعينة لهذه الدراسة. من اجل تحقيق اهداف الدراسة، تم استخدام ثلاث أدوات لجمع البيانات: استبيان لقياس التعامل مع تعدد المهام، واختبار إنتاجي لتقييم أداء الطلاب في التحدث والكتابة، وتم إجراء التحليل الارتباطي لفحص العلاقة بين التعامل مع تعدد المهام والأداء في المهارات الإنتاجية. تشير النتائج إلى أن طلاب جامعة اللغة الإنجليزية كلغة أجنبية يمتلكون مستوى جيد في التعامل مع المهام المتعددة. علاوة على ذلك، كشفت الدراسة عن وجود علاقة إيجابية بين التعامل مع تعدد المهام والمهارات الإنتاجية مما يشير إلى أن الطلاب الذين يستخدمون هذه المهام المتعددة يؤدون أداءً أفضل في التحدث والكتابة. وأظهرت النتائج أيضًا أن التعامل مع تعدد المهام يساهم بشكل كبير في تفسير التباين في المهارات الإنتاجية.

Validation of the Gap-fill as an Overall Measure of English Language Proficiency among Iraqi EFL Learners

The purpose of this study was to validate the Gap-fill among Iraqi EFL university students. To this end, two types of multiple-choice Gap-fill were administered to a sample of EFL students along with a number of other tests as criteria. Correlational analyses revealed moderate to strong correlations between the Gap-fill and the criterion measures. Principal components analysis resulted in a one-factor solution with the Gap-fill highly loading on this single factor. These were interpreted as validity evidence for the. Gap-fill Implication of the study for classroom testing are discussed. Keywords: Gap-fill, reduced redundancy principle, validity, conversational Gap-fill, written Gap-fill

The Role of Extracurricular Activities on Kurdish EFL University Students’ writing skill performance

Participation in English language-oriented extracurricular activities outside the classroom results in the development and progress in EFL students’ language skills development the writing skill and written performances in particular. The current study investigates the roles and effects of extracurricular activities in enhancing the writing skill and written performances of Kurdish EFL university students. The design of this research is experimental as the study has been conducted at Charmo University which is one of the public Universities in Kurdistan region of Iraq. The participants are 50 Kurdish EFL university students who studied fourth semester in English language department during 2022 and 2023 academic years. They are randomly divided into two groups a control group with 25 students and an experimental group with 25 students as well. The data collection instruments were writing tests included a writing pretest and a writing posttest. A writing pretest was administrated to both of the groups at the beginning of the semester at the same date and time before starting intervention treatment which the treatment here means engaging in the activities by the experimental group of students. After the pretest directly the intervention started as the intervention duration lasted for ten weeks. Then after ten weeks of intervention a writing posttest was administrated to both of groups at the same date and time. The Statistical Package of Social Sciences (SPSS 26) was used to perform all data analysis of the numerical results of the writing tests. The results of the statistical analysis of ANCOVA for the scores of both of the writing tests revealed significant different result between both of groups. The results disclosed students of the experimental group has achieved significant progress in their writing skill in terms of the written performance in comparison to the control group results due to the effect of the intervention which is here meant participation and engaging various English language-oriented extracurricular activities outside the classroom by the students of the experimental group .

Using Self-regulated strategy of development in Teaching writing for Iraqi EFL University Students

Self-Regulated Strategy of Development (SRSD) is an intervention designed to improve students' academic skills through a six-step process that teaches students specific academic strategies and self-regulation skills (mention them here). When it comes to writing, self-regulation allows students to manage tasks and monitor progress (also called self-monitoring), among other key skills. There are many ways to use strategy instruction to help students improve their writing skills in English.

Exploring EFL learner engagement with different teacher feedback modes

Despite the growing interest in learners’ feedback engagement in second language writing in recent decades, learners’ multidimensional engagement with teachers’ feedback provided via different modes is an issue yet to be explored. Using the case study approach, this study explored how five Saudi university EFL students engaged affectively, behaviorally, and cognitively with teacher feedback provided via three different modes: oral, audio-recorded, and automatically written feedback. Content and textual analysis of students ‘drafts, reflections on mistakes, semi-structured interviews, and final course reflections revealed that the students’ high, moderate, and low engagement patterns were mediated by the affordances of the modes. Regardless of their preference for certain modes, highly - engaged students show deep engagement cognitively and behaviorally. Further, their cognitive and metacognitive strategies were triggered by the affordances of their preferred mode. Moderately and low engaged students had more complex engagement patterns and there was a nonlinear and inconsistent relationship among the three engagement dimensions. While the students’ cognitive engagement with the mode mediated their affective engagement to a great extent, mismatches persisted. Similarly, the students’ affective engagement with certain modes did not influence their revision uptake, but the aversion to certain modes indirectly led to withdrawal that consequently impacted their behavioral and cognitive engagement. The paper highlights the influence of alignment and misalignment between learners and contextual factors that further exacerbate the inconsistency across the three dimensions. The results suggest that writing teachers should be aware of different modes’ affordances in relation to learners’ needs and preferences to harvest their feedback engagement.

Fostering EFL university students’ motivation and self-regulated learning in writing: A socio-constructivist approach

Research acknowledges that learners’ motivation and self-regulation benefit their academic growth, and it applies to writing development. However, limited research has investigated how learners are supported to foster motivation and cultivate self-regulated learning strategies in writing classrooms. Drawing upon data from semi-structured interviews, self-reflections, and developing drafts, this qualitative case study examined how six first-year EFL university students with previous exam-focused writing experience developed motivation and employed self-regulated learning strategies in writing in a year-long English writing course designed based on the socio-constructivist approach. Analysis revealed that the participants experienced positive changes in writing motivation, including enhanced task interest, clarified outcome expectations, refocused goal orientation, and increased self-efficacy in writing, as they engaged in interrelated social and collaborative writing activities. They also used various self-regulated learning strategies, including cognitive strategies, goal setting, self-evaluative standards, self-selected models, and mental imagery, to improve writing skills and navigate writing. The study provides implications for researchers and practitioners in EFL writing within exam-oriented contexts.

NHỮNG THÁCH THỨC MÀ SINH VIÊN NGOẠI NGỮ GẶP PHẢI TRONG LỚP HỌC NÓI TIẾNG ANH TRỰC TUYẾN TẠI TRƯỜNG ĐẠI HỌC VINH TRONG THỜI KỲ COVID-19

During the Covid-19 pandemic, many universities switched rapidly to the online learning mode to maintain the continuity of the teaching and learning process. This explanatory mixedmethods study was an attempt to investigate the problems EFL students encountered in their online English speaking classes. The study involved 135 EFL students at Vinh University, a key national university in Vietnam. To collect data, a questionnaire and semi-structured interview were used. The results showed that there were six barriers that influenced EFL students’ speaking skills in online classes, including facilities, computer skills, coordination, teaching method, learners’ attitudes and assessment. From the findings, the study tried to suggest some pedagogical solutions in order to improve the quality of online English speaking learning for EFL university students

Intersections of Motivation and Autonomous Learning Activities Among Moroccan EFL University Students

This study examines the correlations between types of motivation (intrinsic, extrinsic, and amotivation) and engagement in autonomous learning activities among Moroccan EFL university students. Conducted at Moulay Ismail University, the research surveyed 560 students using adapted versions of established motivational and autonomous learning questionnaires. Findings reveal a significant positive correlation between intrinsic motivation and the engagement in autonomous learning activities, suggesting that intrinsically motivated students are more likely to pursue activities that support language acquisition and independence. In contrast, extrinsic motivation was found to have a very weak negative correlation with autonomous learning, indicating its limited role in fostering learner autonomy. Amotivation showed a strong negative correlation with autonomous learning, underlining its adverse effect on students’ engagement and educational outcomes. The results emphasize the importance of enhancing intrinsic motivation and addressing amotivation to improve EFL learning experiences and outcomes.

Negotiation of Meaning Strategies to Improve English Conversations between EFL University Students and a Native Speaker

Background and Aims: In English conversations, where interlocutors may have differing language backgrounds or proficiency levels, effective communication relies on employing negotiation of meaning strategies to ensure mutual understanding and clarity. The purpose of this study was to examine the negotiation of meaning strategies used by EFL university students in conversation with a native speaker, highlighting their importance in achieving effective communication and linguistic development. Methodology: Qualitative data were collected through recorded conversations in an academic setting, involving 20 EFL university students and a native speaker and were analyzed using conversation analysis. Results: The study identified the top five negotiations of meaning strategies, with clarification requests and confirmation checks being most prevalent, indicating a strong preference for direct engagement in ensuring mutual understanding. Conclusion: The findings emphasized the importance of incorporating targeted negotiation of meaning exercises into EFL curricula to improve students' communicative competence and cross-cultural understanding.