Adult EFL Learners Research Articles

An Empirical Study of the Teachability and Learnability of L2 “Thinking for Speaking” Patterns

This study examines whether explicit pedagogical instructions of multimodal strategies based on typological contrastive analysis have any facilitative effect on the restructuring of “thinking for speaking” patterns, focusing on motion event construal which has been demonstrated to be notoriously difficult in second language acquisition (Hendriks and Hickmann 2011, Slobin 1996). Eighty adult Chinese intermediate-level EFL learners were recruited for a classroom-based quasi-experimental study with a pretest-posttest design. Teaching TFS instructions with awareness enhancement strategies as an independent variable divided the participants into two groups, the experimental group that received instructions and control group that followed a traditional teaching approach over a period of 4 weeks. Writing data were elicited by means of the <i>Frog Story</i> and was coded on specific measures of accuracy and complexity of the properties of lexicalization patterns: the description of Motion, Path and Ground. The results showed positive instructional effect on learners’ writing performance of motion event expression and confirmed the possibility of restructuring L1 thinking-for-speaking patterns in L2 through pedagogical instructions. The findings provide practical implications for teachers, typological contrastive awareness and explicit pedagogical instructions prove to be significant for learners’ development of L2 thinking for speaking patterns.

The impact of a gamified approach on vocabulary learning and vocabulary self-efficacy: evidence from a chilean primary EFL school

Although many studies addressing gamified approaches have documented the performance and perceptions of adult EFL learners, little research has been conducted with younger students and with a focus on specific linguistic components. Therefore, the present study assessed the impact of a gamified approach involving the use of Kahoot! on the vocabulary learning and vocabulary self-efficacy of 122 primary EFL school learners. A quasi-experimental design was applied where participants were divided into an experimental group (n = 57) that was exposed to vocabulary learning through Kahoot! and a control group (n = 65) that received traditional coursebook instruction. Ten target words were assessed through a vocabulary learning post-test, while vocabulary self-efficacy was evaluated through a questionnaire. Results revealed that both groups performed equally well regarding lexical gains, and that students in the experimental group significantly increased their vocabulary self-efficacy when compared to the control group. Pedagogical implications are discussed.

Transcending recreational functionality: Adult EFL learners' views on song-assisted language learning from an andragogical perspective

Complementary to its entertainment value, music is known for having educational relevance in foreign language learning, a topic which is often overlooked in andragogical studies. The present inquiry sought to explore the use of songs in language learning by focusing on the perceptions and experiences of adult EFL learners. The qualitative research data are drawn from semi-structured interviews conducted with 15 adult EFL learners of different occupational and cultural backgrounds. The study findings reveal that music is omnipresent in adult EFL learners’ lives, both as a means of entertainment or ‘alternative therapy’ and as an opportunity for promoting language learning. The interviewees emphasized the way that songs enhance their learning experience by developing their reading comprehension and speaking skills. However, more emphatically, they reinforced the role of songs in facilitating vocabulary learning, namely the enrichment of their lexical repertoire. While the collected data suggest a consensus concerning the positive effects of songs, some participants argued that any learning gain is conditioned by several classroom-related factors. Future research can benefit from a discussion on the practical applications of songs in the adult EFL classroom.

METACOGNITIVE STRATEGIES IN MEDIATING EFL ADULT LEARNERS’ SELF-REGULATED LANGUAGE LEARNING: A SYSTEMATIC REVIEW

Although many studies focus on enhancing resource assistance and the advancement of adult learners' knowledge and abilities, there is a paucity of studies on the theoretical views that define strategies for assisting adults in learning independently. To fill this gap, this study draws on previous research to elaborate on why metacognitive strategies are suitable for adults’ self-regulated learning (SRL), and how metacognitive strategies promote SRL. As this study employed a systematic review, a rigorous search scheme was implemented across multiple databases, resulting in the selection of relevant studies based on predetermined inclusion and exclusion criteria. The selected articles were assessed for quality, and data extraction was performed to identify key characteristics of the studies. The synthesis of the existing literature underscores the suitability of metacognitive strategies in EFL adult learners' self-regulated learning. The findings reveal that incorporating metacognitive strategies helps cultivate SRL in EFL adult learners, owing to their cognitive maturity, pre-existing knowledge, and life experiences. In addition, the metacognitive strategy helps EFL adult learners enhance their awareness of cognitive processes, regulate learning behaviours, and optimize language learning outcomes. Regarding the role, metacognitive strategy is one of the key components of SRL. Some practical recommendations are made to support teachers in facilitating adults’ self-regulated language learning.

Software-based Attention Bias Modification Intervention for Adult EFL Learners’ Foreign Language Anxiety

Software-based Attention Bias Modification Intervention for Adult EFL Learners’ Foreign Language Anxiety

Investigating the EFL Learners’ Visual Word Recognition: Words’ Frequency, Length, Regularity and Superiority Effects in Comparison

This study scrutinized the effects of words’ superiority, regularity, frequency and length on the intermediate and advanced EFL learner's visual word recognition. Moreover, it attempted to check whether each of these parameters could be statistically a significant predictor on recognition tasks. Accordingly, 118 intermediate and 127 advanced adult EFL learners were selected randomly from English Language Institutes based on their performance on the McMillan Placement Test (MPT). The needed data was collected through a developed Visual Word Recognition Test (WORT) and the Peabody Picture Vocabulary Test (PPVT). The findings indicated that all the mentioned factors significantly affected both the intermediate and the advanced EFL learners’ overall word recognition by varying degrees (words’ frequency, length, superiority and regularity, respectively), however, the advanced learners’ recognition was generally faster on both recognition tests. Moreover, words' regularity was found to play a more effective role for the intermediates than the advanced learners on recognition tasks. Furthermore, words’ frequency, regularity and length were found to be proper predictors on comprehension tasks.

The Impact of Reflective E-Journaling on Korean Adult EFL Learners’ English Anxiety and Course Achievement

Objectives This study explores the potential impact of online reflective journaling on English anxiety and academic achievement among Korean adult EFL learners in an online English course. It aims to investigate whether con-sistent engaging in reflective e-journaling can act as a mediator to help overcome vague anxiety related to English learning by reflecting on their learning processes, leading a positive effect on course achievement. Methods This study involved 148 participants who took “Basic English Reading for Graduate School Students in Professional Studies” in a 15-week online course. Data was collected from students’ weekly e-journaling, the FLCAS survey, and their final exam scores, using a mixed-methods approach. Results The results revealed that high achievers in course achievement exhibited higher levels of anxiety, while the reverse was not observed. While there was a positive correlation between achievement and anxiety levels, there were no significant differences in course achievement across anxiety levels. High levels of English anxiety were associated with more frequent reflective journaling, promoting learning process awareness and academic performance. It was reported that sharing journals on the LMS board facilitates students interaction, motivating active engagement. Conclusions This study demonstrated that even high-achieving students can experience elevated levels of English anxiety, and poor academic performance is not solely attributed to heightened anxiety levels, refuting the conventional concept of English anxiety. The findings of the current study suggest that facilitative anxiety prompts consistent engagement in reflective journaling, which enhances meta-cognition of one’s learning process, thus serving as a mediator for improving academic performance.

EXTRAMURAL ENGLISH AND ADULT EFL LEARNERS’ PHONOLOGICAL AWARENESS

This study examines the duration of adult EFL learners’ extramural English activities related to their phonological awareness. For this purpose, (Indonesian, N = 32, 3 males and 29 females) learners participated in the study. After analyzing the questionnaires and the phonological awareness test using the non-parametric (Spearman) correlation, the result showed a strong positive correlation between the amount of time the adult EFL learners spend for spoken and written extramural English activities and their phonological awareness ability. The extramural English activities they mainly engage in are dealing with technology. The findings call for future research examining the effect of extramural English on phonological awareness and other possible English components or skills.

Critical Multimodal Literacy and Oral Proficiency Development

This descriptive case study aimed to investigate the impact of critical multimodal literacy in English classes, which included the use of parody films and metaverse-based User-Created Content (UCC) related to disability, on Korean university EFL learners’ conventional literacy and awareness of disability. Data were collected from three participants with varying English proficiency and educational backgrounds over a two-month period, with weekly sessions lasting two and a half hours. A combination of qualitative and quantitative methods, such as questionnaires, interviews, group discussions, reflective papers, and metaverse-based UCC productions, was employed to assess the effectiveness of critical multimodal literacy in English speaking and disability education. Korean EFL students, influenced by Confucian culture, tend to hesitate when expressing their opinions publicly. In response, this research proposes using avatars to create alternative textual representations of their viewpoints instead of recording personal video presentations. This innovative approach aims to evaluate changes in students’ attitudes towards disabilities and improvements in their oral communication abilities. The overall findings indicated that (1) The critical multimodal literacy practice, employing parody films based on fairy tales in the classroom, plays a significant role in the development of conventional literacy among Korean adult EFL learners. (2) The practice of critical multimodal literacy, which involves using parody films of fairy tales that address disabilities, helps EFL learners broaden their perspectives on disabilities and modify their social behaviors. (3) Attitudes and reactions toward disabilities varied according to the individual experiences of EFL learners.

An Exploration of Foreign Language Reading Anxiety of Young EFL Students

Despite the extensive research attention foreign language anxiety has received, most studies have focused on foreign language classroom anxiety or foreign language speaking anxiety of EFL learners at the university level. Foreign language reading anxiety (FLRA), particularly that of young EFL learners under the age of 12, has been understudied. The present study examined the foreign language reading anxiety level of 137 young EFL learners in a primary school in China. A questionnaire adapted from Saito et al.’s (1999) Foreign Language Reading Anxiety Scale was adopted to determine the level of students’ FLRA. The potential sources of their FLRA were identified with an adapted version of the questionnaire devised by Ahmad et al. (2013). Results of the present study indicate that young EFL learners generally have medium-level FLRA. In addition, textual features, including unknown words and unfamiliar words, have been identified as the main source of FLRA of young EFL learners, whereas personal factors are not as prominent as shown in previous studies conducted on adult EFL learners.

Research on English Teaching of Adult EFL Learners Based on the Scaffolding Theory

Tourism perception has always been the focus of scholars' research. This research takes tourism perception as the starting point, and builds a theoretical model of tourism perception, cultural identity, and cultural self-confidence on the basis of Zhou Yijun and Feng Gengyun's research on the mechanism of tourism promoting cultural self-confidence, and structural equation model verifies the relationship between tourism perception, cultural identity, and cultural self-confidence.

Multiple Intelligence and the Performance of Indonesian EFL Learners

Many ways of EFL teaching have been practiced by EFL teachers to optimally improve the learners’ performance in English. However, the results of the teaching many times did not meet our expectations. Therefore, this research aims to find a possible better way of teaching EFL by considering the students’ multiple intelligence (MI). A quantitative method of ex post facto design was conducted. The data were collected from the students of EFL learners studying English in the Department of English Education, Cenderawasih University, consisting of 236 students as the subject of the research. The data analysis used a non-parametric test, Kruskal Wallis, to compare the groups’ scores. The result shows that there is no significant difference in performance among the groups of MI. This result suggests that MI does not influence EFL learners’ English performance. This might be caused by the teaching strategies practiced by the lecturers who did not consider MI in their teaching processes. Therefore it is suggested to conduct further comprehensive research on the influence of multiple intelligence-based teaching on the performance of students with higher levels of English ability and or on the adult EFL learners.

The Enhancement of Speaking Opportunities Through Stress-Relief Strategies among EFL Elementary Adult Learners

This study investigated some psychological barriers like anxiety and stress due to which EFL adult learners hesitate to talk in their English classes. It also suggested some strategies to facilitate opportunities for learners to feel free and talk. A sample of 30 learners was selected out of a population of 90, in the age range of 20-45. They were learning English at Safir English Language Institute in Rasht, Iran. They were then divided into two groups: experimental and control. The results revealed that most of the participants in the control group suffered from stress and anxiety. In conclusion, English teachers were required to learn and use stress-relief strategies and facilitate speaking for EFL adult learners in order to lead them to a higher proficiency level in their oral performance, especially those who find having conversations embarrassing and try not to get involved in such interactions.

The Effectiveness of the Production-Oriented Approach to Enhance Adult Chinese EFL Learners’ Language Proficiency: A Comparative Study of Three Language Teaching Approaches

The Effectiveness of the Production-Oriented Approach to Enhance Adult Chinese EFL Learners’ Language Proficiency: A Comparative Study of Three Language Teaching Approaches

The Distribution of Interactional Space and Collaboration in EFL Task-Based Peer Interactions

This paper focuses on the influence of task types, namely divergent and convergent tasks, on the interactional space of learners and the amount of collaboration in EFL adult learners’ interactions naturally emerging from performing each type of task. To define interactional space, behavioural engagement measurement was adopted, and the total number of turns and words were quantified to define the distribution of learner talk in each task. Additionally, the categories of collaborative behaviours were quantified for both task types to illustrate their distribution in the tasks. The data of this study involve eleven hours of learner interactions collected from an EFL context where the learners voluntarily participated in a speaking club and completed eight tasks. The interactions were audio-recorded and used for the analysis of the influence of task types on learners’ L2 production and the distribution of collaboration in each task. The results yield a difference in the amount of L2 production between tasks; for example, convergent tasks facilitate more L2 turns and more L2 words than divergent tasks although the mean length of utterance is higher in divergent tasks. Similarly, the distribution of collaborative behaviours is mostly higher in convergent tasks. The results are discussed in relation to both interactionist and sociocultural theories of L2 learning and some implications are also provided based on the results.

A CORRELATION STUDY ON STUDENTS’ ABILITY IN LITERAL READING AND PARAGRAPH WRITING

This research investigated the correlation between adult EFL students’ literal reading and paragraph writing. Since adult EFL learners in tertiary education learn about literal reading and paragraph writing in more detail, a more specific investigation on the literal and paragraph writing of adult EFL students has not been conducted. The researcher uses a quantitative approach with a correlational design. This research followed by twenty-nine respondents from the second semester student in the English Department of STKIP PGRI Jombang. The participant was taken by using a purposive sampling technique. In the data were taken by using reading and writing tests which were developed by the lecturers. The data collected were then analysed by using non-parametric Spearman’s rho with the help of SPSS version 22. The results of the data analysis showed the value of Sig (2-tailed) .037. and the value of correlational coefficient was .388. Those values indicated a significant positive yet low correlation between adult EFL students’ literal reading and paragraph writing.

Vocabulary Learning Strategies Used by Saudi Female EFL Learners

The present study aimed at investigating vocabulary learning strategies (VLSs) applied by ten adult female EFL learners at Taif University, Saudi Arabia. In addition, it explored how the current widespread of internet-assisted tools have influenced vocabulary learning strategies and how participants treat new words after encountering them. The data of this study consists of a mixed-methods approach. First, introspective and retrospective verbal reports of ten English-major learners who met new vocabulary while reading a passage. Secondly, in the interview stage, participants were asked about how the internet and mobile resources affect how they approach new words and their lexical knowledge/size. Furthermore, they were asked if they follow specific strategies to commit new vocabulary to memory. The findings of this research showed that the participants used similar vocabulary learning strategies. During the reading task, the most preferred strategy was guessing the meaning of the words from the context. Consulting a monolingual or bilingual dictionary was the second most used strategy, while the least used strategy was asking the teacher to discover the meaning of the unknown words. Participants in this study reported that they prefer memory strategies over cognitive strategies. Moreover, they said that the accessibility of internet learning tools has contributed to increasing their vocabulary size and lexical knowledge.

Spoken Word Recognition across Language Boundary: ERP Evidence of Prosodic Transfer Driven by Pitch

Extensive research has explored the perception of English lexical stress by Chinese EFL learners and tried to unveil the underlying mechanism of the prosodic transfer from a native tonal language to a non-native stress language. However, the role of the pitch as the shared cue by lexical stress and lexical tone during the transfer remains controversial when the segmental cue (i.e., reduced vowel) is absent. By employing event-related potential (ERP) measurements, the current study aimed to further investigate the role of the pitch during the prosodic transfer from L1 lexical tone to L2 lexical stress and the underlying neural responses. Two groups of adult Chinese EFL learners were compared, as both Mandarin and Cantonese are tonal languages with different levels of complexity. The results showed that Cantonese speakers relied more than Mandarin speakers on pitch cues, not only in their processing of English lexical stress but also in word recognition. Our findings are consistent with the arguments of Cue Weighting and attest to the influence of native tonal language experience on second language acquisition. The results may have implications on pedagogical methods that pitch could be an important clue in second language teaching.

Online guided pronunciation practice helps adult EFL learners improve L2 prosody

This study tests the efficacy of a pronunciation course in developing advanced EFL learners’ expressive reading during a semester of online instruction. The course, designed for future English-language professionals, emphasises primacy of perception before production, the importance of noticing phonetic detail, expert and peer feedback, and context-situated tasks. The magnitude of pitch movements and reading tempo were assessed before and after the course for a trained group, who received the pronunciation practice, and a comparison group attending a course about the theory and research of foreign accents in English. Only the Trained group’s expressive prosody improved: the learners slowed down their delivery and produced the utterances with a wider pitch range. The results suggest that adult foreign language learners can benefit from pronunciation training in a distance learning environment.

Error Analysis of Korean Adult EFL Learners’ Oral Production of English Interrogative Sentences

The purpose of this study is to examine the errors made by Korean adult EFL learners. To this end, it analyzed the spoken responses of the Question Elicitation task, one of all 10 tasks such as Read-aloud, Dialogue Completion, Map-cued Elicitation of Directions, Question and Answer-open-Ended, Question Elicitation, Paraphrasing a Short Narrative, Oral Interviews, Discussions, Picture-cued Storytelling, and Retelling a Story, from 82 adults who were attending a language institute for the purpose of learning English conversation. They were interviewed one-on-one for 25 minutes for the 10 tasks without any interaction with the interlocutor to elicit as much vocal production as possible. The spoken data elicited from the Question Elicitation task were analyzed by employing QSR NVivo 2.0. One finding was that misformation was found to be the most frequent error, followed by fluency errors, omission errors, addition errors, and misordering errors. Another noteworthy finding was that learners often used incorrect forms for pronouns and tense and tended to omit the plural suffix -s and prepositions. In addition, open-ended questions were dominantly used compared to closed questions. Based on these findings, this study suggests that adult learners should be continually provided with contexts and activities in which they can practice the different use of interrogative sentences.