EFL Classes Research Articles

Performance Tasks in EFL Classes: Massive Open Online Courses (MOOCs)

This study aims to investigate the integration of massive open online courses (MOOCs) as performance tasks at the K12 level in EFL classes during COVID-19. A pre/post survey including open-ended questions was developed for pilot testing, 110 K-12 students in Turkey in the 2020-2021 school year during the spread of Covid-19 completed these surveys. Both qualitative and quantitative data were used in data collection. Statistical analysis was used in the analysis of the quantitative data, and descriptive and content analysis was used in the analysis of qualitative data. It is thought that the results of the research will guide researchers and practitioners in the theoretical and practical aspects of online and blended learning at the K12 level.

Pedagogical Tasks for Rhetorical Consciousness-Raising in College EFL Reading Classrooms

The concept of rhetoric and its pedagogical outcomes have been widely discussed in the field of EFL teaching and learning. However, on a pedagogical level, a few researchers have attempted to examine how EFL teachers can help their students develop their reading skills through rhetorical consciousness-raising. In particular, the notion of implementing rhetorical consciousness-raising in EFL classes to develop students’ reading and writing competences is still under-examined in many EFL contexts, including in Saudi Arabia. To fill such a void, this paper attempts to re-envision some pedagogical tasks that are aimed at raising EFL students’ rhetorical awareness in reading skills as a way of constructing knowledge.

EFL students’ critical thinking in asynchronous online discussions: A perspective of peer facilitation

With the widespread application of technology in various learning communities, asynchronous online discussions (AODs) have been repeatedly reported as important for exchanging and constructing knowledge and fostering critical thinking (CT). Nevertheless, the specific conducive processes in AODs are yet to be further identified. This study explored the effects of peer facilitation on enhancing CT by tracking the peer facilitation strategies and the corresponding CT episodes in AODs. Forty-five Chinese college students in an English for Academic Purposes (EAP) course participated in a three-phase online discussion task: Stating, Commenting, and Responding. Upon completion of the discussion, all interactive postings were retrieved verbatim and coded for peer facilitation instances and CT episodes in MAXQDA 2022. Seven peer facilitation strategies emerged from 105 peer facilitation instances at the Commenting phase and revealed a frequency-based three-tier peer facilitation pattern, with the bottom-tier, middle-tier and top-tier peer facilitation strategies correspondingly playing the bonding, engaging and monitoring functions in AODs. Such peer facilitation effectively triggered 78 CT episodes, with higher-level CT episodes aggregating on Analyze and Evaluate along an ascending CT level scale from Recognize, Understand, Analyze, Evaluate to Create. This study further identified stem and branch peer facilitation strategies that students employed in AODs, among which the single-strategy and double-strategy structures were more effective in triggering higher-level CT such as Analyze and Evaluate. In light of these findings, pedagogical implications are discussed for employing AODs as a learning community to foster CT in EFL classes.

Exploring attributes impeding students’ classroom oral interactions and participation in EFL classes: Kotebe University of Education in Focus

This study explores the attributes impeding students’ classroom oral interaction and participation in EFL classes. Descriptive survey research design was employed to carry out the study. The research included fifty (50) students out of 148 target population, which is 33.8%. It also involved twelve English language instructors out of 34 members using a convenient sampling technique. As the student population was grouped into sections, stratified and random systematic sampling techniques were employed to determine the specific representative samples. Data were collected using a questionnaire, semi-structured interview, and rating scale. The collected data were analyzed using mixed research methods (qualitative and quantitative approaches). The result reveals that eleven classroom oral interaction and participation-impeding attributes are found to be rated by more than 50% of the respondents. Most of the identified attributes are allied to teachers’ and students’ personal perceptions, lesson delivery styles, learning topics, fear of criticism, external pressures, classroom social impacts, lack of prior experience, and overuse of mother tongue as a way out of English speaking stress. It was concluded that most impeding classroom attributes were found to be rooted in psychological, social, pedagogical, linguistic, and communicative competencies.

Middle school teachers’ views and recommendations about using translation exercises in L2 reading comprehension classes

Reintroducing translation exercises in EFL classes has been advocated by theorists and scholars in the field. They highlighted the facilitative role of translation and called for paying attention to its position in FL teaching, especially with regard to the four skills (Deller and Riuvolucri, 2002; Atkinson, 1993, 1987; Auerbach, 1993). However, it is noted that little attention has been paid to suggesting practical pedagogical and methodological recommendations of a possible use of translation exercises in EFL teaching. In the present paper, we aim at exploring teachers’ views and recommendations towards using translation exercises in the teaching of reading comprehension to beginners in Moroccan middle schools. To do this, the study employed a qualitative method of research. Despite Covid-19 discouraging conditions and the difficulty of finding teachers who have been teaching English in middle schools continuously, ten teachers who use the same textbook with the same level of learners were interviewed. Analysis revealed that the interviewees are positive about using translation in beginners’ reading comprehension classes on condition that the activities are short and well-controlled, should come in the initial and the final stages of the lesson, particularly with culture-based reading material.

Ethiopian High School Students’ Reading Motivation and Their Reading Achievement in EFL Classes

This study examined the relationship between Ethiopian grade 9 students’ reading motivation domains and their reading achievement in EFL classes. A sample of 120 9th graders of Debre Eba Secondary School in Debre Berhan town, participated in the study. Employing a correlational type of design, the study utilized questionnaire and reading achievement test to collect data. SPSS (Version, 25) was used to analyze data. The findings revealed that students’ reading motivation domains were significantly associated to reading achievement. The aspects i.e. extrinsic motivation, intrinsic motivation, self-efficacy and social motivation were positively and significantly related to reading achievement. However, a negative and non-significant correlation was found between reading avoidance and reading achievement. It was also found that students’ reading motivation domains together predicted their reading achievement. Thus, it can be concluded that students’ reading motivation domains are related to reading achievement while reading texts in EFL classes. Besides, the reading motivation aspects in combination are predictors of reading achievement. Finally, the study suggests that reading motivation strategies should be given critical attention in order to improve secondary school students’ reading comprehension and achievement.

The role of accents in College EFL classes in Mexico

The role of accents in College EFL classes in Mexico

Awareness and Practices of Vocabulary Teaching Among Teachers in Eastern Hararghe, Ethiopia (Felana, Kerensa, and Kombolcha in Focus)

The main purpose of this study was to investigate the EFL teachers' awareness and practices of vocabulary teaching strategies in English EFL classes, among grade nine and ten EFL teacher. Methods. The descriptive survey research design used in this investigation involved gathering data from a sample population to describe and analyze a particular phenomenon. This design allowed for a comprehensive understanding of the topic by incorporating both quantitative and qualitative approaches. Quantitative data collection methods were employed to gather numerical data that could be analyzed statistically. This included the use of structured questionnaires or surveys, which were administered to participants to collect data on their attitudes, beliefs, behaviors, or other relevant variables. On the other hand, qualitative data collection methods were used to gather non-numerical data that provided in-depth insights and understanding of the phenomenon under investigation. By utilizing a combination of questionnaire, observation and interview data collection methods, the researcher was able to gain a comprehensive understanding of the research topic from multiple perspectives. The results from the analysis of data from interview, questionnaire, and observations are discussed in line with some empirical findings. The result obtained through the interview in this regard generally revealed that most of grade nine and ten EFL teachers seem to have put doubt that they use various vocabulary teaching methods in their teaching and learning vocabulary. Based on the results and discussions of the findings of the study, it is possible to conclude that grade nine and ten teachers of Kombolcha, Kerensa, and Felana Secondary Schools did not properly practice different vocabulary teaching strategy in vocabulary lessons.

Critical language pedagogues in Japan: enhancing student receptivity

Abstract This paper reports on part of a larger study of critical language pedagogy (CLP) in university EFL classes in Japan. Through in-depth semi-structured interviews, we examined the philosophies, approaches, pedagogic choices, and adaptations of nineteen self-identifying critical pedagogues. Here, we focus on the theme of student receptivity to the use of critical practices. We report that the majority of teachers thought that CLP was viable in their situations and we show the strategies that they have used to make it work. We particularly focus on the ways in which teachers have created classroom environments conducive to communication about challenging issues. The results may inform and guide teachers in their own explorations of CLP as they make decisions relevant to their own educational contexts.

Translanguaging as Pedagogical Practice: Insight from Indonesian EFL Classroom

This study investigates the translanguaging as a pedagogical practice employed by English language teacher and students in EFL classroom, focusing on the reasons employed by teachers and students, the benefits and challenges encountered, and the achievement employed by teachers and students in English subject. Utilizing a case study design, this research involved in-depth interviews with English language teachers and students, complemented by classroom observations supported by document analysis to gather comprehensive insights. The study was conducted with a sample of 2 English language teachers and 6 students from MTSN 2 Kuantan Singingi. The findings reveal that the practice of translanguaging has a positive influence on English learning in EFL class from both teacher and students. The practice of translanguaging can accommodate both teacher and students’ language differences and as a form of preserving culture. The benefits identified include enhanced student engagement, accelerated learning comprehension through boosted creativity, and the development of an interactive learning environment. Challenges such as mismatch between target language and local language and time consuming in the literacy multilingual class. The study underscores the necessity of addressing these issues and highlights the importance of translanguaging in EFL classroom for their knowledge, background, and mother tongue are important to their education. This will make them become more active and use both languages. In other words, they’ll feel motivated.

Positive Discipline Impact on Students’ Self-Esteem in EFL Class in Tertiary Level

This research investigates the impact of positive discipline on students’ self-esteem and how it is implemented. A pre-experimental study followed by observation was applied in this research. This research was carried out at an English department of an Islamic University in Salatiga, Indonesia. An English class consisting of 33 students was chosen through cluster random sampling, and an English teacher was the sampler of this research. The pre-post-test was given to 33 students and adapted from Sorensen’s Self-Esteem Questionnaire. The observation was also employed to gather further information on how the teacher implemented positive discipline in the class. Positive Discipline practices in the class are reflected in how the teacher motivates students, praises students’ work, helps students’ problems, and involves students in arranging learning. Further, the mean score of students’ self-esteem questionnaire is decreasing, which means their self-esteem is increasing. Although they are classified in similar levels from 18.42 (severely low self-esteem) to 17.12 (severely low self-esteem), they have improved their self-esteem score. On the other hand, the result of the paired sample T-test represents the less significant positive discipline effect on self-esteem. The paired sample T-test value is 0.092, which is higher than 0.05. Thus, implementing positive discipline over extended periods in EFL learning might significantly affect students’ self-esteem.

A photovoice study on pre-service EFL teachers’ struggles for managing students’ misbehavior during teaching practicum

Despite classroom management has been widely investigated by previous studies, the issues of managing students’ misbehavior in EFL classes still receive scanty attention. This study aims to investigate the types of students’ misbehavior and pre-service EFL teachers’ struggles in managing students’ misbehavior during their teaching practicum in secondary schools. This research was designed as a photovoice study, and two pre-service EFL teachers were recruited to participate in this study. Their lived experiences in dealing with students’ misbehavior during a teaching practicum program were documented through photovoice. The data were analyzed employing thematic analysis. The study findings demonstrated three types of students’ misbehavior, i.e. socially disruptive behavior, authority-challenging behavior, and self-disruptive behavior. Another finding reported that pre-service teachers encountered several challenges in managing students’ misbehavior, in terms of managing hard-control students, maintaining students’ focus, managing students who made noise, and organizing students who broke classroom rules. This research concludes with empirical insights into how pre-service teachers encounter challenges addressing students’ misbehavior and how they require to use strategies to tackle students’ misbehavior, including giving punishments regarding the level of students’ misbehavior.

The Implementation of ICT in Teaching Speaking to Students of EFL Class at Faculty of Languages and Literature Universitas Muslim Indonesia

The Implementation of ICT in Teaching Speaking to Students of EFL Class at Faculty of Languages and Literature Universitas Muslim Indonesia

INTERACTION STRATEGIES IN THE SKILL AND CONTENT COURSES IN EFL CLASSES

Studies to reveal the factors contributing to the effectiveness of language instruction are still underway. This study disclosed the phenomenon in EFL classes focusing on the interaction strategies in skill and content courses, which use English as the target language. This study uses a descriptive qualitative method. Having been collected by observation, recording, and interview, the data were transcribed, identified, and classified, then analyzed by description, quantification, and comparison. The findings were that, despite both employing a learner-centered approach; the interaction strategies are divergent due to different instructional goals. First, in the skill courses, the students' talking time is greater than the teachers' talking time, and the opposite fact exists in the content courses. Second, the interaction patterns in the skill courses indicate more student-active learning than in the content courses. Third, directive acts were performed more in the skill classes, and assertive acts in the content classes. Fourth, the native language was used more in the content than skill classes. The implication is that the interaction strategies should be varied following the pedagogical purposes to optimize the effectiveness of language teaching in an EFL context.

Exploring TPACK Barriers of EFL Junior High School Pre-service Teachers: Narrative Inquiry

Technology, content, and pedagogy must have a meaningful relationship with each other so that Pre-service English Teachers' literacy can be connected to a variety of semiotic modes beyond written language. Interaction with a greater variety of texts in a variety of modes, media, and environments highlights the need for tools to assess English language instructors' TPACK when it comes to educating students in multimodal literacy. Several pre-service English teachers in EFL classes utilize the use of word wall media for learning. This research aims to identify the obstacles faced by pre-service teachers in utilizing TPACK to teach EFL English at a private university in East Java, Indonesia. By adapting the interview framework (Creswell, 2018), which consists of four discussion targets, including pre-service teachers' beliefs regarding the practice of using TPACK, which is applied in learning activities in junior high schools. This narrative qualitative method (Clandinin & Connelly, 2000) uses semi-structured interviews as its instrument. Systematically using Widodo's (2014) thematic analysis to analyze qualitative data. The findings show that there are many obstacles faced by pre-service teachers and students in implementing learning using TPACK in EFL classes, to be effective for their future teachers, pre-service skills.

The Implementation of Communicative Language Teaching (CLT) Approach in Efl Classes; A Case Study on The Border Of Indonesia – Malaysia

The position of English in Indonesia as a foreign language requires teachers to be more creative in using the right approach in teaching EFL classes. One approach teachers widely apply is the CTL approach because it is considered by them to combine the four skills in English, namely listening, speaking, and reading. and writing. However, the application of the CLT approach depends more or less on the character of the class being taught and is influenced by several factors, including the geographical location of an area where Sebatik Island is geographically located on the border of Indonesia and Malaysia. It makes the application of the CLT approach may be different from other areas find borders with other countries. This research aims to qualitatively describe the implementation of the CLT approach in the classroom by English teachers on Sebatik Island and the challenges they face in implementing it. The research method used is descriptive qualitative with a case study approach. Data collection methods were collected through observation, interviews, Focus Group Discussions (FGD), and triangulation involving four respondents from several junior high schools on Sebatik Island. The data collected was then analyzed using the Miles and Huberman interactive analysis model consisting of three activity streams that co-occurred: data reduction, data presentation, and conclusion. From the data analysis using the model, the geographical location of Sebatik Island, which directly borders Malaysia, positively contributes to students' communication skills. However, the implementation of the Communicative Language Teaching (CLT) approach by teachers on Sebatik Island is not free from several challenges, namely the lack of understanding among some teachers regarding the importance of this approach in learning English, the provision of supporting facilities, support from various parties including school principals and Government Agencies Education, as well as the political dynamics in the regions, which tend to be unproductive in developing teacher competency.

Students Perception of Gamified Learning in EFL Class : Online Quizizz for Engagement and Motivation

Students Perception of Gamified Learning in EFL Class : Online Quizizz for Engagement and Motivation

A proposal to use TPR and REALIA to enhance vocabulary acquisition in an EFL class

This study aims to explore the impact of the Total Physical Response (TPR) method and realia technique on vocabulary acquisition in an eighth-grade EFL class at Ejército Ecuatoriano Educational Unit. TPR, created by Dr. James Asher, is based on the idea that language acquisition is more effective when students engage in physical actions. Realia involves using real-life objects to facilitate language learning and understanding. This combination is helpful and fruitful, allowing young learners to acquire vocabulary differently from traditional methods. It is crucial for teachers to integrate these methods into their classes to make them enjoyable, interesting, dynamic, and participative. This means that students learn without feeling afraid, nervous, or shy; instead, they feel comfortable, integrated, confident, and motivated. The research uses a diagnostic test and a perception survey, employing mixed methods. The qualitative method provides a deep understanding by analyzing survey responses, while the quantitative method collects and analyzes numerical data. This combination boosts students’ vocabulary acquisition, enhancing their ability to understand, communicate naturally, and improve long-term retention.

Blended Snowballing Discussion Technique and Collaborative Learning Pedagogy in EFL Speaking

The objective of this qualitative case study is to investigate BSD issues, solutions, and collaborative learning approaches in EFL courses. As part of a case study, researchers examined the design and gathered information through open-ended interviews, documents, digital recorders, forum group discussions (FGD), and pertinent literature. All the gathered data were examined through exploration. Accordingly, the FGD forum was used to its fullest potential during the data analysis process for cross-checking, validation, verification, and confirmation. Teachers used pre-teaching (planning), cooperation (observing, supporting, and consolidating), reflection, and evaluations to achieve their goals. In this way, teachers encounter issues such as (1) choosing topics based on what students already know, (2) lack of group cohesion, (3) distinction between group and individual assessment, (4) lack of constructive interdependence, (5) variety of learning styles, and (6) inactivity. More research will be required in the future, as the study only examined a limited sample of people. There are recommendations for future experimental language lab classes. Blended EFL classes typically require the construction of an EFL curriculum through collaboration and technology, based on spontaneous speech activities, to ensure students' preparation before and after their participation.

Investigating Chinese university students’ foreign language enjoyment and anxiety in the EFL class

Abstract Emotion research in second language acquisition has flourished under the growing influence of Positive Psychology in recent years. The present study focuses on foreign language enjoyment (FLE) and foreign language classroom anxiety (FLCA) of 263 Chinese undergraduates in relation to learner variables as well as the sources of enjoyment and anxiety in the English class. Surveys with scales and open-ended questions were applied to collect data. Quantitative analysis revealed that learner variables, such as participants’ gender and their year of university, affected their FLCA but not FLE, while participants’ perception of their English levels was significantly linked to both FLE and FLCA. Furthermore, the uniqueness of Chinese FL learners’ FLE and FLCA was uncovered from participants’ narratives of their emotional experiences in College English class. The results of open-ended questions clarified that interesting teaching content, students’ good performance and progress, and well-designed classroom activities were effective boosters for foreign language (FL) learners’ enjoyment. Moreover, public speaking, the teacher’s random call, and peer pressure were closely related to spikes in students’ in-class anxiety. This study concluded with implications for EFL teaching, along with directions for further research.