EFL Classes Research Articles

The Adjacency Pairs in EFL Virtual Classes: A Conversation Analysis

There are many variations in the conversation between students and lecturers. The conversation between those two parties in classroom tend to be in one way or teacher-centered. This study employs conversation analysis of adjacency pairs. There have been many studies that analysis the use of adjacency pairs in a conversation, but there are no ones that focus on virtual platform. This study aims to find out adjacency pairs in conversations between a lecturer and students in the EFL virtual class. In conducting the study, researchers employed qualitative research method. The data used in this study were words in the form of recordings from virtual meetings at the EFL speaking virtual class at IAIN Syekh Nurjati Cirebon. The recording was transcribed and the data were analyzed using textual analysis. The finding of this research shows 12 adjacency pairs that emerge from the conversation. Finally, this study can be a practical guidliness for teachers, lecturers, and students who are interested in type of adjacency pairs and communicative functions in EFL class. Moreover, this study provides new references to translators and researchers because it analyzes conversations in virtual space.

Enhancing Foreign Language Enjoyment and Well-Being Through a Mindfulness Based Intervention Program in the Efl High School Classroom - Teacher’s Insights

This paper presents findings from research that aimed to see how a mindfulness-based intervention program in an EFL high school classroom can enhance student’s foreign language enjoyment and well-being. Students from a 10th grade EFL class in a high school in Israel, participated in a mindfulness-based intervention program held during a ninety-minute EFL lesson each week over a period of thirteen weeks. The research employed qualitative methodology to collect and analyze student’s perception of their English studies, their feeling of well-being in the classroom and their foreign language enjoyment. Semi-structured interviews were used for fourteen participants in the program who were interviewed at two points in time: during the program and a week after the program had ended. Additionally, insights emerging from my teacher’s log, which documented the process of the mindfulness program at the end of each lesson are also discussed and shed light on future pedagogical implications. All of the participants interviewed reported on an increased level of enjoyment and well-being as well as perceiving an improvement in their EFL learning.

Teachers’ Perspective on the Applicability of Neuro-linguistic Programming to Address EFL Learners’ Speaking Anxiety (Case of the Universities in Georgia)

Effective communication skill has gained a huge priority on every path of an individual’s life and in a professional context. Speaking in the target language helps learners to create the context and produce the language. Anxiety encountered while speaking in a foreign language is one of the major factors that may lead to preventing the learners from achieving academic goals and lowering their motivation and self-esteem. The impact of anxiety in foreign language acquisition and speaking performance has been widely researched, while the implementation of NLP (Neuro-linguistic programming) in EFL classes in order to address speaking anxiety has not been investigated sufficiently. The teachers’ awareness of NLP techniques in foreign language classrooms in order to address anxiety is not explored as well. The primary objective of the current paper was to explore the applicability of NLP techniques in EFL classes for reducing learners’ speaking anxiety. The paper also attempted to explore EFL teachers’ awareness of the topic under investigation. Participants of the study were 61 EFL teachers at the universities in Georgia. According to the research findings, teachers are familiar with NLP techniques at some level and most frequently use Modeling, Visualization, and Rapport. They also showed a positive attitude towards further implementation of NLP techniques. Overall, the current paper revealed that teachers need to be equipped with practical tools for implementing NLP techniques in EFL classrooms to address speaking anxiety among learners. A more thorough examination of the topic under investigation is also strongly recommended.

Code-switching as a linguistic resource in an EFL context at a language center in Mexico

This study explores code-switching (CS) as an interactional resource by learners in an EFL classroom in a predominantly monolingual context of Mexico could provide university students with a useful resource in language learning. The research aim is to identify and analyze the codeswitching interactional patterns that the students use to participate in the classroom such as reiteration, equivalence, floor-holding and socializing. In order to analyze these ways, observation sessions were carried out as these depictions demonstrated what was taking place in the EFL classroom. Field notes are used to triangulate data; therefore, a more in-depth and rich analysis is brought forth as to how these resources are used. Accordingly, classroom data is analyzed using an applied Conversation Analysis approach. This case study is part of a PhD project that explores the linguistic practices of nine students from two intermediate EFL classes. Both observations and field notes reveal that learners´ draw on CS for carrying out learning activities, negotiate meaning, as it is a supporting element in the communication of information and in the learners’ social interaction. Therefore, the study suggests that CS serves for communicative purposes in a way that is exploited as a tool for transference of meaning.

Promoting senggi folktales as media of contextual teaching learning in Papua

In EFL class, some students mostly struggle to comprehend reading since the material is not contextually suitable for their needs. Senggi folktale is one of the media to teach reading skill contextually and is now forgotten by Papuan youngsters. This study aimed to explore how to engage students to read narrative text and promote the teaching of reading by using Senggi folktales. This descriptive-qualitative study took place in Keerom, Papua, Indonesia between July and September 2015. There were students of Junior High School, 1 Junior High School teacher, 1 ex-elementary school teacher, 1 tribal chief, and 2 elders as the informants. The data were collected by using observation, interview, and FGD (Focus Group Discussion). The study discovered that students could effectively and enthusiastically learn the social function, generic structure, and linguistic features of the contextual reading material, Senggi folktale. They also indirectly do cultural heritage preservation and get the good socio-cultural values revealed in Senggi folktale.

Teaching and learning to write: using a task-based approach in an efl class

This article investigates teaching and learning to write using a task-based approach in an EFL (English as a Foreign Language) classroom as an effective method that focuses on developing students' writing skills through meaningful and authentic tasks. This approach encourages students to engage in purposeful writing activities that mirror real-life situations. The article also provides the key principles of TBLT and some strategies to implement in the learning process.

Flipped classroom in EFL: a teaching experience with pre-service teachers.

This research aims to test a flipped classroom model to improve students' English proficiency. To achieve this goal, two research questions were posed: RQ1 "Does the suggested model of flipped classroom teaching strategy increase the learners' accuracy in the use of grammar in the target language more than the non-flipped active-learning strategy used?" and RQ2 "Does the suggested model of Flipped Classroom teaching strategy increase learners' listening skills in the target language more than the non-flipped active-learning strategy used?" The participants involved in the study were 55 students from the Faculty of Education, University of Trnava (Slovakia), comprising 45 females and 10 males. All participants were pre-service teachers of English language and literature in their first year of undergraduate studies. The research had a semi-experimental pre-test/post-test design which was given to the control and the experimental group. The results show that students in the flipped classroom had a statistically significant positive effect on the participants' listening skills. As for grammar, both the control and the research group improved, but the results were not statistically significant. These findings partially match former studies, where language accuracy was also an indicator of flipped classroom success. The implications of this research are high since listening, often referred to as the "Cinderella" of language skills, has frequently been overlooked in EFL classes, leading to students not reaching expected proficiency levels.

The Plausibility of Applying Dogme Language Teaching Approach in Iranian EFL Classes from Teachers’ Perspective

Over-dependency on manufactured materials and fixed syllabuses in language classrooms hamper both teachers and students from achieving communicative ability. In the Dogme language teaching approach or unplugged teaching, teachers do not rely on these predetermined procedures and they have the freedom to choose the class activities based on the situation of the classroom. This study was an attempt to investigate Iranian English language teachers’ perspectives on the possibility of the application of the Dogme approach as an unplugged teaching methodology in Iranian high school English classes. 100 Iranian EFL teachers took part in the study. The teachers were given a questionnaire aiming to reveal their opinions about the general principles of the Dogme language teaching approach. Then, a semi-structured oral interview was conducted. The analysis of their responses led to the conclusion that the Dogme approach was generally unknown by many Iranian teachers. Only a few teachers applied this approach in their classes. Therefore, it is suggested that the Dogme approach should be introduced and integrated into mainstream English as a foreign language program in Iranian contexts through workshops and in-service classes.

Improving pronunciation of -S ending in an Ecuadorian EFL class

This research aims to improve students' pronunciation of the -S ending sound in a group of twenty-one EFL learners from a private high school on the Ecuadorian coast where the pronunciation of the -s ending appears weak on them. By using PRAAT computer software and exploring whether, after using it, their pronunciation had improved; To answer this question, we present to students the specific grammar aspect of /z/ /iz/ /s/ English pronunciation, recorded sounds with complete sentences, verbs and nouns from a native English speaker is used to help students to analyze their pronunciation as the native speaker does by using this software. The final results demonstrated that some learners improved their pronunciation of the -S ending sounds, yet others did not; students concerned about their English proficiency improved compared to the ones with low proficiency levels. The study suggests using technological tools to teach and learn pronunciation, as some students do not like to learn a second language. Teachers must apply their curriculum to teach pronunciation with the help of technological tools.

Students Attitudes and Perceptions Toward Using Google Translate at Ghor Institute of Higher Education

The easiest and most accessible way for learners to meet their translation needs is by using Google Translate. Machine translation is now an integral part of learning a foreign language, particularly Google Translate (GT), which has influenced EFL learning as an online dictionary. It is used to translate from the source language to the target language. It is widely used by Afghan second-language learners today for translating between English and Farsi languages. The purpose of the present study was to explore students’ attitudes and perceptions toward using Google Translate in EFL classes at the Ghor Institute of Higher Education. The data for this study were collected using a five-point Likert questionnaire and interviews with 145 English-major university students at the English Department and were analyzed both qualitatively and quantitatively. After analyzing the data, the results indicated that almost all of the participants reported using GT. The three most frequent uses of GT were to look up the meanings of unfamiliar words and to translate sentences from English to Farsi and vice versa, while translating paragraphs and articles (discourse level) was the least frequent. The results also showed that a majority of the population frequently used GT in their classes, and less than half said they used it sometimes, but the rest stated they used it always and rarely, with a very small percentage admitting they never utilized it. All in all, most of the students expressed a high level of positive attitudes toward using GT as a language learning tool in EFL classrooms. It is expected that GT will be better utilized in the future after knowing students’ perceptions and attitudes toward using it; that is, it may assist lecturers and educational practitioners in making informed decisions about its utilization in the classroom.

Integrating Critical Thinking by P4Cs Into EFL Classes Through Integrated Language Skills

This research aims to provide empirical evidence on the impact of integrating Philosophy for Children (P4C) strategies with English language teaching for EFL learners. While existing studies have extensively outlined the educational benefits of P4C across various educational contexts, limited research focuses on its application in ESL or EFL settings. Therefore, this study investigates the positive effects of integrating P4C into EFL classrooms, specifically in conjunction with integrated language skills activities. A total of 12 students, evenly divided between Istanbul and Muğla, participated in the study. The P4C group engaged in language skills activities integrated with P4C in their classrooms for four weeks, and the impact of these lessons was assessed using questionnaires. The study’s results demonstrate that P4C interventions significantly reduced students’ levels of English speaking anxiety, enhanced their motivation to learn English post-intervention, and improved both their receptive and productive language skills. These findings underscore the potential of P4C integration in EFL instruction, offering promising implications for language pedagogy and learner outcomes.

The Role of Interlanguage Practices in Feedback Mechanisms: A Case Study with Saudi EFL Learners

This study explored the efficacy and role of interlanguage feedback practices to and from EFL learners’ perspective at Qassim University which is a large university with a diverse Arabic speaker learner group. It also gauged the correlation between using interlanguage feedback practise, tolerance of language ambiguity and motivation to learn among the participants. A convenience sample of 48 EFL undergraduates at Qassim University were encouraged to judiciously adopt interlanguage in giving and receiving feedback in the EFL class for a period of eight weeks. Thereafter, a questionnaire was used to gather information on the predictors for interlanguage use in feedback and their outcomes on learning perceptions of the learners. Results indicated that students have moderate perceptions towards practicing interlanguaging feedback. Results also reported positive and moderate direct correlation between practicing interlanguaging feedback, tolerance of ambiguity and learning motivation. This was reflected in foreign language ambiguity tolerance, followed by learning motivation. Results also helped conclude that in the Saudi EFL context, an English-only classroom is not yet suitable to optimize learning, given the learners’ learning style and prevalent pedagogical methods, and as far as interlanguage use in feedback mechanisms is concerned, learners are positive to the idea as it aids in achieving their learning goals.

Discourse towards understanding the impacts of humour in foreign language classes

The phenomenon of humour in every sphere of one's life has a vital role. This project involves the element of humour in EFL classes. The purpose to conduct this research is to investigate how much is the application of humor important, its role, and effectiveness in EFL classes. Mix method/ Qualitative and quantitative types of research have been used for the study. To collect the data, survey forms and questionnaires were used. For data analysis of the collected data, the application namely SPSS was used by the researchers. So the result shows that it is a good technique to apply the mechanism of humour in teaching, especially in foreign language classes.

EFL Teachers’ Perceptions Towards the Integration of Literary Texts in EFL Classes

EFL Teachers’ Perceptions Towards the Integration of Literary Texts in EFL Classes

A Reflective Practice of Intensive Teaching of EFL to Non-English Majors in a Hybrid Mode: Insights from an EFL Class from Eastern Siberia

The article discusses the intensive English language training for non-English major students at the North-Eastern Federal University, Russia’s Far East region. This study checks out the efficacy of an intensive hybrid teaching model in undergraduate students. The intensive method of teaching is aimed at creating an activating environment for the concurrent development of English skills in non-English major students. The theory of the intensive methodology in the EFL field has been studied in Russian and international research. The intensive hybrid training model combining digital and face-to-face instruction is presented in this article. During the intensive training, 100 undergraduate non-English major students took part in experimental learning. Placement test for students was conducted at the start of the academic year and the final test upon completion of the academic year. The results of the test in the control and experimental groups are also presented. Moreover, the problems in using the intensive hybrid training model are identified.

Conversation Diary in EFL Class: A Perspective, Problem and Solution

Conversation needs two people or more to be conducted. In doing conversation, diary is needed to help students to speak during conversation. Therefore, this study aimed to know the students’ perception on conversation diary, problems and solution. A mixed method was employed to achieve the research objectives. Thirty five students of English Education Study Program were the sample of this resarch. The instruments used were questionnaire and interview. The data were quantitatively and qualitatively analyzed by the researcher. The quantitative data were analyzed by using descriptive statistics with calculating mean scores and percentage, while the qualitative one used several stages namely reduction, displaying, and concluding the data. The results showed that majority students had a positive perspective on using diary in conversation class because based on the questionnaire, many students opted strongly agree and agree to all items. However, students faced several barriers namely speaking and psychologycal factors. In speaking skill, several students were lack of vocabulary, pronunciation, and grammar, while the psychological factors covered anxiety, self confidence and motivation. Another finding displayed that improving motivation and joining public speaking can be alternative ways to deal with those barriers. In conclusion, conversation diary had benefits for students to support them in speaking.

Exploring Reflective Teaching Practice of Indonesian EFL Teachers: A Case Study of Pre-Service Teachers’ Reflection in EFL Class

This research aimed at descriptively investigating pre-service teachers’ reflective teaching practices. The contents regarding analysis of the elements of reflection referred to the notion of reflective teaching proposed by Loughran (2006;1996). Four participants of EFL pre-service teachers doing teaching practice in two state secondary schools were involved in this study. Employing a case study design, data were collected through the participants’ reflective teaching journals and semi-structured interviews and were analyzed through inductive thematic analysis. The overall findings indicated that all elements of reflection were identified in the pre-service teachers’ reflective teaching journals although those elements did not emerge in sequence. Furthermore, the results showed that the issues that arose during teaching practice were related to learning management, knowledge management, classroom management, and language management. It is hoped that this study gives insight into the current debate concerning the rise of reflective teaching practice related to individual reflection during teaching practice and brings betterment in teacher education.

İngilizce öğretimine roman ve kısa hikayeleri katmak

Novels and short stories can be seen as motivating and authentic materials in English Language classes (Lazar, 1993). It is because novels and short stories are rich in not only language, but also, cultural aspects of the foreign language. Therefore, novels and short stories may act as great sources of language and culture in English as a foreign language classes. The language instructors’ role is important in teaching English through these sources. By the language instructors, the level and needs of the language learners need to be taken into consideration while selecting and using these literary texts. Researchers such as Byram (1989) and Brown(2007) claim that it is not any possible to separate language and culture from each other, for this reason novels and short stories can be seen as great sources both for language and for culture of the target language. Thanks to literary translation, it really is possible to be aware of other cultures of the world with the help of novels and short stories’ translations. In the following paper, it is aimed to show how using novels and short stories in EFL classes may develop students’ knowledge of English while increasing their cultural awareness. In that sense, togetherness of language and culture in language teaching, novels and short stories in the language classroom and ways to overcome cultural problems while using novels and short stories in EFL classes will be presented.

Integrating novels and short stories into English language teaching

Novels and short stories can be seen as motivating and authentic materials in English Language classes (Lazar, 1993). It is because novels and short stories are rich in not only language, but also, cultural aspects of the foreign language. Therefore, novels and short stories may act as great sources of language and culture in English as a foreign language classes. The language instructors’ role is important in teaching English through these sources. By the language instructors, the level and needs of the language learners need to be taken into consideration while selecting and using these literary texts. Researchers such as Byram (1989) and Brown(2007) claim that it is not any possible to separate language and culture from each other, for this reason novels and short stories can be seen as great sources both for language and for culture of the target language. Thanks to literary translation, it really is possible to be aware of other cultures of the world with the help of novels and short stories’ translations. In the following paper, it is aimed to show how using novels and short stories in EFL classes may develop students’ knowledge of English while increasing their cultural awareness. In that sense, togetherness of language and culture in language teaching, novels and short stories in the language classroom and ways to overcome cultural problems while using novels and short stories in EFL classes will be presented.

Vocabulary Learning Strategies in EFL Classes: Perspectives and Challenges

Vocabulary Learning Strategies in EFL Classes: Perspectives and Challenges