Teacher agency toward student linguistic development: The role of teacher self-positioning in Chinese EFL classrooms

It has been a general consensus among EFL learners that reading is one of the most challenging skills to master fully through productive exposure to their target language. Its difficulty does not only lie in the ability to decode the meanings of certain words but also in interpreting the implicit meanings formed in the texts. For this reason, second language educators need to promote more interactive, joyful, and meaningful reading activities that enable EFL learners to experience a higher degree of enjoyment. This can be achieved through the conduct of extensive reading activities, in which language learners are deliberately given the freedom to select varied texts that interest them the most. The researchers initiated this qualitative library study to investigate the role of digital reading texts in promoting extensive reading activity. To do so, the researchers employed a thematic analysis approach in analysing the identical findings from 30 previously published digital reading texts and extensive reading articles. A thematic analysis approach was applied to generate more dependable, tenable, and sound research results, as the intended data would be grouped in similar themes. The research results, categorized thematically, revealed that digital reading texts are beneficial for promoting extensive reading activities in EFL classrooms, as they fostered exponential growth in reading proficiency and disseminated more lively literacy dynamics.

Idioms are an important part of learning English vocabulary and fluency; however, they are often overlooked in EFL classrooms, especially where language instruction focuses on grammar and literal vocabulary. This study examined the attitudes of EFL students at Ghor University toward learning idioms, the difficulties they faced, and the strategies they used. To achieve the research objectives, a descriptive research design was employed. Data were collected from 78 EFL students using a questionnaire and analyzed using SPSS version 26. The results indicated that students held a positive attitude toward the importance of learning idioms but faced difficulties such as unfamiliar words, inadequate classroom instruction, ineffective cultural courses, the absence of direct equivalents in Farsi, and limited experience in using them. To overcome these challenges, they used strategies like translating idioms into Farsi, using keywords, practicing English outside class, and guessing meanings from context. The study suggests that EFL instructors in similar contexts could integrate idioms into classroom activities using interactive and practical strategies to support learning. However, these findings provide a useful insight into the experiences of students at a single institution and may not be generalizable to other contexts. Therefore, any teaching suggestions should be considered carefully.

Abstract This study investigates the effect of closeness and anonymity between Japanese university students on their degree of discomfort and quality of feedback exchanged during L1 peer feedback in an L2 English classroom. The investigations focus on learners’ praise and critique exchanged in their first language when reviewing each other’s English essays, as well as their reported degree of discomfort during the process. These variables are investigated by pairing each participant with three classmates: a known classmate with whom they are mutually close, a known classmate with whom they are mutually distant, and a classmate whose identity is unknown. These pairs exchange feedback on their writing and rate their level of discomfort when giving and receiving feedback. The investigations find lower degrees of discomfort among learners who share a close relationship. Furthermore, the results indicate that anonymity does not reduce the discomfort experienced by learners during the peer feedback process. The results also show that learners exchange similar feedback, regardless of their closeness or anonymity. The study alleviates concerns that closeness or anonymity influences the quality of peer feedback exchanged in the EFL classroom, with the caveat that learners who are close may experience the least discomfort during the process.

Enhancing learners' social skills in EFL classrooms: The role of collaborative writing instruction.

Pragmatic competence in EFL classrooms: A descriptive study of university English teachers’ speech acts and politeness strategies in Yemen

This case study explores how relational, connective instructional practices shape classroom conditions in which intrinsic motivation for learning the target language can take root. The study was conducted with first-year non-English-major EFL students at a Japanese university who had previously struggled with English and were placed in lower-level classes. A motivation survey administered three times during the year identified one class in which all students showed increases in intrinsic motivation, including those who initially reported low motivation. The study analyzed the narrative of a focal teacher through the conceptual lenses of connective instruction and discomfort. Findings reveal that the teacher’s practices reflected the interpersonal, substantive, and instructional dimensions of connective instruction. Those practices fostered a classroom where beginner-level students engaged in meaningful tasks, built inclusive relationships, and received recognition of their individual strengths. These practices appeared to help students overcome linguistic discomfort and develop positive experiences with using English in contexts in which target-language use outside the classroom is limited. このケーススタディは、関係性や関係性を重視した指導実践が、目標言語における内発的動機付けが根付く教室環境の形成にどのように影響するか探索する。本研究は、英語の授業においてかつて苦手意識を持ち、下位クラスに編成された日本の大学の非英語専攻の1年生を対象に行われた。動機付け調査を年内に3回実施した結果、当初動機付けが低かった学生も含め、すべての学生が内発的動機付けの向上を示した１つのクラスを特定した。その教員のナラティブを関係性を重視した指導と言語的居心地の悪さという概念的枠組みで分析した結果、教員の実践は、人間的関係性を重視し実質的で教育的側面を反映したものであり、初級レベルの学生が意味のある課題に取り組み、包摂的な関係を築き、個々の強みに気づく教室環境を育んだことが明らかになった。これらの実践は、学生が言語的居心地の悪さを乗り越え、目標言語使用の機会が限られた環境においても英語使用に対して肯定的な経験を得ることを助ける可能性を示した Keywords: teacher–student relationships, connective instruction, L2 motivation, case study, Japan キーワード：教師と学習者の関係性、関係性を重視した指導、第二言語動機、事例研究、日本

Integrating synergistic learning and ability grouping with AI-generated multi-tiered tasks to enhance reading attitudes and outcomes.

The transition to online learning, accelerated during the Covid-19 pandemic and sustained in post-pandemic educational context, brought new issues to the way cognitive demands were realized in EFL classrooms. This paper draws on evidence from six secondary school English teachers in a regionally situated higher education context, to examine how cognitive domain levels were planned and enacted in online instruction. Lesson plans, recorded teaching sessions, and semi-structured interviews were analyzed to find out the relationship between intended cognitive objectives and classroom practice, using Bloom’s Revised Taxonomy as an analytic reference. Across the cases, lesson plans reflected careful attention to the full range of cognitive levels. However, classroom activities tended to concentrate on remembering and understanding. Tasks that required students to apply knowledge, analyze ideas, or evaluate information appeared far less often. Although creative tasks, mainly individual writing assignments, were commonly assigned, these were rarely embedded within a sustained sequence of cognitive development. What teachers eventually did in class was strongly influenced by how comfortable they felt with digital tools, how reliable students’ internet access was, and how little interaction online sessions sometimes allowed. The findings suggest that online EFL tasks need to be workable in context while still supporting broader cognitive engagement. From an applied linguistics perspective, these findings contribute to understanding how cognitive objectives in EFL pedagogy are negotiated in online learning environments, with implications for task design and cognitive engagement in language instruction.

This study aims to explore the types of translanguaging and strategies used by EFL teachers integrated with multimodal approaches in the learning process, as well as students' experiences with these translanguaging practices in the classroom. This study uses a qualitative approach with a case study design. Data were collected through classroom observation and semi-structured interviews to analyze translanguaging practices and multimodal use, using observation sheets and interview guides as instruments. The data were then analyzed using Thematic Analysis to identify patterns of translanguaging and student experiences. The results showed that teachers predominantly used Intersentential Translanguaging (50%) and Managerial Strategy (51.2%) in explaining concepts and managing the classroom. The integration of translanguaging with multimodal elements such as audio and worksheets was found to increase student motivation, participation, understanding, and communication. Students also reported that they felt more confident, found it easier to follow instructions, and were more active in interacting in a bilingual learning environment. Thus, this study concludes that translanguaging integrated with multimodal is an effective pedagogical strategy in English language learning. Based on the limitations of the study, which only focused on audio and visual multimodal, further research is recommended to examine other multimodal.

This study aims to investigate the implementation of Genre-Based Pedagogy (GBP) operationalised through the Teaching and Learning Cycle (TLC) supported by animated videos in teaching recount-text writing at the junior secondary level. Specifically, it focuses on: (1) how the implementation of GBP/TLC with animated videos affects students’ ability to write recount texts, and (2) how students respond to the instructional activities in terms of their engagement, linguistic challenges, and reliance on teacher and peer support. The study employed a Classroom Action Research design conducted over two cycles in one class of Grade 9 students at a junior secondary school in Purwakarta, involving approximately thirty learners. Data were collected through students’ written texts, classroom observations, reflective journals, and semi-structured interviews. Students’ writings were analysed descriptively based on content, organisation, vocabulary, grammar, and mechanics, while qualitative data were analysed thematically. The findings indicate that the implementation of GBP/TLC with animated videos effectively improved students’ recount-text writing. Students developed clearer genre awareness, produced more coherently organised texts following the orientation–events–reorientation pattern, and showed more accurate use of simple past tense forms and temporal connectives. In addition, students responded positively to the lessons; they reported higher levels of engagement, motivation, and interest, particularly when learning was supported by animated videos and collaborative activities. Nevertheless, they continued to face challenges related to vocabulary choice, grammatical accuracy, and cohesion, which required ongoing scaffolding from teachers and peers. Overall, the study suggests that integrating GBP/TLC with animated videos is a promising approach to enhancing students’ recount-writing ability and fostering more positive attitudes toward writing in the junior-secondary EFL context.

Early oral English competence is a fundamental foundation for children’s academic participation and social communication. However, primary EFL classrooms in Indonesia continue to face challenges such as limited English exposure, memorization-oriented pedagogy, and insufficient phonology-focused learning media aligned with young learners’ developmental needs. Although digital media is increasingly used in language education, empirical evidence remains limited on how phonological visual support can be systematically integrated with adaptive learning frameworks to enhance early speaking development at the primary level. To address this gap, this study developed and evaluated a Digital Phonological Visuals (DPV) based adaptive learning framework to support elementary students’ English-speaking development. A sequential explanatory mixed methods research and development design was employed, guided by the 4D model. The intervention involved total sampling of 55 sixth-grade students at YPK Klasaman 2 Elementary School, Sorong City. Data were collected through pre- and post-speaking tests assessing pronunciation, fluency, and basic accuracy, complemented by questionnaires and systematic classroom observations. Quantitative results demonstrated a substantial improvement in speaking performance, with mean scores increasing from 44.2 in the pretest to 84.9 in the posttest, yielding a high normalized gain of 0.71. Regression analysis further showed a strong relationship between the DPV-based adaptive learning framework and speaking development (R = 0.93; R² = 0.865). Qualitative findings supported these results, revealing increased learner engagement, enhanced phonological awareness, and greater confidence in oral production. This study contributes a phonology grounded, classroom feasible adaptive digital model with implications for inclusive early EFL speaking in resource constrained primary education contexts.

The main objective of this study is to explore how an English teacher teaches literal reading comprehension in an EFL context. This study employs a qualitative case study design. The semi-structured interview was used as the instrument to explore teachers’ understanding of literal reading, instructional strategies, perceived student difficulties, and contextual factors influencing instruction. Thematic analysis was for the data analysis stage. The study identified four major themes: conceptualizing literal reading as a foundational skill, strategy-oriented instruction, vocabulary-related challenges, and teacher scaffolding within contextual constraints. Therefore, it is concluded that teaching literal reading comprehension is a demanding process and plays a crucial role in supporting students’ reading development in EFL classrooms.

ABSTRACT This qualitative study explores how student teachers experienced that improvisation activities facilitated spontaneous speech practice in EFL classrooms. During school practicums in Norwegian schools, pre‐service and in‐service student teachers reflected in trial logs before, during and after the trials in grades 5 to 10. These logs were analyzed based on a phenomenological perspective. We found that the improvisation activities enabled spontaneous speech practice well through the facilitative components playful pressure to contribute, engagement, enjoyment, and collaboration which resulted in the Spontaneous Speech Facilitation Model. Pupils' willingness to communicate seemingly increased as they were seen to take greater linguistic and creative risks when being playfully forced to go beyond their comfort zones together, also for reluctant speakers. We conclude that improvisation activities provide an engaging method for spontaneous speech practice with the aim of facilitating a communicative EFL practice. The improvisation activities seem to have supported the development of speaking confidence. These findings encourage further exploration and incorporation of improvisation activities in EFL teacher education.

At this point, the positive effects and challenges of using AI-based chatbots and tools in EFL classrooms are increasingly prominent in the scholarly literature. Nevertheless, Saudi EFL students’ perceptions of the impact, benefits, and challenges of using AI chatbots to enhance their writing skills remain underexplored. To address this gap, the present study investigates the perceptions of 100 Saudi EFL students regarding generative AI chatbots, particularly ChatGPT, in writing instruction through an online survey. The survey data were analyzed in SPSS using multiple analytical methods, including descriptive statistics, correlation, and regression. The results show that the students have very high perceptions of the benefits of using ChatGPT to enhance their writing. In addition, results indicate that students' perceptions of ChatGPT's impact and limitations, and their awareness of factors to consider when using it, were rated highly. Furthermore, the results demonstrate that students’ perceptions are significantly correlated with self-reported proficiency, suggesting that higher proficiency is associated with more positive attitudes towards AI tools for enhancing EFL students’ writing skills. Practical implications for EFL students and educators are discussed, emphasizing the value of incorporating AI to facilitate the development of writing skills. Directions for future research are also highlighted at the conclusion of this study.

This article explores how assessing listening is important for teachers understand high school students’ ability to comprehend spoken language. The research focuses on identifying proper assessment techniques and types of listening tasks used in classrooms. The goals of it and approaches to listening assessment are highlighted. Data are collected through the studies of researchers and scientists. This study suggests using a wider variety of listening assessment tools, improving audio materials by learning students’ strengths and weaknesses.

Learner motivation is a critical factor in the success of foreign language learning. This study investigated the instructional practices employed by Libyan secondary school EFL teachers and their perceived influence on learners’ motivation, engagement, and confidence. In this study, learner motivation, engagement, and confidence are operationalised exclusively through teachers’ perceptions rather than direct learner self-reports. A quantitative survey design was adopted, drawing on responses from 250 teachers across five secondary schools. A researcher-developed Likert-scale questionnaire, validated through expert review and pilot testing, measured ten dimensions of instructional practice. Descriptive and inferential analyses, including t-tests, ANOVA, correlation, and regression, were conducted using SPSS. Results indicated that teacher feedback, classroom interaction, and autonomy support were the strongest predictors of teacher-reported learner motivation, while cultural responsiveness and classroom management were weaker and less reliable indicators. Younger teachers reported greater use of innovative, student-centered approaches than their more experienced counterparts. These findings align with Self-Determination Theory and Teacher Expectancy Theory, underscoring the importance of competence, relatedness, and autonomy in fostering motivation. The study contributes empirical evidence from a rarely studied context, offering implications for teacher professional development, curriculum policy, and future research on motivational practices in EFL classrooms.

Students’ speaking skills in EFL classrooms are often limited by low confidence, limited practice, and less interactive teaching techniques. Therefore, this study aimed to examine the effectiveness of semi-scripted role play in enhancing the speaking skills of EFL students at MAN 1 Palu. This research employed a quantitative, quasi-experimental design with two groups: an experimental and a control group. The participants were 34 eleventh-grade students, with 17 in each group. The experimental group was taught using semi-scripted role play, while the control group received conventional speaking instruction. Data were collected through speaking pre-tests and post-tests assessing students’ fluency, accuracy, and pronunciation. The data were analysed using descriptive statistics, the Shapiro–Wilk normality test, and the Mann–Whitney U test to assess differences between the two groups. The results revealed that students in the experimental group showed greater improvement in speaking skills than those in the control group, and the Mann–Whitney U test indicated a significant difference in post-test scores between the groups at the 0.05 significance level. These findings demonstrate that semi-scripted role-play is an effective teaching technique for improving students’ speaking skills by providing structured support while encouraging active, meaningful communication.

Anxiety is one of the most important affective factors which effects students’ performance and participation in EFl classrooms. Anxiety can have a negative effect on the overall performance and communicative competence of secondary school level learners that are at an adolescent level, which is associated with high academic pressure and examination needs. This paper attempts to deal with anxiety-its sources, its effects and the classroom implications of this phenomenon among higher secondary students while learning English. The study used a convergent parallel mixed-methods research design. Quantitative data were obtained through a survey instrument adapted from the Foreign Language Classroom Anxiety Scale and 180 higher secondary students participated in the data collection. There was triangulation of findings as the qualitative data were collected through semi-structured interviews with students and teachers, in addition to classroom observations. The findings also show that students have moderate to high levels of English language anxiety. The factors that influence the respondents are the fear to make mistakes, test anxiety, speaking in English, lack of confidence and teacher pressure. The research also indicates sex difference is significant where female students feel more anxiety than their fellow male classmates. Anxiety was seen to have two effects: academic as well as psychological in nature, including reduced participation in the classroom, poor oral performance, low motivation and avoidance of communicative tasks. Observational data of classrooms also indicates that teacher feedback style and classroom interaction patterns are important determinants of learners’ anxiety. The results imply that English language learning anxiety is not only an individual learner problem but also a classroom-driven phenomenon shaped by pedagogical and assessment practices. The study emphasizes on the provision of supportive pedagogical strategies, learner-centered teaching and anxiety-sensitive assessment to encourage affective learning in English at higher secondary level.

The incorporation of Artificial Intelligence (AI) into educational contexts has expanded significantly, generating new opportunities for personalized instruction, real-time feedback, and enhanced learner autonomy. Nevertheless, the governance of AI use in academic settings has simultaneously provoked critical debates concerning academic integrity, assessment validity, and ethical accountability. Although prior scholarship has explored individual AI applications or addressed ethical considerations at a theoretical level, comprehensive pedagogical guidelines for practical classroom implementation remain insufficiently articulated. This study conducts a systematic literature review of empirical studies and policy documents published between 2019 and 2025, adhering to PRISMA protocols, to consolidate evidence regarding both the pedagogical benefits and institutional challenges of AI integration in EFL education. Employing thematic analysis, the review delineates recurring instructional affordances, structural risks, and contextual mediators influencing AI effectiveness. Building upon this synthesis, the study advances an original rule-based conceptual framework that translates human-centered AI principles into explicit pedagogical directives articulated as concrete do’s and don’ts for EFL classroom practice. The findings indicate that AI contributes meaningfully to EFL learning outcomes only when strategically embedded within robust pedagogical design, transparent assessment frameworks, and sustained teacher facilitation. By converting ethical and theoretical discourse into operational classroom guidance, this research provides a practice-oriented contribution for educators, curriculum developers, and policymakers pursuing responsible and sustainable AI integration in EFL environments.