EFL Classroom Research Articles

INTERACTIVE E-MODULES ASSISTED BY GOOGLE SITES IN EFL: ITS EFFECT ON STUDENTS' CRITICAL THINKING AND LEARNING ENGAGEMENT

This study explores how interactive e-modules utilizing Google Sites affect high school students' critical thinking and involvement in EFL classrooms. Using a mixed-methods approach, it compares an experimental group utilizing e-modules to a control group that uses textbooks. The results revealed considerable gains in critical thinking and engagement in the experimental group. Qualitative evidence showed that these students were more engaged and collaborative. The study indicates that interactive e-modules may assist in creating a more dynamic learning environment, and it recommends integrating them into teaching techniques and investing in appropriate technology. Future studies ought to investigate the long-term impacts of these instruments.

Exploring secondary school teachers' creativity in differentiated instruction (DI) practices across Indonesian EFL classrooms

The emergence of social, technological, and other aspects of life leads to increasing complexity in EFL instruction, requiring teachers to modify their instructions and accommodate students' learning needs through differentiated instruction (DI). DI requires that teachers diversify their instruction to optimize it. However, many teachers regard DI as challenging, requiring advanced teaching skills and creative thinking. Thus, this qualitative study aimed to investigate how teachers express their creativity in DI education and which areas of creativity need to be addressed. The data was collected by observing teaching performances and interviews with six Indonesian EFL secondary school instructors. The DI-Quest instrument was used for observation, and the English Language Teaching Creativity Scale (ELT-CS) was used to build the interview guide. The findings revealed diverse types of creativity in five dimensions: motivation, originality and elaboration, brainstorming, fluency and flexibility, and press and materials. However, teachers experienced difficulties articulating the creative aspect of autonomy in DI classrooms. Some pedagogical implications are addressed, particularly in teacher professional development programs.

Teacher’s Verbal and Nonverbal Communication on Students’ Motivation in Learning English

This study focuses on the teacher's verbal and nonverbal communication as well as the student's motivation in EFL classes. The goals of this study were to (1) assess the types of verbal and nonverbal communication used by teachers in EFL classrooms and (2) investigate how verbal and nonverbal communication influences students' motivation. The descriptive-qualitative method was utilized in this study. The research subjects were a teacher and 4 students selected from two classes in tenth-grade at MAN 3 Tasikmalaya. Data were gathered through observation (video recording) and interviews. The findings of this study revealed that the verbal type of FIACS and Schmitz has been fulfilled. There are the seven types of teacher verbal communication used in the classroom by the teacher. However, the researcher discovered that the most dominant type of teacher verbal communication is asking question in this study. In addition, the researcher engages in fourth sorts of nonverbal communication. Regarding the teacher's nonverbal communication, the researcher discovered that the most dominant type is kinesics such us body movement and gestures in this study. The findings also revealed that the teacher's verbal and nonverbal communication had a beneficial impact on their motivation to learn English. Positive effects include a sense of caring, a better understanding, a sensation of pleasure or comfort, an eagerness to learn, a sense of being appreciated and respected, as well as a sense of respect.

The Moderating Role of Emotional Intelligence in the Relationship between Foreign Language Enjoyment and English Achievement among Chinese Ethnic Minority College Students: A Theoretical Perspective

This paper proposes emotional intelligence as a moderator in the relationship between English-as-a-foreign language enjoyment and English achievement within the Chinese multilingual context. While foreign language enjoyment serves as the independent variable facilitating English learning, English achievement plays a dependent role in this relationship. Meanwhile, emotional intelligence acts as a moderator that can enhance, diminish, or modify the relationship between English foreign language enjoyment and English achievement. High emotional intelligence enhances learners’ ability to harness positive emotions for sustained motivation and engagement, equips them with effective coping mechanisms, and promotes meaningful social interactions. As a result, learners with high emotional intelligence are more likely to experience greater success and proficiency in English achievement through their enhanced capacity to leverage the benefits of foreign language enjoyment. This paper employs a quantitative approach and utilises questionnaires on emotional intelligence, foreign language enjoyment, and English achievement data to examine the relationship and interplay among 382 ethnic minority college students in China. The study highlights the importance of fostering emotional intelligence and positive affective experiences in the EFL classroom, suggesting that an engaging and enjoyable learning environment contributes to enhanced English achievement.

Students’ Silence in EFL Classroom: Contributing Factors and Identities

Investigating the issue of students' silence is essential since it is considered to discourage students from actively participating in the teaching and learning process. Students’ silence has been investigated from a variety of angles. Nonetheless, there has not been any discussion of EFL students' silence regarding their identities in the Indonesian context yet. Therefore, this study aimed to investigate the factors that influenced the students’ silence in the EFL classroom and the identities that they constructed during the period of silence. To reach the objectives, a qualitative approach was employed. Five students studying English in an English skill class at a university in Aceh participated in this study. The data were collected through classroom observations and semi-structured interviews. The results of this study show that four factors influenced the students’ silence, including being threatened with the presence of classmates or lecturers, being in a too silent class, a lack of comprehension of the studied material, and a lack of confidence. Furthermore, the findings also reveal that the students formed multiple identities during the period of their silence in their EFL classes. The identities underwent development, shaping, and reshaping. This study provides a new insight that, beyond their silence, the students actually actively constructed their multiple identities.

Rethinking speaking in ELT: Where does intelligibility stand in the EFL classroom?

Learning a Foreign Language (FL) is, as a rule, seen by experts as a major asset for global understanding and the mobility of people. English is found at the top of the pyramid as the number one language to achieve these goals. Nowadays, being able to express oneself intelligibly in English is decisive for students who want to thrive both academically and professionally. Indeed, the concept of intelligibility is now firmly established in the field of Applied Linguistics as one of the key factors in explaining success or otherwise in communication between interlocutors from diverse cultural and linguistic backgrounds. Accordingly, the essence of this article lies in the analysis of the communicative teaching practices of EFL teachers in Portugal and how they reflect on the learners’ speaking proficiency and intelligibility. Findings show that English continues to be taught with little regard to its real-world use, creating a gap between the learners’ needs/expectations and their true learning. Overall, the article focuses on the need for a reconceptualisation of speaking within an intelligibility frame of mind. Thus, it poses a challenge to traditional approaches to language teaching and learning practices by claiming a need to rethink approaches to learners’ oral proficiency grounded in the intelligibility principle.

Enhancing Capacity to Speak through Scaffolding and Task Repetition in Japanese EFL Classrooms

Enhancing Capacity to Speak through Scaffolding and Task Repetition in Japanese EFL Classrooms

Effectiveness of Task-based Approach in Teaching Translation: A Study of Tanzanian Secondary EFL Classrooms

This research aimed at examining the activities used by teachers in teaching translation in English subject in Tanzanian high schools (also known as advanced secondary schools) and their effectiveness in enhancing translation competences to students. This study used qualitative approach with a case study design to collect data. The research subjects were 3 teachers and 60 students in 3 advanced secondary schools in Dodoma City. The students were grouped in small groups consisting of 4-5 students each who were tasked to translate or evaluate texts in the classroom. The data were collected through classroom observation and document review. The data were analyzed through conventional content analysis. The findings showed that the teachers tasked students to translate and back translate sentences, paragraphs, and evaluate them. These activities equipped students with lower order translation sub-competences such as bilingual, extralinguistic, and translation knowledge sub-competences as reflected in the model of translation competence suggested by Albir et al. (2020). Translating activities engage students in both hands-on and minds-on learning which prepares them for real-life translation activities.

Flipped Learning in EFL Classrooms Effects on Tertiary Students’ Writing Skills and Perceptions

Flipped Learning in EFL Classrooms Effects on Tertiary Students’ Writing Skills and Perceptions

A Narrative Inquiry into EFL Teachers’ Emotional Geographies in Online Grammar ‘Funtainment’ Assessment

In EFL classrooms, each teacher is expected to be able to act professionally in teaching and assessing the students through the ability to control emotions. However, studies that capture such phenomenon are lacking. This study investigated the narratives of Indonesian EFL teachers’ emotional geographies who conducted online assessments using 'Funtainment Assessment' in 'Grammar' classes. The study employed a narrative inquiry as the design by collecting individual in-depth interview data over four months. Findings unveiled five aspects that influenced changes in the participants' emotional geographies: physical, moral, sociocultural, professional, and political. Participants had a variety of attitudes in response to the emotions that arose when assessing the students' grammar competence online. Interestingly, the participants experienced continuous adaptation to the practice of negotiation to the emotional changes Thus, it did not distract the professional developments they had done through agentive actions. The study's empirical results also suggest that the 'emotional geography dimensions' contributed to future teachers' professional developme

English Idiomatic Expressions in EFL Classroom through Movies: Challenges and Opportunities

English Idiomatic Expressions in EFL Classroom through Movies: Challenges and Opportunities

Challenging Native Speakerism: TEFL in Indonesia Beyond Native Speaker Fallacy

This article examines the English native speaker fallacy and its implications in the field of Teaching English as a Foreign Language (TEFL) in Indonesia. The NS fallacy refers to the belief that Native English-Speaking Teachers (NESTs) are inherently superior and more competent in teaching English, disregarding the importance of their Pedagogical Content Knowledge (PKC). Through a synthesis research methodology, this article involves examining, integrating, and synthesizing existing conceptual and empirical studies related to teacher professional identity, NESTs, TEFL, and its implementation in Indonesia. The findings suggest that the notion of standard English taught in EFL classrooms should be questioned, as it is influenced by linguistic imperialism and marginalizes World Englishes. In Indonesia, the dominance of standardized English tests further reinforces the perception that NESTs are more competent in teaching standard English. To challenge native speakerism, the article argues for a shift in focus from linguistic proficiency to pedagogical expertise when evaluating NESTs' qualifications. Emphasizing the value of Pedagogical Content Knowledge can lead to a more inclusive and equitable hiring process, where NESTs are assessed based on their teaching capabilities and experience. By prioritizing pedagogical expertise, educational institutions can promote a culturally responsive learning environment that embraces linguistic diversity and enhances the quality of English language education in a globalized world.

Research Trends on Students Engagement in EFL Classroom: A Literature Analysis on Online Scientific Publication from 2020-2023

Research Trends on Students Engagement in EFL Classroom: A Literature Analysis on Online Scientific Publication from 2020-2023

Facebook-Based E-Portfolio Assessment in An EFL Classroom: Design, Enactment, and Evaluation

Facebook-Based E-Portfolio Assessment in An EFL Classroom: Design, Enactment, and Evaluation

CODE SWITCHING AS POLITENESS STRATEGIES IN EFL CLASSROOM INTERACTION

Code switching and Politeness strategy are elements of communication that significantly influence classroom interaction. This paper was to reveal code switching including the reason of code switching as well as how it functions as politeness strategy in EFL classroom interaction. This study adopted a qualitative descriptive method. This research was based on the observation conducted in Universitas Negeri Makassar, in 2022. The research subject was 2 English Education classes that employed group presentation as the learning strategy. It consisted of 31 students for each class. To collect the data, the researcher recorded the classroom presentation. The recordings were then transcribed and analyzed by using discourse analysis approach. The reason of code switching was analyzed based on the theory by Hoffman (1991), and the politeness strategy was based on the rule of Politeness strategy by Brown and Levinson (1987). The result showed that code switching was used by students as politeness strategy during group presentation, and it was reflected in some maxims that were maxim of manner, maxim of relation, quality maxim, and quantity maxim. Finding of this research was significant in expanding ideas and insight about code switching that is actually can be used as politeness strategy in classroom interaction, particularly in group presentation.

Online course as a way to work on socio affective learning strategies in the EFL classroom

Este artículo es parte de los resultados finales de una investigación que se desarrolló en un programa de maestría en Colombia. El objetivo principal fue describir el impacto de la implementación de un curso online sobre estrategias socio-afectivas en las prácticas de un grupo de profesores en el salón de clase. Fue una investigación acción de tipo cualitativo, en la que se utilizaron los trabajos de los profesores, grabaciones de voces, una entrevista y el curso online como instrumentos para recoger la información. Los datos se analizaron bajo los principios del Método de Análisis Temático. Los resultados se presentan en tres grandes categorías y cinco subcategorías. La primera categoría está relacionada con la necesidad de aceptar a los estudiantes como son y no como el profesor desea que sean. Igualmente, se explica como la implementación de las estrategias afectan positivamente a los profesores y estudiantes, a cómo el docente debe lidiar con la motivación y con la frustración y la manera como las políticas educativas interfieren en lo que el docente desea hacer y lo que debe hacer. La segunda categoría se refiere a la relevancia de tener relaciones igualitarias o simétricas dentro del salón de clase y como se percibe este lugar como un espacio en el que los profesores y estudiantes pueden aprender juntos. Finalmente, la tercera categoría revela las razones por las que el profesor debe ser un ser de buen corazón. Fue posible concluir que las prácticas de los docentes de lenguas fueron influenciadas por el curso online sobre estrategias de aprendizaje socio afectivas en diferentes áreas como la relación profesor – estudiante, la dicotomía de lo que el docente considera realizar y lo que las normas verdaderamente esperan: el análisis, reflexión e impacto de experiencias previas de aprendizaje cuando los docentes fueron estudiantes y en el reconocimiento de una variedad de enfoques para implementar esas estrategias de manera constante en el salón de clase.

The Importance of Listening and Speaking in a Successful English Language Acquisition in Classrooms: Moroccan EFL Classrooms as a Case Study

The Importance of Listening and Speaking in a Successful English Language Acquisition in Classrooms: Moroccan EFL Classrooms as a Case Study

Teachers’ and Learners’ Perceptions To-wards the Use of ICT in EFL Classrooms: Moroccan and Korean High Schools

The use of Information and Communication Technologies (ICTs) in many aspects of life, not only, has brought dramatic changes in the paradigms and methods practiced in the developed countries, but also, it has been expanded in developing countries. The present paper attempts to explore and shed lights on the perceptions towards the ICT use in high schools in Morocco, as a developing country, and South Korea, as a developed country. To this end, a mixed method has been designed and conducted with a total of 412 high school students and 212 EFL teachers; including the focus group participants. In this study we review the related literature and we have chosen the two appropriate research instruments to collect the data; a survey questionnaire for 400 students and a survey questionnaire for 200 EFL teachers, and a focus group for 12 students and 12 teachers. The findings reveal the levels of ICT skills of the participated teachers and students. Additionally, the data collected demonstrate that although both students and teachers possess positive attitudes towards the ICT use in EFL classrooms, the ICT integration in learning and teaching has two sides impact, positive and negative, not only on students but on teachers as well. The results recommend that ICT in education should be given higher consideration than it currently receives.

EFL STUDENTS’ ATTITUDES TOWARDS ACADEMIC READING IN WRITING FOR INTERNATIONAL PUBLICATION

Although academic reading has gained positive attention in EFL classrooms, very little research has been undertaken regarding the descriptive relationship between such types of reading attitudes and article writing. This study focused on determining the academic reading attitudes of EFL students who were writing an article for an international journal. A total of 173 undergraduate and magister students enrolled in an EFL major voluntarily participated in the survey study. By using the AR attitude scale, the survey was undertaken via an online app (e.g., Google Form). The results reveal that there are three dimensions of students’ AR. Behavior factor seems to be negative for the students who read academic texts. They encountered difficulties in comprehending the texts during the article writing process. They believed in AR benefits for article writing, but most students were not confident in their reading competence. In short, AR has important values in developing article writing quality, but strategies are needed to fulfill the expectation.

Assessment Practice in EFL Classroom: Purpose, Methods and Scoring

This research aims to describe teacher purposes, investigate teacher methods, and explain teacher scoring practices in EFL classrooms. The study employs a descriptive quantitative design, collecting data through checklist and observational analyses using Google Forms. The subjects comprise EFL teachers from senior high schools and vocational schools in the Pinrang region. Results reveal that teachers utilize multifaceted assessment practices for interconnected purposes: monitoring student progress, providing feedback, motivating learning, guiding instruction, facilitating differentiation, ensuring accountability, and reporting outcomes transparently. This underscores assessment's vital role in enhancing learning environments and informing teaching decisions. EFL teachers evaluate language proficiency across skills through varied assessments, including instructor-made tests, student tasks, and standardized exams. This approach enables comprehensive insights into students' abilities while addressing individual needs. Scoring practices demonstrate a commitment to fairness, consistency, and comprehensiveness, utilizing rubrics, clear instructions, and balanced evaluation of cognitive, affective, and psychomotor domains. The findings highlight educators' strategic use of assessment purposes and methods to continually improve teaching and learning processes, supporting students' language development. This research contributes to understanding EFL assessment practices in Indonesian secondary education, offering insights for teacher training and educational policy development.