EFL University Research Articles

EFL University Student’s Writing Anxiety in Essay Development

<p class="8Abstractcontent"><span lang="EN-US">Among the numerous research of writing anxiety in EFL writing instruction, the investigation of writing anxiety during the creation of argumentative essay remains limited. This current research, therefore, was purposed to examine the levels and specific manifestations of writing anxiety for the development of argumentative essay. Guided by descriptive quantitative research framework, 53 university students in writing course were asked to fill out the Second Language Writing Anxiety Inventory (SLWAI) in a small-scale survey. The results shows that 78% of students experienced moderate levels of anxiety when engaged in the development of argumentative essays, with only a small percentage reporting high or low level of anxiety (11%). An analysis of the anxiety levels across all respondents revealed a prevailing trend of moderate anxiety. Moreover, cognitive anxiety was the predominant category, followed by somatic anxiety and avoidance behavior respectively.</span></p>

Negotiation of Meaning Strategies to Improve English Conversations between EFL University Students and a Native Speaker

Background and Aims: In English conversations, where interlocutors may have differing language backgrounds or proficiency levels, effective communication relies on employing negotiation of meaning strategies to ensure mutual understanding and clarity. The purpose of this study was to examine the negotiation of meaning strategies used by EFL university students in conversation with a native speaker, highlighting their importance in achieving effective communication and linguistic development. Methodology: Qualitative data were collected through recorded conversations in an academic setting, involving 20 EFL university students and a native speaker and were analyzed using conversation analysis. Results: The study identified the top five negotiations of meaning strategies, with clarification requests and confirmation checks being most prevalent, indicating a strong preference for direct engagement in ensuring mutual understanding. Conclusion: The findings emphasized the importance of incorporating targeted negotiation of meaning exercises into EFL curricula to improve students' communicative competence and cross-cultural understanding.

The Effect of Integrating Critical Thinking Skills on EFL University Students’ Performance in English Literature

The Effect of Integrating Critical Thinking Skills on EFL University Students’ Performance in English Literature

A suggested Strategy Based on Information Technology and its Impact on Developing Creative Writing Skills and Academic Self-efficacy among Alzawyaa EFL university Students

The current study aimed to construct a strategy based on information technology for teaching English (English course102), and its impact on developing creative writing skills and academic self-efficacy among Alzawya EFL university students. The literature and previous studies were analyzed to describe the study variables and construct the strategy the proposed strategy, in which teaching and educational practices in the strategy stages (revitalization, research and viewing, design the writing framework, digital publishing of written creativity, and final evaluation) were described. A test of creative writing skills (fluency, flexibility, and originality) was also prepared Including 9 items graded open-ended essay questions in creative writing skills, also the preparation of the academic self-efficacy scale, including (25) items in the following dimensions: (the student's self-motivation to learn, the student's confidence in the ability to achieve, perseverance and continuity in learning, self-regulation of learning and recall habits). The study relied on the experimental method, designing two groups, the experimental and the control group (before - after). The study based on the experimental method, designing two groups, the experimental and the control group (pre - post). The study sample consisted of (60) second-year college students studying the course (English 102), which aims to develop language proficiency in writing skills. The sample was divided into two groups: experimental (30) and control (30)

The Correlation between Discourse Markers and Communicative Competence on EFL University Students

The Correlation between Discourse Markers and Communicative Competence on EFL University Students

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.

Investigating the Nexus between EFL University Students’ Listening Proficiency and Metacognitive Awareness: A Correlational Study

Investigating the Nexus between EFL University Students’ Listening Proficiency and Metacognitive Awareness: A Correlational Study

Investigating the Grammatical and Lexical Coherence in Essay Writing by Iraqi EFL College Students

As the system of Arabic language is totally different from English, writing in English is considered a problematic issue for the Arab students including the Iraqi students as well. However, this problem can extend to university levels. Writing essays include not only writing correct sentences, but entail coherence in writing related to lexis, grammar and joining ideas in a coherent way. So, this article investigates the use of the grammar and lexical coherence in writing essays by Iraqi students at university level. This study is a primary data analysis of the responses obtained by two questionnaires set for the students and teachers. The study involves fifty students selected randomly from the third grade of Department of English at the College of Arts of University of Thi-Qar in Iraq. The students' answers and writing in essays are analyzed thoroughly to give the main findings. The analysis of the other questionnaire given to twenty teachers of the Departments of English of University of Thi-Qar comes in accordance with the results of the first questionnaire which set for the students and confirms the findings of the paper. The study reveals that Iraqi students have a good theoretical knowledge about types of essays and essay writings as well as conjunctions and coherence devices, yet they are weak in applying these devices in writing.

Exploring the mediating role of self-efficacy beliefs among EFL university language learners: The relationship of social support with academic enthusiasm and academic vitality

This study explores the intricate relationship between social support, academic enthusiasm, and academic vitality among English language learners (ELLs) in 2023, with a specific emphasis on the intermediary role of self-efficacy beliefs. Despite the existing body of literature, there has been a notable dearth of discussions concerning the influence of social support on academic enthusiasm and vitality. In 2023, the educational landscape is evolving rapidly, demanding a deeper understanding of the factors that drive student motivation and academic engagement. This study addresses this gap by investigating the role of social support and self-efficacy beliefs in shaping academic enthusiasm and vitality among ELLs in this contemporary educational context. Through a quantitative research approach, this study engaged a cohort of 242 ELLs from Zanjan University, encompassing both genders. Data were diligently collected through the administration of four distinct questionnaires by using multiple-stage cluster sampling. To unearth insights into the complex relationships under scrutiny, data analyses were meticulously conducted using SPSS 25 and AMOS 24. The consequential findings underscore the paramount significance of cultivating a supportive educational milieu that effectively bolsters self-efficacy beliefs. This nurturing environment, in turn, begets heightened academic enthusiasm and vitality among ELLs. The implications of these findings are manifold, offering universities a valuable toolkit to forge strategies and interventions aimed at fostering not only social support but also the crucial underpinning of self-efficacy beliefs. By doing so, these institutions can effectively nurture the academic enthusiasm and vitality of ELLs, thereby enhancing their educational experience and outcomes.

Evaluating Cami AI Across SMAR Stages: Students’ Achievement and Perceptions in EFL Writing Instruction

This research evaluates the impact of Cami AI integration across SAMR stages (Cami AI-SAMR) in EFL writing instruction. By examining student achievement and perceptions, it explores how AI technology redefines language learning and teaching in diverse educational settings. Through a mixed-method approach with an explanatory sequential research design, this study investigates the quantitative effects of Cami AI-SAMR implementation on student performance and gauges the qualitative responses of 126 EFL university students to its effectiveness and perceptions. The findings show that Cami AI-SAMR implementation impacted significantly EFL students’ writing achievement. Then, the majority of students also had positive perceptions due to the Cami AI’s efficacy in supporting EFL writing learning. These findings provide valuable insights into the transformative potential of Cami AI technology in enhancing EFL pedagogy through the SAMR framework, addressing the diverse needs of students, and reshaping the language education landscape. This research contributes to the ongoing discourse on AI integration in education and offers recommendations for optimizing AI-powered EFL instruction for better learning outcomes and experiences.

Chinese university EFL learners’ perceptions of a blended learning model featuring precision teaching

ABSTRACT The present quantitative study aims to explore how students perceived the incorporation of precision teaching with Pinpoint, Record, Change, and Evaluation (PRCE) in a blended English course. This study surveyed 80 non-English majors at a Chinese university and utilised a questionnaire that focused on online learning experience, interaction, teaching quality, and evaluation, and overall satisfaction. The analysis of students’ responses showed that the blended design based on precision teaching gained positive learner perceptions due to its greater spatial and temporal flexibility, accessibility, targeted classroom instruction, increased learning autonomy, and more learner-instructor interaction. This study also established that learners’ positive attitudes towards blended learning featuring precision teaching were significantly linked to teaching quality and evaluation. The findings are discussed in alignment with those of earlier research, and practical implications for foreign teaching and learning in Chinese universities are also provided.

EFL Learners’ English Writing Feedback and Their Perception of Using ChatGPT

This study aims to investigate the utilization of AI-assisted feedback by EFL college learners in their English writing. Specifically, the research sought to explore how writing assisted by ChatGPT improves students’ writing skills in comparison to peer feedback. Additionally, the study aimed to understand the learners’ perceptions regarding the use of ChatGPT in editing English writing. Participants were tasked with submitting their presentation scripts before their speaking exams. They received an instructional session on how to use the tool effectively and were told useful prompts for using ChatGPT. The collected writings were analyzed holistically by two experienced EFL instructors, and analytically by using Grammarly (2022), a free online grammar and spelling checker, to identify characteristics. The analysis revealed that there was a significant difference in holistic scores including content and organization. The experimental group who used the AI tool had significantly reduced grammatical and lexical errors. However, no significant difference between the groups was found in the word counts and use of vocabulary types. Additionally, reflections from participants indicates a positive attitude toward the use of AI-assisted feedback in English writing but there were some concerns about reliability and over-reliance. The study suggests pedagogical implications for the effective integration of AI-assistance in English writing based on these findings.

A PLS-SEM analysis of the factors behind writer's block of EFL university students

A PLS-SEM analysis of the factors behind writer's block of EFL university students

Teaching Phrasal Verbs and Idiomatic Expressions Through Multimodal Flashcards

This study investigates the effectiveness of various practice modes in learning multiword units, specifically phrasal verbs and idiomatic expressions, through a multimodal online flashcard delivery system that allows students to read, write, listen to, and speak the target multiword vocabulary items. The study, based on data from 229 first-year Japanese EFL university students, investigates how various practice modes in reading, writing, speaking, and listening impact short-term memorization and long-term comprehension of multiword units. The analysis involved multiple regression using random forests to ascertain significance, alongside dominance analysis with relative weights for determining relative importance. Results indicate that while productive practice modes (writing and speaking) are crucial for short-term memorization, register-specific practice modes (speaking and listening) play a significant role in long-term acquisition. This study highlights the importance of integrating multimodal flashcard practice with practical use activities in the classroom to enhance vocabulary learning outcomes. Finally, the results of this study suggest that encouraging students to interact with their target language through multiple modes is meaningful for greater acquisition of multiword vocabulary. These findings contribute to a deeper understanding of effective strategies for EFL learners in acquiring multiword vocabulary units and underscores the importance of multimodal approaches in language education.

University EFL students’ perceptions of using second-generation web 2.0 tools in developing English language skills

In 2020, conducting education at a distance was obligatory while the world was fighting the coronavirus disruption. Technology utilization in distance education has demonstrated its significance in teaching English to instructors and learners. This quantitative study aims to examine university EFL learners’ perceptions regarding using second-generation Web 2.0 tools (Quizizz, Socrative, Edmodo, and Quizlet) in developing their English skills. This study is conducted with 150 students of the general English language requirement course at the University College of Applied Sciences in Gaza. The results of this study indicate that the participants appeared to have positive attitudes towards using Web 2.0 tools in general. The study results further indicate that both intermediate and low-level students reported more positive opinions about implementing the digital tools individually or all together when compared to other advanced-level students. The participants differed significantly in terms of their perceptions of the awareness and actual usage of the Web 2.0 tools. The implications of this study indicate that these repeatedly used Web 2.0 tools as curricular tasks could be substituted or replaced with other digital tools to alleviate the oversaturation and reluctance to use digital tools by EFL learners.

EFL students’ strategies and obstacles in pronunciation self-regulated learning through TikTok: insights from Indonesian universities

Self-regulated learning (SRL) is crucial for mastering English pronunciation, specifically for an autonomous learning environment, including TikTok application. The present study aims to explore students’ experiences while practicing English pronunciation using TikTok as self-regulated learning. This study was designed with a qualitative case study approach. The researcher used reflection sheets and semi-structured interviews to garner data. Data were analyzed employing an interactive model. The selected participants in this research were university EFL students who learned pronunciation via TikTok. The research findings reported that the students used metacognitive strategy for independent planning, knowledge, and problem-solving for learning difficulties. Motivational strategy was also pivotal in learning pronunciation and maintaining motivation. Likewise, behavioral strategy was carried out for practicing process and shaping a conducive environment to learning activities. Nonetheless, several obstacles were encountered by the students, including lack of immediate feedback, unstructured content, low motivation, and distractions during learning. Low motivation and distraction were considered the main obstacles, which made pronunciation one of the most difficult language components in the context of SRL. This study provides practical implications for how TikTok application benefits students’ pronunciation skills, especially in self-regulated learning.

Unveiling students’ learning strategies and barriers to extensive reading: a case study in an Indonesian university

The present study aims to investigate students’ learning strategies and barriers encountered in extensive reading activities. This research was designed with a qualitative case study method. The study recruited six Indonesian university EFL students majoring in English language education to participate and a lecturer in the study program. Data were garnered through semi-structured interviews as a data collection method. The data were analyzed thematically to find emerging themes. The research findings demonstrate that the EFL students employed three extensive reading comprehension strategies. The three strategies included predicting by inferring the meaning of unfamiliar words by making guesses based on the context, guessing from context by utilizing previous knowledge about the topics in the text, and paraphrasing by creating sentences from the obtained information. Another finding also uncovers the university students’ barriers in extensive reading, including the students’ language background and lack of interest in reading. This study concludes with practical implications for how EFL students engage in extensive reading with various learning strategies and how university teachers boost their students’ interests in more diverse extensive reading activities.

Exploring Learners' Beliefs on Grammar Learning: Importance and Preferred Methods

Learners' beliefs are considered an essential factor that impacts foreign or second language learning. Moreover, learners' beliefs about the importance of grammar learning and grammar learning approaches are involved in an ongoing debate in applied linguistics. Therefore, the present study investigated learners' beliefs about the importance of grammar learning, how learners prefer to learn grammar (explicitly or implicitly), and why. 172 Saudi male EFL college students completed a survey. Among them, 24 students participated in four focus-group interviews. The quantitative data from the survey were collected, and the emerging themes from the qualitative data were determined. The findings show that grammar learning is important or very important to most learners. Around two-thirds of the learners preferred learning grammar explicitly, whereas around one-third preferred implicit grammar learning. Learners reported different beliefs about their preferences for grammar learning approaches.

Social media influences the process of vocabulary learning in Kurdish EFL university students

This study aimed to investigate the role of social media in vocabulary development and language acquisition among Kurdish EFL university students. It sought to demonstrate the benefits of using social media to increase vocabulary and acquire new languages while also providing evidence of the significance of social media platforms in this process. A legitimate market research approach was employed to determine the level of language acquisition among English language department students at Halabja University and the role of social media in this context. The quantitative method was used, and a survey questionnaire was designed after getting validity and reliability; 120 participants were selected from Halabja University through Google Forms. The findings suggest that social media is a powerful tool for vocabulary learning among Kurdish EFL university students. However, further research is necessary to explore the specific features of social media that facilitate vocabulary learning and investigate the effectiveness of different social media platforms. Additionally, future studies should consider incorporating qualitative methods to provide a more nuanced understanding of the impact of social media on language acquisition among Kurdish EFL university students.

TEFL Students' Perceptions of Native and Non-Native EFL School Teachers and University Lecturers: A Case Study

The idea that non-native English-speaking educators are less competent than their native English-speaking counterparts when teaching language is propagated by the language ideology known as native-speakerism. The dichotomy between these two teacher groups has been addressed in various parts of the world but not in the Armenian context. This study investigates graduate students' perceptions of native/non-native EFL school teachers and faculty at an English medium university in Armenia. Collected Data shows that native and non-native educators were both viewed as meeting students' needs and providing helpful instruction. While preferences for natives were mainly in pronunciation and vocabulary, non-native lecturers, specifically local Armenians, were favored in affective areas. However, a novel finding in this investigation was the confusion over the native speaker term. The study concludes by recommending some academic implementations to offer these in- and pre-service teachers a more nuanced knowledge of the constructs involved.