EFL Teachers Research Articles

Differentiation in Dutch Secondary EFL Education: Used Strategies and Identified Challenges

ABSTRACTThis article explores secondary English as a foreign language (EFL) teachers' differentiation practices in the Netherlands. We used the five‐dimensional (5D) model of differentiation) as an analytical framework in the study. Additionally, we sought to identify the main challenges of differentiation in Dutch EFL teaching. We collected the data through a questionnaire (n = 52) and individual theme interviews (n = 3). We analyzed the quantitative data through descriptive statistics and subjected the qualitative data to content analysis. The results revealed that overall the teachers' differentiation was at a moderate or low rate. The most common dimensions for differentiation were assessment, teaching methods, and support materials. Learning environment and teaching arrangements were the least employed differentiation dimensions. The most significant challenges for differentiation were large class sizes and lack of time and resources. The results of this study give preliminary indications that differentiation should be implemented more in Dutch secondary EFL teaching and addressed in more depth already in pre‐service teacher education. Moreover, based on this study, Dutch EFL teachers would need more resources to differentiate their teaching in a more profound manner. The results of this study have implications for EFL teaching also in other contexts.

A Comparative Study of Sequences Elicited by Incomplete Utterances in EFL Classroom Interaction

The sequence plays a central role in EFL classroom interaction. Incomplete Utterance(IU) is universally found in EFL classroom, and many scholars mention the sequences elicited by IUs. However, little research has been done to compare IU sequences between an experienced EFL teacher’s classroom interaction and a novice EFL teacher’s classroom interaction in China. Therefore, this study aims to explore the similarities and the differences in terms of locations, formats, and the number of pedagogical functions of their IU sequences. The study eventually finds that both of them use IU sequences in the same interactional locations and with the same formats, and they both use IU to check students’ knowledge, engage more students in classroom interaction, and help students solve outputting difficulties. The differences are that the experienced teacher designs more IUs to elicit students to display knowledge than the novice teacher and there is no student initiation of IU sequence in the novice teacher’s classroom interaction. The findings can enrich English teaching practice and English teacher development.

How AI Is Ushering in a New Era in ELT: Teachers’ Perspectives

The full potential and practical applications of an Artificial Intelligence-based language teaching and learning scenario still need to be fully understood. Previous studies have focused on theoretical concepts and specific tools or features, leaving gaps in understanding AI’s overall impact and effectiveness from EFL teachers’ perspective. Therefore, this study explores AI’s potential for teaching, learning, and professional development in teaching English as a foreign language (EFL)/English as a second language (ESL). This quantitative study closely evaluated the opportunities and obstacles of AI in English Language Teaching (ELT) to gauge its transformative potential. This study would substantially contribute to the ongoing debate on the role of AI in teaching English through a comprehensive analysis of such factors along with the primary data collected through a semi-structured questionnaire. The study shows that AI-powered engagement strategies can transform education and training for EFL/ESL students and teachers. Therefore, its implementation is important. The participants believed that even if the application of AI in ELT has many disadvantages, AI benefits teachers' professional development and learners' academic achievement. This study can help teachers and policymakers make informed choices about using AI tools in ELT.

How Do EFL Teachers Utilize AI Tools in Their Language Teaching?

Artificial intelligence (AI) is profoundly changing the way education is delivered, and advanced AI tools are gradually being introduced into the field of language teaching. However, research on AI usage in language teaching is still insufficient. To address this gap, this study explored how teachers can effectively use AI tools in language instruction based on the AI-TPACK framework (Yan et al., 2020). Through semi-structured interviews with 24 English as a Foreign Language (EFL) teachers and thematic analysis using MAXQDA software, the study revealed various applications of AI tools in language teaching. The findings suggest that AI tools play important roles in preparing teaching materials, distributing and grading assignments, machine translation, guiding student practice, and facilitating classroom discussions or interactions. However, the teachers also face challenges such as inadequate technical support and training needs when using AI tools. Based on these findings, this study proposes strategies for EFL teachers to effectively use AI tools, which provide practical references for teachers to integrate AI technology and offer insights into the development of relevant educational policies.

Contextualising dialogic teaching through educational design research: Evolving teaching principles with EFL teachers and students

The adoption of innovative pedagogy without clear guidance in adapting teaching approaches to English language teaching contexts has led to disconnects in meeting students’ and teachers’ classroom talk needs. One such innovation, the dialogic teaching approach, centres a principled conception of classroom talk to enhance pedagogical practice. Recently, English as a foreign language (EFL) teachers and researchers have implemented the dialogic teaching approach to address the limited quality of classroom talk. However, emergent findings have yielded mixed results (e.g., inconsistent improvements in teacher questioning and meagre changes to student response quality). These marginal successes may result from teachers and researchers seeking to adopt the approach’s descriptive and idealised principles without adequately addressing classroom realities. This paper explores an educational design research project that sought EFL teachers’ and students’ feedback in adapting dialogic teaching principles within a South Korean university’s EFL curriculum. This project intended to yield a prescriptive design framework to enable the contextualising of dialogic teaching for EFL instruction. Grounded in a hybrid deductive and inductive analysis of this project’s empirical evidence, the present paper’s findings offer researchers and teachers an evolved understanding of dialogic teaching, its utility in EFL teaching, and how pedagogic innovation may be implemented dialogically.

Instructional Technology and Learning English as a Foreign Language (EFL): Insights Into Digital Literacy From Saudi Environment

This study delves into the utilization of Virtual Learning Environments (VLEs) in the context of learning English as a Foreign Language (EFL) among students enrolled at the College of Languages and Translation, Imam Mohammad Ibn Saud Islamic University (IMSIU). Within the academic context, the incorporation of Learning Management Systems (LMSs), such as Blackboard, represents a significant aspect of educational technology aimed at enhancing the integrated teaching and learning process. This study employs a mixed-methods, descriptive-explanatory design, using both quantitative and qualitative approaches. It collected, analyzed, and systematized data from 310 students, who represented various levels of English proficiency, drawn from a total population of 598 students. The study provided valuable insights into the capabilities and advantages of using LMSs as teaching aids in EFL education. Additionally, it offered recommendations for optimizing the use of these pedagogical tools, based on current research and practical suggestions from the students. This research also highlights several avenues for future investigation in the field of EFL instruction and educational technology.

Teachers’ Agency and Teaching Challenges in Multilingual Spaces: An Exploratory Study of How EFL Teachers Address Listening and Speaking Skills Needs in Centralized Systems

The study examined challenges EFL teachers in Burkina Faso face in teaching listening and speaking to grade 10 students in centralized education systems and how they address these issues. The primary obstacle is the focus on national exam formats, which prioritize grammar, vocabulary, and reading comprehension, sidelining communicative language skills. Teachers feel pressured to meet stakeholders’ expectations of exam success, limiting their ability to emphasize listening and speaking skills. To balance these demands, teachers adopt strategies to mediate between exam preparation and developing broader language skills. While adhering to official curriculum requirements during class time, they create extracurricular opportunities such as English clubs, dictation contests, and occasional classroom activities to improve listening and speaking. The study emphasizes the importance of addressing both classroom-level practices and school-community-level initiatives to support the implementation of national EFL curricula.

EFL Students' Experiences of Burnout in a 3-Semester Academic Year: The Role of Enjoyment and Grit

This study takes a closer look at how grit, burnout, and foreign language enjoyment (FLE) interact among Saudi EFL learners over the course of a three-semester academic year. The research emphasizes just how much these factors can influence students’ learning experiences and academic results. By focusing on grit and enjoyment as potential protective factors, the study sheds light on ways educators can better support student well-being and improve language learning outcomes. Using structural equation modeling (SEM) to test the proposed relationships, the study found that enjoyment plays a key role in mediating the connection between grit and burnout. These findings provide valuable insights for EFL teachers and suggest strategies that could help reduce burnout and create a more positive learning environment.

The role of EFL teacher immediacy and teacher-student rapport in boosting motivation to learn and academic mindsets in online education

The role of EFL teacher immediacy and teacher-student rapport in boosting motivation to learn and academic mindsets in online education

A discourse perspective on multimedia training for EFL teachers: Look beyond the critical thinking in academic settings

The development of information and communication technology (ICT) has brought choices of teaching material and delivery techniques. The availability of supporting facilities is a fundamental requirement. The next one deals with the teachers' preparedness related to their attitude toward the technology and the required technical skills to use it. The Foreign Language Training Center of Ahlia University has provided every class with audio-video facilities connected to the Internet; therefore, this study discusses an attempt to facilitate the teachers' familiarity, utilization, and elaboration of multimedia supports in their teaching practices. To begin, a questionnaire was distributed to elicit their attitudes towards video material for teaching English. This could be further categorized into its usefulness, necessities before its application, and potential problems. It was found out that they admitted the positive usefulness of video material and stated some technical problems as potential barriers. A need for training in video material preparation was also identified. A training program was then administered to familiarize the teachers with the hardware and software for video material download, preparation and presentation. As the next step in encouraging the integration of video material in their lessons, Paul Nation's four strands theory (2007) and pre-whilst-post watching stages were adopted to construct classroom activityplans.

Serious Game‐Based Learning: Its Impact on Happiness, Motivation, Self‐Compassion, and Vocabulary Development in EFL Learners

ABSTRACTIn recent years, the integration of digital technologies into language learning has gained significant attention, particularly in the context of English as a Foreign Language (EFL) education. However, there remains a gap in understanding the broader affective and cognitive benefits of serious game‐based learning (SGBL) in this field. The present study addressed this gap by examining the impact of SGBL on EFL learners' happiness, motivation, self‐compassion (SC), and vocabulary development. A quasi‐experimental design was employed with two groups comprising a total of 425 intermediate‐level participants (both male and female). The participants were selected through stratified random sampling technique and divided into an experimental group (EG) and a control group (CG). The EG engaged in SGBL, while the CG received traditional instruction. Over a period of 12 weeks, pretest and posttest measured the participants' levels of happiness, motivation, SC, and vocabulary acquisition. Results indicated that the EG significantly outperformed the CG in all measured domains, suggesting that SGBL is an effective approach for enhancing both affective and linguistic outcomes in EFL contexts. The findings contribute to the growing body of research on the integration of digital games in EFL education and highlight their potential for fostering holistic learner development.

Digital Plagiarism in EFL Education during the AI Era: A Comparative Study of Perceptions among Learners and Instructors in Korea, Mongolia, and China

This study aimed at examining the issue of digital plagiarism within EFL education across Korea, Mongolia, and China in the era of Artificial Intelligence, focusing on how AI technologies affect academic integrity. It investigated both learners’ and instructors’ perceptions of digital plagiarism, shedding light on the impact of cultural and role-specific factors. The research utilized 11 scenario-based survey items, categorized by the extent of AI usage, from direct to indirect use. Through a quantitative analysis of these survey items, the study uncovered variances in perceptions of digital plagiarism not only between nationality groups but also between instructor and learner groups within particular cultures. The findings highlighted the imperative for explicit policies, ethical guidelines, and pedagogical strategies that are culturally attuned to confront digital plagiarism and uphold academic integrity, especially in L2 writing education.

Identity Formation of a Filipino Transwoman EFL Teacher in Thailand

As a haven for the LGBTQIA+ community, Thailand has become a niche for EFL teachers from around the world, particularly Filipino transwomen. Despite gender discrimination in academia and being non-native English educators, they hold pivotal roles in connecting Thai students to the inner circle. This case study delves into the perceived and negotiated teacher and gender identities of a Filipino transwoman EFL teacher in Thailand, examining how these identities impact her teaching practices. Through a semi-structured interview, the participant’s experiences in a primary school were meticulously explored. Her narratives were captured through recordings and analyzed using Stake’s (1995) four-phase analysis framework: description, categorical aggregation, establishing patterns, and naturalistic generalizations. Results revealed predominantly positive perceived identities, such as possessing a neutral accent, versatility, and relatability, significantly influencing her EFL teaching practices. However, challenges included the absence of ELT credentials due to Thailand's lenient recruitment practices. The participant negotiated her gender identity as a woman in interactions with students and colleagues, highlighting the complex intersection of gender and professional roles. Future research should include comparative studies with Thai transwomen teachers and explore the impact of English proficiency and nationality on identity formation, offering valuable insights into fostering inclusivity in Thailand's EFL teaching community.

Examining the Impact of Code-Switching on Students' Paragraph Writing in EFL Classrooms

The use of learners' first language (L1) within target language instruction remains a contentious issue in language education. This study investigated the impact of code-switching on students' paragraph writing performance in target Language (L2) classroom. Employing an experimental research design, data were gathered through pre-tests, post-tests, and semi-structured interviews. The participants consisted of second-year university students enrolled in a Sophomore English course, which focuses on foundational writing skills. Based on pre-test results, 68 students majoring in Dawro Doonaa (Dawro language) were systematically divided into two groups: a control group (n = 33), where English was used exclusively as the medium of instruction, and an experimental group (n = 35), where code-switching to the first language was permitted. Upon completion of the instructional intervention, post-tests were administered, and two instructors were interviewed to provide additional insights into student performance. Statistical analysis conducted using SPSS version 26 revealed no statistically significant difference in overall paragraph writing performance between the two groups (p = 0.46). Nevertheless, the experimental group demonstrated marked improvement in specific dimensions of writing, notably explicitness and idea development. These findings underscore the potential pedagogical value of judicious L1 use, suggesting that EFL instructors and policymakers should critically assess its role rather than entirely exclude it from classroom practice.

Enriching experiences: Unpacking Kazakhstani EFL teachers' attitudes and readiness for intercultural approach

Enriching experiences: Unpacking Kazakhstani EFL teachers' attitudes and readiness for intercultural approach

The Perceptions Of Novice EFL Teachers On Addressing Comprehension Issues In Students’ Reading

The main concern of this research is to expose the Perceptions of Novice EFL Teachers on Addressing Comprehension Issues in Students’ Reading in junior high school setting. The research objective is to figure out the strategies of novice EFL teachers use to help students overcome reading comprehension issues. Qualitative research used as the research method with the case study design, involving two novice EFL teachers with advanced level and fewer years of experiences. Interview was used as the main instrument of this research, and Interactive Model by Miles and Huberman was also used as the technique of data analysis. The findings of this research expose that the novice EFL teachers face challenges in addressing students reading comprehension issues due to limited experiences and training. Despite these obstacles, they adapt by using strategies like pre-reading activity and vocabulary support. This highlights the need for targeted professional development to better equip novice EFL teacher in supporting students’ comprehension.

Unlocking Emotions in Action for Sustainable Development Goals (SDGs) in Teacher Education: EFL Teacher Candidates’ Practicum Stories

Unlocking Emotions in Action for Sustainable Development Goals (SDGs) in Teacher Education: EFL Teacher Candidates’ Practicum Stories

The Benefits of Activating Self-Regulation Behavior in Worldwide EFL Speaking Learning Contexts

Transforming worldwide EFL learners into more proficient L2 speakers is a challenging mission as speaking is not merely about the meaningful communication occurrences among interlocutors but also the strong willingness shouldered by EFL learners to regulate their certain behaviors and actions to achieve the targeted learning objectives fully. The previous research results strongly suggested that EFL educators establish, nurture, and reinforce their learners’ self-regulation at the commencement of speaking-focused learning activities in order to make them more confident L2 speakers who are willing to share their thoughts with other classroom learning community members. This present small-scale library study was a little attempt initiated by the researcher to investigate the potential benefits of activating EFL learners’ self-regulation behavior in worldwide speaking learning contexts. To fulfill this main study objective, the researcher conducted a thematic analysis by reviewing 30 previous self-regulation studies conducted globally to obtain more comprehensible research results. The publication years of these 30 published self-regulation articles ranged from 2013 until 2022 to produce more reliable research results. Based on the thematic analysis, there were two major themes yielded namely: (1) Highly self-regulated EFL learners can become more organized L2 speakers, and (2) highly self-regulated EFL learners can transform into more successful L2 speakers. In conformance with these research results, second language-speaking learning instructors are strongly encouraged to cultivate self-regulation behavior within EFL learners at the beginning of learning activities to gradually make them become more high-achieving and self-reliant speakers defining the best strategies suitable for their current speaking learning situations.

Optimizing EFL Education: A Boarding Language Program Management Model for Indonesian Islamic University Students

Optimizing EFL Education: A Boarding Language Program Management Model for Indonesian Islamic University Students

Exploring EFL Students’ AI Literacy in Academic Writing: Insights into Familiarity, Knowledge and Ethical Perceptions

As artificial intelligence (AI) increasingly influences education, understanding learners' experiences, engagement and literacy of these tools is critical. This study explores AI literacy among Turkish EFL (English as a Foreign Language) students regarding their familiarity, knowledge, and ethical perceptions of AI technologies in academic writing. Using a descriptive exploratory approach, the study surveyed 427 students from two Turkish universities. Findings reveal a moderate level of AI familiarity and usage among participants, with a significant reliance on AI tools for translation and grammar proofreading. Despite recognizing AI's potential to enhance academic writing, students exhibited limited technical proficiency and understanding of AI's underlying mechanisms, highlighting a need for targeted and structured AI education for EFL writing. The findings contribute to the ongoing discourse on AI integration in EFL education, offering insights for policymakers, educators, and researchers to better prepare students for an AI-driven academic environment.