EFL Teachers Research Articles

The Role of Slang Words in Enhancing Informal English Communication Skills

Slang represents a dynamic and informal aspect of language, often reflecting cultural identity and creativity. This study examines the types and meanings of slang words used in six episodes of the Wednesday series (2022), aiming to explore their linguistic and pedagogical significance. Using a qualitative descriptive approach based on Miles and Huberman’s content analysis framework, the study categorizes slang words into four types: coinage, blending, clipping, and acronyms. Coinage emerged as the most frequently used type, contributing to the series' authenticity and narrative depth, while blending, clipping, and acronyms provided linguistic variety. The findings highlight the potential of popular media as a resource for EFL learning, offering learners exposure to authentic informal communication. Slang enhances vocabulary acquisition, listening comprehension, and cultural understanding, making it a valuable tool for bridging formal education and real-world language use. However, the study’s scope is limited to six episodes, leaving room for future research to explore additional contexts and pedagogical outcomes. This research underscores the relevance of incorporating media into language instruction, providing practical insights for educators and learners. By analyzing the interplay between slang and media, the study contributes to applied linguistics and supports innovative approaches in EFL pedagogy.

Exploring an Indonesian EFL teacher’s identity development: A story of hybridity in liminality

The Indonesian programme of Pendidikan Profesi Guru (PPG) or the Teacher Professional Education (TPE) best describes a liminal space where its participants transform from uncertified status to certified ones. This paper uses the lens of liminality theory to explore the experience of an Indonesian in-service EFL (English as a Foreign Language) teacher’s identity reconstruction during a liminal period of TPE. The participant’s liminality made her adopt a new identity as a teacher-student hybrid in becoming a certified EFL teacher. In this single case study, the data were collected from two interviews with Olga (a pseudonym), her reflective writings and lesson plans, and video observations of the teaching practicum. The findings reveal that being a teacher-student hybrid, Olga performed multiple roles simultaneously: as a teacher, student and novice researcher. Olga faced various professional identity tensions during the programme. By exercising agency, Olga transformed tensions into learning experiences and benefited from her hybridity in that it afforded her an opportunity for self-development of learning, cognition, emotion and agency. Thus, this study offered a new way of understanding hybridity in liminality experienced by an EFL teacher while attending an online professional education. The article concludes with implications for educational policies and practices, suggesting the need for continuous support, integration of hybridity, adjustments in teacher training, addressing identity tensions, and conducting future research to enhance teacher development and effectiveness.

Enhancing EFL Education: The Role of Metadiscourse in Language Assessment

This study was motivated by students' low ability to write and communicate effectively in English. This study aims to analyze the effect of metadiscourse on language assessment in the context of EFL (English as a Foreign Language) education. This study is a qualitative research. The subjects involved in the study were students learning English as a foreign language. The data collection method was through a robust literature review to establish basic knowledge of metadiscourse and its significance in language assessment. The review also included important works on metadiscourse language evaluation theory and research investigating the relationship between metadiscourse and language skills proficiency. Using a comparative perspective, the analysis of data from language assessment utilizes pass-linguistic and pass-cultural insights to complement the knowledge of metadiscourse in EFL education. By analyzing how metadiscourse operates in specific languages and cultural contexts, the researchers found widespread patterns in addition to particular language variations in the use of metadiscourse. The results showed that metadiscourse plays an important role in shaping students' language skills ability, discourse competence, and universal communicative effectiveness. In conclusion, integrating metadiscourse in language evaluation provides great hope for improving EFL training and promoting stronger language consequences.

A correlational study on teacher-student relationships and students’ engagement in EFL classes

This study aims to investigate the levels of teacher-student relationships (TSR) and student engagement (SE) within an English as a Foreign Language (EFL) context among general English (GE) level students enrolled in an English course at a private language school in Indonesia. This study also seeks to examine the correlation between TSR and SE in EFL classes. In finding the correlation between TSR and SE in EFL classes, this study attempts to fill a gap in the existing literature by employing a quantitative method, specifically a survey-based approach, to systematically collect and analyze data from a diverse pool of participants. The choice of quantitative method is grounded in the need for standardized data collection and analysis to determine the degree of relationship between TSR and SE among GE-level students. By administering surveys to GE-level students, this study seeks to gain insights into their perceptions of TSR and its impact on their engagement in EFL classes. This study found that the TSR and the SE levels were high. Moreover, this study found a statistically significant positive correlation between TSR and SE. The findings of this research endeavor to provide valuable insights into how TSR can catalyze SE and subsequently enhance language proficiency among EFL learners in Indonesia, with implications for both theory and practice in EFL education.

A Qualitative Study of Faculty Members’ Perceptions of Their Role in Enhancing Learners’ Engagement in EFL Online Classes

Teaching English as a Foreign Language (EFL) online presents substantial obstacles in terms of fostering learners’ participation during lectures. To facilitate the use and practice of the language by English learners and to effectively administer classrooms, it is crucial to investigate the roles of faculty members. The purpose of this study is to examine faculty members’ perspectives on their role in promoting student engagement and participation in online English classes. The researcher employed a qualitative research methodology to collect data, which involved document analysis and conducting interviews with faculty members at Umm Al-Qura University. The findings of the investigation suggest that the primary responsibility of the faculty members is to cultivate relationships with students, facilitate their ability to confront learning obstacles and increase their involvement in the educational process. Additionally, the implementation of flipped classrooms to facilitate student engagement during lectures is another critical consequence of effective roles. The present study’s findings indicate that EFL instructors prioritize students’ interests by providing options that are consistent with them and encouraging interaction during the learning process. Faculty members implement strategies like collaborative learning and communicative techniques to support learners’ engagement and facilitate profound learning experiences. The study’s conclusions emphasized the importance of effective classroom administration, appropriate instruction, enhanced interaction with learners, and the use of English as the primary language in the classroom. The analysis revealed that interactive curricula, student support, and video contact with students are excellent methods for improving learner engagement. The investigation emphasized the importance of faculty members in creating a dynamic online learning environment, the need for building relationships with students, and the requirement for pedagogical training to enhance the effectiveness of online EFL instruction and boost learner engagement.

Empowering Saudi EFL Learners Using ChatGPT: An Analysis of Challenges and Educational Opportunities

The study assessed Saudi students’ opinions, obstacles and difficulties, and the educational prospects and opportunities of ChatGPT usage in EFL classrooms. The simple random selection method was utilised to choose 235 respondents from the various stages of undergraduate programs at different colleges of two Saudi universities. A primarily self-designed questionnaire with refined items from earlier studies was sent to other groups for responses. Descriptive statistics were utilized to analyze the data quantitatively. The findings revealed that Saudi students had great excitement about ChatGPT as an important tool for language acquisition and instruction. They viewed it positively as it helped them overcome certain issues they experienced in a conventional mode of instruction. The study also found that ChatGPT usage posed certain obstacles and challenges such as inhibiting innovative and critical thinking, distorting content and quality, failing to replace EFL teachers, and failing to fully understand the social connotations embedded in idioms and phrases. It was revealed that the remarkable technological and digital infrastructure of Saudi Arabia offers substantial pedagogical and educational implications for the ChatGPT integration in Saudi EFL classes. The study suggests the incorporation of more regions and different from different disciplines to add to the study's reliability and validity.

Towards a more equitable education: a lens into EFL teachers’ pedagogical barriers in online assessments

ABSTRACT Online learning and assessment have become a major concern for educators in the field of education due to the many challenges they present. The coronavirus lockdown has profoundly affected the instruction and evaluation processes for English as a Foreign Language (EFL) learners. Therefore, this study aims to investigate the perspectives of EFL teachers on the pedagogical barriers in online assessments. The study employed a mixed-methods approach, involving 28 participants from four different educational settings. During the qualitative phase, in-depth discussions were conducted using the Google Meet app, allowing participants to explore the pedagogical barriers associated with online assessments. The results of the qualitative analysis identified five themes of pedagogical barriers under the central category of fairness and equity: feedback, poor internet speed, learners’ lack of digital literacy, online cheating, and instruction. A ranking scale was subsequently used to assess the perceived importance of these categories. The findings of this study have significant implications for EFL teachers, policy makers, and educational assessment organisations. It provides insights that can inform the development of strategies and policies to address the pedagogical barriers associated with online assessments. By recognising and addressing these challenges, educators and policymakers can enhance the quality and fairness of online assessments, ensuring a more equitable learning experience for EFL students.

Unveiling the relationships between language learning strategies and academic achievement among Moroccan EFL university students

This paper aims to examine language learning strategies and learning styles among EFL Moroccan undergraduate university students. It also investigates the interrelationships between learning strategies and academic achievement. The sample consisted of (N= 294) EFL undergraduate university students, enrolled in the Department of English Language at the Faculty of Arts and Humanities, University of Sultan Moulay Slimane, Beni Mellal. The participants were 151 (51.4%) females and 143 (48.6%) males, with 148 (50.3%) studying literature and 146 (49.7%) studying linguistics. The data were collected using Oxford’s (1990) Strategy Inventory to gather information on language learning strategies. The data were analyzed using descriptive statistics. The findings showed that participants used language learning strategies frequently, with metacognitive strategies being the most commonly used. Memory, compensation, cognitive, metacognitive, affective, and social strategies were the most frequently used strategies in descending order. Additionally, the study found a moderately positive correlation between language learning strategies and academic achievement. Ultimately, the study drew implications for EFL students, teachers, program administrators, and curriculum designers.

English Language Teaching Methods: Applicability and Challenges from EFL Teachers' Perspectives

This study aims to investigate effective English language teaching methods from the viewpoints of English as a Foreign Language (EFL) instructors and to emphasize the challenges encountered by EFL teachers in employing these methods, concentrating on their perspectives, experiences, and recommendations. This study employed a qualitative design and implemented a multiple case study methodology. The researchers utilized purposeful sampling to deliberately choose study participants and venues, aiming to achieve a thorough comprehension of the phenomenon. The data were gathered from a diverse group of nine EFL teachers in the Hadhramout region, Yemen. Semi-structured individual interviews were utilized to achieve the objectives of this qualitative case study. Nine people were interviewed during the study. Thematic analysis was conducted in a systematic and straightforward manner, and the contents were evaluated to identify the similarities and differences between the participants' contents. The study reveals recommendations and practical strategies for EFL teachers to enhance their instructional practices and improve language learning outcomes. It also draws upon current research, best practices, and the experiences of EFL experts to present a comprehensive overview of effective teaching methods. The findings of the study provide valuable insights into the preferences, challenges, and potential benefits associated with different EFL teaching methods. The study concludes with significant implications of these findings for EFL teaching practices and offers recommendations for teacher professional development.

Empowering Learner Autonomy: EFL Teachers' Perspectives and Classroom Dynamics

In the last thirty years, learner autonomy (LA) has become a pivotal notion in language teaching, profoundly transforming instructional methodologies (Benson, 2011). The shift from behaviourist techniques, such as audiolingualism, to communicative methods has emphasised the importance of students taking responsibility for their learning. The viewpoints of educators, especially in public education, remain little examined, despite extensive research highlighting the advantages of Learning Analytics for language acquisition and lifetime learning. This paper examines the learning strategies utilised by English as a Foreign Language (EFL) professors in Moroccan institutions to foster language acquisition and their viewpoints on the matter. This study utilises both qualitative and quantitative methodologies. The data were collected via semi-structured interviews and classroom observations done with a purposive sample of Moroccan EFL instructors. The interviews examined the obstacles instructors encounter in fostering autonomy, the importance they attribute to learner autonomy, and their understanding of learner autonomy. Classroom observations clarified the practical application of LA techniques, enabling a study that links teachers' views with their teaching methods. The study aims to provide enhancements for pedagogical methods and to elucidate how classroom dynamics influence the advancement of LA. The findings enhance the understanding of teachers' responsibilities in promoting autonomy, therefore addressing a gap in the research about teacher perspectives in language education.

Self-regulated EFL learning through productive feedback in Iranian private language institutes: a case for sustainable lifelong learning outcomes

Various determinants contribute to the disappointing outcomes of the EFL programmes in non-Anglophone countries, thereby limiting citizens in these countries access to international academic and economic platforms. One such determinant is EFL teachers’ productive feedback practice. Productive feedback is embedded in a constructivist view of learning, follows a learner-centered approach to feedback, and supports self-regulation, and therefore plays a core role in the learning of any language. This paper reports on a sequential mixed-methods study investigating productive feedback practices in EFL programmes in the context of private institutes in Iran. An inventory previously developed by the authors, comprising seven productive feedback features grounded in the literature, allowed for measuring 177 participating EFL teachers' self-reported productive feedback practices. Follow-up individual interviews with ten teachers as a subsample of the larger sample focussed on outliers and extremes emerging from the quantitative data. An integrative approach to reporting our research findings on the quantitative and qualitative data as well as the literature, presents a picture of EFL teachers' productive feedback practices. The quantitative data confirmed that the participating EFL teachers rarely applied productive feedback approaches, while the qualitative data provided a deeper understanding of participant responses and possible determinants influencing their feedback approaches. The findings are of importance to stakeholders involved in EFL who have the responsibility to ensure EFL courses support anticipated learning goals, including lifelong learning opportunities and access to the global society.

The Effects of EFL Classroom Environment, Collaborative Learning, Students’Motivation in Learning, EFL Teachers’ Support on Student's performance: An Empirical Literature Review

EFL Classroom Environment, Collaborative Learning, Teacher Support combined with students’ motivation form the basis of students’ performance. However, China has also conducted several studies on language learners' classroom performance in the past few decades, but most of these studies are limited to universities or colleges,There are relatively few studies on Secondary school students, let alone further exploring the specific application of classroom performance in practical teaching,which needs to motivate teachers to provide more empirical support for foreign language learner . This study mainly explores the impact of EFL Classroom Environment Collaborative Learning Teacher support on students' performance in English, mediated by students motivation in learning. Litature was collected using online databases such as Google Scholar, Web of Science, and ProQuest. By analyzing the article using inductive analysis and narrative synthesis, we can draw the following conclusions: (1) It has been confirmed that the EFL classroom environment, collaborative learning, and students motivation have a positive impact on student performance. However, when it comes to micro projects related to classroom performance, there has not been in-depth research yet. Therefore, the background of this study should be extended to schools in other places and countries, and to investigate the classroom performance of English learners at the micro level, in order to enrich and develop classroom performance in the field of foreign language acquisition. (2) In the future, researchers should encourage teachers to pay more attention to students' performance. To create a harmonious and efficient classroom atmosphere and integrate new teaching methods.

Behind the Screens: Evaluating the Effectiveness of Zoom in EFL Learning and Teaching in Higher Education

This study examines the usage of Zoom platform features and functions in managing EFL classes from the perspectives of students and their instructors. The study used a mixed-method approach. Quantitively, a questionnaire was distributed to undergraduate EFL students enrolled in advanced English courses (B2) in the first semester of the academic year 2023/2024 in a Palestinian university. The questionnaire was complemented by interviewing nine EFL instructors who have utilized the Zoom platform in their EFL classes. The quantitative data were subjected to statistical analysis whereas the interview data were analyzed thematically to obtain qualitative insights. The findings of the study revealed that Zoom features and functions significantly boost the online language learning experience in the EFL classes according to the students’ views. The students highly appreciate the features of recording, raising hands, screen-sharing, mute/unmute controls, file-sharing, and chat box while learning the English language. The results also indicate that both male and female students have similar views on the efficiency of Zoom features and functions. The analysis of the qualitative data reveals that EFL instructors largely utilize Zoom features and functions in their EFL classes and appreciate the benefits of these tools. Nevertheless, the results demonstrate that the instructors encounter some challenges primarily related to technical issues. The findings provide valuable views to the field of language learning and teaching through building on the experiences of undergraduate students and instructors with the context of EFL.

An ecological analysis of novice EFL teacher professionalism during the COVID-19 pandemic

ABSTRACT The COVID-19 outbreak in Chile exposed social inequalities, strained education systems, and worsened teachers’ working conditions. In the present qualitative study, we conducted in-depth semi-structured interviews with 10 novice English teachers. The interviews aimed to reveal the experiences and tensions of these language teachers who were providing emergency remote instruction in different school contexts during the early months of the pandemic. Interviews were coded and data were thematically analysed. Findings were presented using Bronfenbrenner’s bioecological model as a framework and showed that teachers’ professionalism was impacted by each level of the nested systems within the environment in which these teachers worked. Given the influences exerted by the outer systems, teachers felt constrained in their pedagogical decision-making, and hence concentrated their efforts on fostering teacher-student relationships and connecting to students emotionally. Through these novice teachers’ voices, we claim that there is a need to re-negotiate and expand teachers’ professionalism, giving them freedom to make curricular decisions while exploring avenues that incorporate a more humanistic, nurturing, and self-caring perspective.

Sociocultural Theory in Practice: Addressing Issues Affecting English as a Foreign Language (EFL) Teaching-Learning in Hail Remote Schools

Sociocultural theory aims to explain how physical and cultural environments shape learning. The research uses Vygotsky’s sociocultural theory as the lens to investigate sociocultural issues faced by EFL (English as a Foreign Language) teachers in remote areas. Teaching in these areas presents difficulties and obstacles due to geographic distance. This qualitative study was designed to investigate the difficulties encountered by EFL instructors from schools in isolated villages of Hail, Saudi Arabia. Using semi-structured individual interviews with eight EFL teachers, the research uncovers various obstacles affecting the efficacy of EFL teaching. The primary issues identified are religious conservatism and cultural differences, lack of support from family and environment, geographic distance and resource constraints, and lack of awareness of future opportunities. The study highlights how differences in educational quality are made worse due to geographic remoteness. The project seeks to improve EFL instruction in remote places by offering a deeper knowledge of these issues, ultimately working towards equity in learning environments.

‘Grades alone are insufficient!’ Chinese EFL student teachers’ perspectives on teacher written feedback on course essays

ABSTRACT Despite the important role teacher written feedback plays in student learning, it is still an under-researched area at tertiary education level, especially in the field of EFL (English as a Foreign Language) teacher education. Moreover, Chinese university students’ perceptions of teacher feedback have been left unattended. Therefore, this study sets out to uncover EFL student teachers’ perceptions of the current teacher feedback on their course essays and desirable teacher written feedback. Drawing on questionnaires and semi-structured group interviews conducted with 117 pre-service teachers in an undergraduate EFL programme in Central China, the study shows a low level of satisfaction with the current grade-alone feedback practice. High-quality teacher written feedback on course essays was considered as necessary to improve student teachers’ learning. Implications are drawn on how to enhance teacher educators’ written feedback.

The Influence of Technology-Enhanced Feedback on Saudi Female EFL Learners’ Writing Gains

The current study examined the influence of online peer feedback on the writing ability and self-efficacy of female learners of English as a foreign language (EFL) in Saudi Arabia. The participants were 78 learners divided into two experimental groups and one control group. The experimental groups used Google Docs to complete their writing assignments and exchange comments, whereas the control group received traditional teacher feedback. Pre-test and post-test self-efficacy ratings were collected on a scale of 1 to 5. The results yielded that the experimental groups improved significantly in self-efficacy compared to their counterparts in the control group. Based on these findings, using Google Docs for peer feedback is likely to assist in improving writing skills and substantially boost writing confidence. The present study thus contributes to the existing body of literature and to the field of EFL education by emphasizing the potential benefits of peer feedback through digital tools and platforms.

The VR-AI–Assisted Simulation for Content Knowledge Application in Pre-Service EFL Teacher Training

Pre-service teachers (PSTs) of English as a Foreign Language (EFL) need extensive training, preparing them for challenges encountered in real classrooms. Such challenges include presenting the target content knowledge in front of the class and promptly responding to students’ questions on the content. High-immersion virtual reality (VR) is increasingly seen as technology facilitating teacher training. When integrated with Artificial Intelligence (AI), VR simulations can enhance teacher education by providing real-world practice opportunities. Drawing on cognitive flexibility theory (CFT), this case study investigated how pre-service EFL teachers (N = 17) in Poland interpret the VR-AI–assisted simulation designed to facilitate their content knowledge application. The results suggest that such simulations are valuable for professional development and reflective practice regarding content knowledge in pre-service EFL teacher training. The findings contribute to the broader understanding of the integration of VR and AI technology in language teachers’ training programs aiming to support the application of content knowledge in real-life classrooms.

Assessing Self-Confidence Levels in EFL Students’ Speaking Performance

This study aims to assess the self-confidence levels of English as a Foreign Language (EFL) students in terms of their speaking performance. This study uses a quantitative approach with a quantitative descriptive method. The sample of the study consists of twenty-eight EFL students from the English Language Education study program, at Universitas Negeri Makassar using cluster random sampling. The data collection technique used a questionnaire as an instrument. The data were analyzed using SPSS 25 to find out the frequency and percentage distributions and to identify common patterns in self-confidence levels. Additionally, the mean score is calculated to provide a quantitative measure of the overall self-confidence among the respondents. The findings of the data analysis revealed that the level of EFL students’ self-confidence in speaking performance is at a high enough level with a score of 76.51. As a result, this study highlights the importance of self-confidence issues in EFL teaching practices and suggests that fostering a supportive learning environment could enhance students’ speaking performance and overall language proficiency.

Exploring the Mediating Role of EFL Teachers’ Emotion Regulation in the Relationship Between Emotional Intelligence and Resilience

ABSTRACTResearch on English as a foreign language (EFL) teachers’ psychology has been increasingly focusing on emotional intelligence (EI), emotion regulation (ER) and resilience due to the significant challenges these teachers face. However, the complex relationships among these three variables in the EFL teaching field have received scant attention. To address this gap, this study was conducted to test hypotheses regarding the relationships between EI, ER and resilience and the mediating role of ER. A survey was administered to 1017 junior high school EFL teachers from mainland China using three distinct scales to assess their levels of EI, ER and resilience. The data were analysed using SPSS 26.0 and Amos 24.0. The findings revealed that the EFL teachers demonstrated high levels of EI, ER and resilience. Furthermore, structural equation modelling showed that EI significantly predicted resilience, and cognitive reappraisal in ER significantly mediated this relationship. These results emphasize the importance of cultivating EI in enhancing EFL teachers’ psychological well‐being. Evidently, EI is a key factor in improving teacher resilience, and ER plays a crucial mediating role in this process, thereby enabling them to address professional challenges.