EFL Students Research Articles

Exploring The Relationship between Self-Efficacy and Second Language Writing Anxiety Among Saudi EFL Students: A Correlational Study

Students face many difficulties in writing in a second language. Writing anxiety is considered one of the factors that affect students’ writing proficiency. The current study focused on exploring the relationship between writing anxiety and students’ self-efficacy. This study investigated the relationship between writing anxiety and self-efficacy among preparatory-year students at Majmaah University. The study followed a quantitative research design where data were collected through two questionnaires: Language Writing Anxiety Inventory (SLWAI) by Cheng (2004b) and Erkan and Saban’s self-efficacy scale (2011) 99 EFL Preparatory Year students participated in this study. Participants were provided with the questionnaire at the end of the first semester of 2023, and they were randomly selected. The findings of the study showed that the level of self-efficacy among preparatory-year students was moderate, while the level of writing anxiety among students was moderate. Correlation analysis revealed that there’s a moderate negative relationship between writing anxiety and self-efficacy.

Derivational or Inflectional Morpheme: A Case of Papuan EFL Students’ Comprehension in Narrative Text

The objective of this research is to scrutinize how students in the English Language Department distinguish derivational morphemes and inflectional morphemes using narrative text. Consequently, student’s obstacles in distinguishing between both of bound morphemes. Qualitative methods are employed to this research with a descriptive approach to collect and analyze derivational and inflectional morphemes. The findings revealed a total of fifty-three derivational and inflectional morphemes, comprising fifteen derivational morphemes and thirty-eight inflectional morphemes. In terms of comprehension, EFL students score 66.5 in derivational morphemes, falling under the C category, indicating a good level of understanding. For inflectional morphemes, students achieve a score of 89, placing them in the A category, signifying a very good understanding. Regarding the obstacles, students face in comprehending derivational morphemes and inflectional morphemes the main challenges are the lack of vocabulary and the lack of grammar, which make it difficult for EFL students to know word class changes and grammar function changes.

Improving EFL students’ multimodal literacy through infographics

Abstract Given the importance of multimodality in the twenty-first century and its relevance to second language acquisition, this study aimed to assess the impact of a multimodal literacy intervention on the reading comprehension of authentic multimodal texts. The participants were EFL students enrolled in a college undergraduate translation and interpretation programme, who were divided into two groups: one serving as the control group and the other as the intervention one. The intervention, based on established multimodal instruction frameworks, utilized five handouts and lasted seven weeks. Before and after the intervention a test assessing participants’ reading comprehension was administered. The results indicated a significant increase in reading scores for both groups; however, the intervention group exhibited a more substantial improvement. Additionally, the qualitative data analysis showed that students in the intervention group valued learning about concepts related to multimodality and thought that learning about multimodality helped them become better translators.

Unlocking Listening Proficiency: Integrating English Movies in Thai EFL Secondary Education

This study investigates the impact of integrating English movies on the listening comprehension and attitudes of tenth-grade EFL students at a school in Kalasin Province, Thailand. Despite the pivotal role of listening skills in language acquisition, EFL learners often face limited exposure to listening materials, leading to challenges in comprehension. Employing a mixed-methods approach, the study explores the relationship between English movie usage and students’ listening comprehension and evaluates their perceptions of movie integration in the classroom. The participants, consisting of 33 tenth-grade students, underwent pre-tests and post-tests to assess listening proficiency, followed by questionnaires and semi-structured interviews to examine attitudes toward integrating movies in the classroom context. Following instruction through English movies, the findings indicate a significant improvement in students’ English listening comprehension. Moreover, students displayed positive attitudes toward integrating movies as a learning tool, recognizing their potential to create an enjoyable and enriching learning experience.

On the Use of Instructional Games in Moroccan High Schools: Motives and Barriers

Background The use of instructional games in foreign language classrooms has a lot of potential. This potential helped pushing the spread of game use, but it was faced with a lot of barriers. Purpose The current study intended to investigate the factors behind the use/nonuse of instructional games by Moroccan high school teachers. Methods This study adopted a mixed methods approach, which was typified in a sequential explanatory design. Data was collected from 215 students and 10 teachers in Allal Loudyi High School in Fes, Morocco, using questionnaire, interview, observation schedule, and focus group. Results The findings disclosed that students reported that instructional games should be used because they motivated them, helped them enjoy learning, and fostered their critical thinking skills. The large number of learners in the classrooms and lack of enough equipment were found to be two major obstacles, in addition to other minor challenges, that prevent Moroccan high school teachers from using instructional games in the classroom. Discussion Crosslinguistic studies confirmed the potential motives and barriers highlighted in the current study. Conclusion The results had direct implications for Moroccan EFL teachers, stakeholders, and students. The implications were discussed at the end of this article.

Enhancing Reading Skills through Scaffolding Strategies in Eighth-Grade EFL Students

Enhancing Reading Skills through Scaffolding Strategies in Eighth-Grade EFL Students

The influence of Kahoot-based TBLT in improving the critical reading skills in higher education

This study aimed to assess the effectiveness of Task-based language Teaching (TBLT) approach through Kahoot in improving EFL students’ critical reading skills. The study used a quasi-experimental method with a pre-experiment design involving a pre and post-test for one group. The research was conducted with 70 students (15 males and 65 females) from the Department of English Education at a Private University in Indonesia. The Kahoot-based TBLT approach was used to assess students' critical reading skills. The data were analyzed utilizing paired t-tests and N-gain to determine the effectiveness. The result showed a significant improvement in critical reading skills from the pre-test to the post-test after using the Kahoot-based TBLT model. the findings indicate that the Kahoot-based TBLT model is a successful approach in improving students' critical reading skills. Therefore, it can be concluded that Kahoot-based TBLT is effective in improving EFL students’ critical skill. Future research recommends the usage of Kahoot-based TBLT by educators to increase academic success in English language learning for higher education students.

“We usually use paragraph one to introduce the topic”: trust building via appraisals by practicum EFL teachers in classroom interactions

Abstract This study investigates how practicum EFL teachers build trust through appraisals in classroom interactions at a local senior high school in Mainland China. Building upon prior research on trust discourse and appraisals, we present a model of teachers’ trust discourse, which we apply to analyze six English reading lessons conducted by three young EFL practicum teachers. The findings reveal that the practicum EFL teachers construct two distinct types of trust: cognition-based trust (CBT) and affect-based trust (ABT). CBT is formed through the communication of the teachers’ epistemic and deontic authority, while ABT is fostered by emphasizing values congruence and guanxi (interpersonal connections) between the teachers and the students. Appraisals play a crucial role in the trust-building efforts of the practicum teachers. Our analysis further indicates a preference among the practicum teachers for prioritizing CBT, as evidenced by their strategic use of appreciation and judgment resources in the attitude system, as well as the application of force resources in the graduation system. This study provides valuable insights into the pivotal role of appraisals in cultivating trust between EFL teachers and students in classroom settings.

EFL STUDENTS’ PERCEPTIONS OF GOOGLE CLASSROOM IN JUNIOR HIGH SCHOOL ENGLISH LEARNING

This study is aimed at investigating EFL students’ perceptions on the use of Google Classroom for English language learning in a junior high school. The study used a mixed method design, combining quantitative and qualitative data. The context of the study was EFL students from one of state junior high schools in Jakarta, Indonesia. Through a survey of 146 students and some selected students for interviews, the study examines various aspects of their experiences with the platform, including motivation, effectiveness, communication, and access to learning materials. The findings reveal a positive attitude among EFL students towards Google Classroom, with their acknowledging its benefits in enhancing motivation, facilitating interaction, and providing convenient access to resources. The study highlights the potential of digital tools like Google Classroom to address challenges in language education. Thus, this study suggests implications for English teachers seeking to optimize technology-enhanced learning environments, mainly in English learning in junior high schools.

Online Learning Platforms on Efl Students’ Learning Intensity and Frequency

This The present study analyzed the role of online learning schemes in influencing EFL students’ learning time and frequency, supporting the assertion that more work on the existing engagement of the learners as well as their outcomes is necessary. Given the level of technology in the current world and the trend of going online, this study adds value by exploring the use of technology as opposed to more conventional techniques. The study utilized a mixed-method research approach combining both quantitative and qualitative research with a quasi-experimental design involving 190 university participants which made up a control group receiving instructional delivery through conventional methods while the experimental group made use of online platforms. Research Instruments include the validated questionnaire and semi-structured interviews in which quantitative data was analyzed using independent sample t-test while qualitative data was analyzed in an iterative manner. The findings show that the experimental group experienced, relative to the control group, a higher level mean score in terms of the learning intensity and the learning frequency (mean = 81.51 vs mean= 64.58) with a Sig. (2-tailed) p equal to 0.000. Preferences showed Moodle as the most popular platform used (34.21 %), next YouTube (25.26%), and the main reason for the choice of the platform was ease of use (50.53%) and Completeness of learning materials (23.68%). YouTube was perceived as the best platform for learning (38.95%) followed by Quipper (21.05%) and Podcasts (18.42%) for effective learning. It has been asserted in this study that the introduction of these platforms into the EFL teaching process will result in an improvement of both learning achievements as well as the involvement of the students.

EFL Students’ Interpretation of Implicature and Gender Representation in Memes

EFL Students’ Interpretation of Implicature and Gender Representation in Memes

Exploring how translanguaging and multimodal learning improve EFL students’ enjoyment and proficiency

Many studies have shown that translanguaging promotes inclusive and dynamic learning environments. However, little is known about multimodal techniques to improve student engagement and satisfaction. The present study aims to examine the impact of these combined strategies on student understanding, motivation, and identity construction in language acquisition. The study involved twenty students in the second semester of the English Language Education Department at a university in Bekasi, West Java, Indonesia. The data were garnered through a quantitative method using a questionnaire and a qualitative method using in-depth interviews. Out of the total number of participants, five students were selected for in-depth interviews to explore rich data on students' emotional, motivational, cognitive, and expressive responses to translanguaging. The data obtained from the questionnaire were analyzed statistically while the data obtained from the interviews were analyzed using thematic analysis. The results suggest that adding translanguaging and multimodal strategies to the learning environment promotes a more engaging and inclusive atmosphere, thereby enhancing student satisfaction and language proficiency. Conversely, complications were identified for students with diminished proficiency requiring further assistance. The research emphasizes the potential of translanguaging to enhance linguistic competence, student confidence, and motivation, indicating that it is a valuable pedagogical tool in EFL classrooms.

Using TED Talks to Improve Motivation of Learning English Language Skills among Middle School Students with Learning Disabilities

This study aimed to use TED Talks, which are abundant with real-life examples of English language use, that might improve the public speaking skills of elementary-level Jordanian EFL students with learning disabilities. The study also aimed at identifying the attitudes of the students with learning disabilities toward using TED Talks to increase motivation to learn English. This research used a quasi-experimental approach. The present study included 68 female EFL tenth graders from the Irbid Schools for Girls, a public institution under the Irbid Directorate of Education. The researcher created an educational program based on the TED talks. The pre-post-test was used to measure the students’ progress and a questionnaire was used to measure their attitudes to this strategy. The program seems to have created good levels of interaction among the students and boosted their appetite to participate and engage with the visual and audio materials presented in the TED Talks videos. The students showed positive attitudes toward using the TED Talks program to raise their motivation to learn English language.

Challenges in mastering academic writing: a case study of English language learners at the university for business and technology

This research investigates the problems students of the English Language Faculty at the University for Business and Technology face and proposes certain remedies for academic writing. The paper will try to identify the areas in academic writing that are problematic and detect whether the current strategies of instruction are workable or not and, thus, whether specific improvements are needed. It tries to analyze, namely, the issues EFL students encounter with the writing process, language proficiency, and integration of critical thinking and research during three academic years. In this light, a combination of two methods has been applied for a comprehensive assessment. Data collection is done through the administration of questionnaires to 60 students in their first, second, and third-year levels in the English Language Program. The questionnaire probes into information on the experiences and perceptions of the students concerning their difficulties in academic writing. It also consists of the collection of qualitative data by interviewing six professors of the English Language at UBT about their perceptions of teaching difficulties and the efficiency of currently applied pedagogical approaches. Geographically, the scope of the study is UBT; it will exclusively consider the English Language Program and its related teaching methodologies. Preliminary findings reveal that academic writing does pose numerous problems: in language proficiency, integration of critical thinking, and efficiency through current teaching methodology. The students point to their difficulty in the development of academic writing competencies, while professors emphasize weaknesses in instructional strategies that impede the student's progress. This study, therefore, recommends corrective development in teaching methods and support structures to impact the academic writing competence of EFL students at UBT. Areas have been identified in which current practice is failing, together with recommendations of ways in which instructional methods might be refined. These findings from the research provide the necessary insight for educators here at UBT in terms of teaching methodology and support mechanisms. Addressing identified issues and incorporating proposed improvements will go a long way toward enhancing EFL students' overall academic writing skills for improving their academic standing and enhancing their learning experiences.

Investigating Teachers' and Students’ Evaluation of the Textbook English for Iraq for First and Second Grades of High School Based on Litz's Checklist

The present study investigates Iraqi teachers’ and students’ evaluation of the textbook English for Iraq for first and second grades of high school based on Litz's checklist using a descriptive qualitative method. The sample of this study was 2textbook books entitled “English for Iraq for 1st Intermediate” and “English for Iraq for 2nd Intermediate”. The research data was collected from the Evaluation checklist of experts consisting of 5 Points in evaluation textbooks. The results of the evaluation of the two books have mostly met the standards of a decent book based on the criteria of Litz in terms of objectives, layout&design, methodology, skills, elements of language. This study also intended to examine EFL teachers’ and students’ points of view on these two textbooks. The participants were 70 first and second-grade intermediate school students and 30 EFL teachers who chose from various intermediate schools in Wasit province. The researcher designed two questionnaires to evaluate these textbooks. The examinations uncovered that EFL teachers were to some extent happy with the “English for Iraq textbook series”; Not with standing, EFL students were fairly impartial. The evaluation also indicated that the English for Iraq textbook meets the CLT educational plan's points and targets in introducing the exercises and activities through legitimate texts (fiction and nonfiction) that are connected with genuine circumstances. The findings of this work may hold any importance with Iraqi EFL teachers, materials designers, and the partners engaged with the materials readiness Departments of the Iraqi Ministry of General Education.

USING WORD WALL TO IMPROVE EFL STUDENTS' VOCABULARY ACHIEVEMENT AT JUNIOR HIGH SCHOOL

One component of learning English is vocabulary mastery. Teachers can develop lessons to increase student's vocabulary achievement by using media that is interesting and fun such as Word Wall. The aim of the research was to improve the students’ vocabulary achievement using Word Wall. The setting of this research was at one of secondary school in Banyuwangi, East Java, Indonesia. The present study applied Classroom Action Research (CAR). The data were collected from the vocabulary test and observation. The previous students’ vocabulary mean score was 60. The result from vocabulary test after the action showed that the mean score was 76.2. The result showed that there were significant improvement on students’ vocabulary achievement compared to the students’ vocabulary mean score before using Wordwall media. The result of observation checklist also showed significant improvement from meeting to meeting. In meeting 1, 45.5% actively participated during the teaching and learning process. In meeting, 2, 55% of students participated actively. In meeting 3 and 4, the percentage of students who actively participated in wordwall based vocabulary teaching and learning improved from 60.8% to 90%. The findings suggest that the use of Word Wall as media can significantly improve EFL students’ vocabulary achievement.

Politeness Strategies in Email Opening and Closing Moves by Saudi Female EFL Students

Politeness Strategies in Email Opening and Closing Moves by Saudi Female EFL Students

The Use of Scaffolding Strategies to Enhance the Writing Development of EFL Students

The Use of Scaffolding Strategies to Enhance the Writing Development of EFL Students

From Globalization to Localization: Promoting EFL Students’ Reading Comprehension Using GFOS Model Based on Collaborative Learning Approach

From Globalization to Localization: Promoting EFL Students’ Reading Comprehension Using GFOS Model Based on Collaborative Learning Approach

The Level of University EFL Students’ Reading Motivation in Jordan

The Level of University EFL Students’ Reading Motivation in Jordan