EFL Teachers Research Articles

By word of mouth: the case for teacher-to-teacher research dialogue

Abstract The current study investigated factors that potentially influenced the pedagogic practices of 132 EFL teachers from 28 secondary schools in a large city in Poland. The teachers completed a questionnaire about the factors that impacted their teaching practices. The primary influences on teaching practices turned out to be the course textbook and the secondary school exit exam. The data were further analysed using cluster analysis to identify groups of teachers with similar profiles. The results indicated two main clusters. One cluster was favourable to research-related resources, such as publications, conferences, and workshops. A second cluster was less favourable towards research. We interpret this result as highlighting the importance of within-profession dialogue in which research awareness and useful evidence-based practices are shared among teachers.

The Role of Needs Analysis in EFL Teaching Design

The essay defines needs analysis as a comprehensive process for acquiring learner and communication task information, encompassing learner proficiency, learning styles, language goals, cultural factors, resource availability, and learning outcomes. It covers the crucial components of needs analysis and highlights the role in EFL teaching design before, during, and after class, and its impact on continuous professional development among educators. The essay underscores the trans-formative influence of needs analysis in optimizing teaching strategies and enhancing student learning outcomes.

Exploring EFL teachers’ emotional experiences and adaptive expertise in the context of AI advancements: A positive psychology perspective

The rapid advancements in Artificial Intelligence (AI) are reshaping language education, raising concerns about the professional future of English as a Foreign Language (EFL) teachers. While existing literature often highlights the effectiveness of AI tools, it tends to overlook their impact on teachers' relevant expertise development and emotional experiences. This longitudinal study addresses this gap by exploring EFL teachers' emotional landscapes and adaptive expertise development through the lens of positive psychology. Employing thematic analysis, the study draws on data from three rounds of semi-structured interviews with ten EFL teachers, complemented by students' post-class reflections and classroom observations. The findings highlight the pivotal role of positive emotions in EFL teachers' professional development, revealing a dynamic, non-linear interaction between positive and negative emotions as teachers navigate AI-integrated language education. This emotional interplay is significantly influenced by teachers' social connections and professional backgrounds. The study underscores the need for institutional support systems that promote positive emotions and enhance teachers' digital literacy. By deepening our understanding of EFL teachers’ emotional experiences and professional growth within the AI-integrated educational context, this study offers valuable insights for designing targeted interventions and curriculum reforms that foster effective collaboration between human and AI intelligence in global education.

A systematic review of research on emotional artificial intelligence in English language education

In learning English as a foreign language (EFL), students often experience foreign language anxiety. Artificial intelligence (AI) applications that provide emotional support and/or create emotional impacts on student learning, so-called emotional AI applications, have received increased attention. However, there is a lack of a systematic review of studies on emotional AI in EFL education. This paper presents a systematic review of research in this field. The results reveal five affordances of emotional AI in EFL education, namely (1) enabling human-like conversations, (2) providing personalized real-time feedback or instructions, (3) translating images into English text, (4) generating personalized learning content and tasks, and (5) recognizing and analyzing emotions. The first three affordances are more frequently used and have shown promising effects on improving students’ behavioral, cognitive, and affective learning outcomes. Moreover, the findings reveal that emotional support is often integrated with cognitive support; providing emotional support alone may not be enough to support student learning. Meanwhile, providing cognitive support alone can enhance both affective and cognitive learning outcomes. Finally, attention should be paid to the factors that might influence the adoption and effects of emotional AI in EFL education.

Can AI Empower L2 Education? Exploring Its Influence on the Behavioural, Cognitive and Emotional Engagement of EFL Teachers and Language Learners

ABSTRACTArtificial intelligence (AI) is transforming L2 education, yet its specific impacts on English as a foreign language (EFL) teachers and language learners' engagement remain understudied. To address this deficiency, this study, grounded in Fredricks, Blumenfeld, and Paris's (Review of Educational Research, 74, 109) three‐dimensional engagement model, explored the impacts of AI on the behavioural, cognitive and emotional engagement of EFL teachers and language learners through semi‐structured interviews with 24 EFL teachers and 38 college language learners, followed by a thematic analysis with MAXQDA to uncover the effectiveness of AI. The study found that behavioural engagement showcased the integration of AI tools, highlighting increased frequency of use and their practical applications in enhancing language acquisition tasks. Cognitive engagement was marked by the recognition of AI capacity to augment teaching strategies and learning processes, although it also surfaced concerns about the potential overreliance on technology. Emotional engagement reflected a complex interplay of attitudes, with most informants viewing AI positively but acknowledging concerns about job displacement, and its impacts on emotions of students and teachers as well as the relations between them. The study concluded that while AI held promise for L2 education, the integration must consider its limitations and ethical implications. The research provided valuable insights for educators, learners, technology developers and policymakers, encouraging innovative practices and informed decision‐making in L2 education.

Investigating the Impact of Teacher Enthusiasm on Engagement Among Saudi First-Year EFL Students

This study examines the influence of teacher enthusiasm (TE) on student engagement in English as a foreign language (EFL) classroom in Saudi Arabia. Specifically, it explores the relationships between students' perceptions of TE and their levels of engagement, as well as the teaching methods that lead students to perceive their teachers as enthusiastic and the challenges teachers face in maintaining enthusiasm from the student perspectives. A mixed method approach was employed, involving questionnaires distributed to 202 primary year students and semi-structured interviews were conducted with 2 students. The quantitative findings revealed a significant positive correlation between TE and SE. The findings revealed that students perceived certain teaching methods as contributing to teacher enthusiasm, such as varying vocal tones, positive reinforcement, active movement in the classroom, incorporating interactive activities and discussions, and relating content to personal interests. When teachers lacked these enthusiastic methods, students reported a less engaging classroom experience characterized by monotony. Moreover, students reveal key challenges impeding TE which included workload, emotional distress, class timing, and lack of interest from some students. Based on these findings, the study offers practical recommendations for promoting student-centered pedagogy to enhance enthusiasm among EFL teachers and engagement among learners

On the Relationship between Iraqi EFL Teachers' Organizational Commitment and Their Leadership Style: A Case Study of Missan Province

This study looked into the connection between the leadership styles of Iraqi EFL teachers and their organisational commitment (OC). The Characteristics of Successful Teachers' Questionnaire and the Organisational Commitment Scale (OCS), which has three sub-scales: Affiliation and Pride, Identification, and Satisfactory Exchange, were given to the EFL teachers in order to get the necessary data. The "Spearman Correlation Coefficient" was utilised in this study's correlation approach to explain teacher dedication and leadership style. In the Missan province of Iraq, 147 male and female teachers were given the "Class Leadership Style" and "Organisational Commitment Scale" questionnaires for this reason. The findings showed a strong and positive correlation between teachers' organisational commitment and their leadership style.

Enhancing EFL Higher Education through Fliki Videos: An Artificial Intelligence Implementation Approach

Artificial Intelligence (AI) presents different opportunities for enhancing personalized learning experiences within the field of English as a Foreign Language (EFL) education. Its capacity for adaptive learning is particularly noteworthy, as it caters to individual students’ unique styles. In this context, the purpose of this study was to investigate the impact of Fliki AI videos on EFL teaching and learning and determine students’ perceptions of their use. The participants included 84 pre-service EFL teachers at a private university in Ecuador. A mixed-method design was used to analyze quantitative and qualitative data. Instruments were diagnostic and perception questionnaires and an interview. The main findings revealed that Fliki AI videos effectively enhanced student engagement and comprehension. Additionally, participants reported improved understanding of linguistic and pedagogical concepts through clear explanations and visual representations provided by the videos. The adaptability of Fliki AI videos allowed for personalized learning experiences, while supplementary activities reinforced learning outcomes. Further research could explore optimal design features and instructional strategies for maximizing the effectiveness of these resources.

Problems and countermeasures: a phenomenological study of Chinese EFL supervisors’ perspectives about the practicum / Problemas y contramedidas: un estudio fenomenológico de las perspectivas de los supervisores de ILE en China sobre el programa de prácticas

Informed by the cultural-historical approach, this phenomenological study examined a group of Chinese EFL (English as a foreign language) teacher educators’ views about the practicum. Longitudinal observations, individual formal interviews and informal conversations were employed to understand the supervisors’ perceptions about the problems arising from the practicum and strategies to enhance it. The results reveal three key problems, including supervisors’ limited involvement, limited support from the university and practicum schools, and interns’ weaknesses. The countermeasures involve the initiative of student teachers and a stable collaborative platform. Implications are drawn from the study about strategies of constructing a coherent activity system with shared objects for university–school partnerships.

Web-assisted instruction for teaching and learning EFL phonetics to Spanish learners: Effectiveness, perceptions and challenges

Research has established that phonetic training is particularly challenging for learners in EFL contexts. Computer-Assisted Pronunciation Training (CAPT) resources have proved to enhance learners’ perceptual and productive phonetic capacities. No prior study, however, has evaluated the effectiveness of EPSSML (English Pronunciation for Speakers of Spanish Multimedia Lab) (https://www.usc.gal/multimlab/), a CAPT tool for web-assisted, blended instruction (WABI), while simultaneously examining the students’ and instructors’ perceptions in order to identify the emerging and existing needs. Statistical significance tests applied to course results from 504 Spanish university students supported the effectiveness of EPSSML, which was reported to increase students’ academic achievements and learning motivation, fostering course participation and empowering learners with the necessary capabilities and attitudes to decide not to drop the class. Additionally, questionnaires administered to 127 Post-WABI students showed that they enjoyed and were very interested in EPSSML and WABI. In the case of EFL university instructors, 128 responses revealed that most of them also rated the tool very highly, featuring specialized open web-sites with free downloadable materials and gamified learning pathways as the “ideal CAPT resources”.

EXPLORING STUDENT ENGAGEMENT WITH FORMATIVE ASSESSMENT AND ICT TOOLS

This study investigates the potential of Information and Communication Technology (ICT) tools to enhance formative assessment (FA) practices in English as a Foreign Language (EFL) classrooms. While previous research has focused primarily on teacher feedback in writing courses, this study emphasizes a broader scope of FA. Utilizing a cross-sectional, quantitative analysis, the research examines how ICT tools support FA's goal of facilitating the learning process from students' perspectives, thereby informing effective teaching practices and improving learning outcomes. Participants included 173 university EFL students in Japan, divided into English majors and non-English majors. The study employed a revision of an existing survey for language learning with digital tools and a self-developed survey based on an existing framework for FA. Correlational analysis indicated that participants generally perceived ICT tools as supportive of all five FA principles. Despite issues like connectivity problems, students found the tools valuable for making the learning progress visible and enhancing peer communication. The study underscores the importance of understanding and practicing FA beyond feedback, such as clarifying learning goals and fostering peer learning, to enhance learning. These findings suggest that integrating ICT tools into FA practices can significantly benefit EFL instruction by promoting student engagement and self-regulated learning.

The Impact of Teacher and Peer Support on Preservice EFL Teachers' Work Engagement in Their Teaching Practicum: The Mediating Role of Teacher L2 Grit and Language Teaching Enjoyment.

The academic study of work engagement among pre-service teachers during their practicum has been notably sparse, with even fewer investigations examining the influence of environmental stimuli on their engagement levels and the role of individual psychological and emotional factors throughout the practicum. To address this research gap, the present study, informed by the Stimulus-Organism-Response (SOR) theory, has developed a structural equation model. This model posits teacher support and peer support as stimuli, L2 grit and the foreign language teaching enjoyment as the organism, and the work engagement of pre-service teachers as the behavioral response. A quantitative survey was conducted among 516 preservice EFL teachers to examine the relationships among variables in the model. Findings showed direct predictions of work engagement by teacher support, L2 grit, and FLTE. L2 grit and FLTE sequentially mediated the relationship between teacher and peer support and work engagement. This study identified the factors influencing preservice EFL teachers' work engagement, contributing to a deeper understanding of their psychological characteristics and emotional experiences during the teaching practicum. Additionally, the study offers practical implications for universities and internship schools to enhance preservice teachers' work engagement during the practicum.

Investigating barriers to implementation of a CLT-based curriculum innovation in iranian secondary education

This mixed-methods study explored Iranian English teachers' perceptions of barriers to implementing an innovative CLT-based curriculum in Iranian high school English classes. The sample of the study was composed of three groups: 23 English teachers who participated in semi-structured interviews, 217 English teachers who completed the initial version of the questionnaire for construct validation, and 143 English teachers, including 45 Teaching English as a Foreign Language (TEFL) graduates, 58 beginning teachers, and 40 experienced teachers, who completed the validated questionnaire. The instruments utilized were a semi-structured interview and questionnaire. The thematic analysis of the qualitative data indicated that the barriers were of five core categories related to institutions, culture, learners, teachers, and CLT. The analysis of the quantitative data demonstrated that on the continuum of full/non-implementation, the participants stood considerably away from the full implementation extreme believing that few CLT principles could be implemented. The findings also revealed that the graduates' perceptions of barriers were significantly different from those of beginning teachers and experienced teachers, while no significant difference was observed between the beginning teachers' perceptions and those held by the experienced teachers. It is concluded that there is a huge gap between the curriculum developers' intentions and teachers’ perceptions, both in urgent need of modifications.

Voices in ELT: Exploring Tunisian EFL Teachers' Attitudes Towards English Language Skills Development

Voices in ELT: Exploring Tunisian EFL Teachers' Attitudes Towards English Language Skills Development

Exploring the Potential Challenges Faced by Sudanese EFL Learners in Acquiring English Language Speaking Skills at the Tertiary Educational Level

This study aims to investigate the challenges that might face Sudanese EFL learners in acquiring the English language as a means of communication and to emphasize the importance of speaking skills in the English language, in Sudanese English language learners at the postsecondary level. To achieve its objectives, the study adopted the descriptive-analytical method, in which a questionnaire was used to address the research inquiries and goals. A total of 100 employed students participated in responding to the questionnaire. As per the study’s findings, students’ confidence in using speaking skills is very weak; they also lack the motivation to practice speaking skills since they were taught by Grammar Translation Approach which ignores speaking skills, moreover most lecturers prefer to avoid classroom interaction which leads to non-smart fluent EFL learners. This study suggests EFL teachers to consolidate the use communicative activities in a variety of ways which help leaners to play a crucial role in using English inside the classroom.

EFL Teachers’ and Students’ Perceptions of Knowledge for Translating English Proverbs Into Vietnamese

EFL teachers’ and 60 students’ perceptions of the knowledge needed to translate English proverbs into Vietnamese. The study used an online survey to collect the two groups’ responses. The survey used a five-point Likert scale ranging from 1 for strongly disagree to 5 for strongly agree. The results showed that most teachers were aware of teaching their students the necessary knowledge to help them translate English proverbs into Vietnamese. Similarly, most students were mindful of the knowledge required for translating English proverbs into Vietnamese, and they perceived that translating English proverbs was a demanding task. For an open-ended question, many valuable ideas regarding translating English proverbs to Vietnamese were collected and used as references for future proverbial translation teaching and learning. Suggestions and limitations of the study were also included.

English Language Sub-Skills Needed by Diploma Theology Students in their Academic and Professional Lives

The study assessed the needs of diploma theology students' English language sub-skills and tasks in their academic and professional areas. The study is a descriptive survey that makes use of a mixed method approach. The data were collected using a questionnaire, interview, and content analysis. The participants of the study were first and second year diploma theology students, the former theology students, theology instructors, and EFL teachers. Additionally, one unit of the teaching material contents were evaluated using the checklist. For the evaluation of the unit, the researcher prepared checklists which were adapted from the literature and gave them to the two coders. Then, based on that, they evaluated the sample unit. In this line, the researcher collected quantitative data using a questionnaire and coding form, and he collected qualitative data using interviews. The data were analyzed both qualitatively and quantitatively. The study indicated that the most needed sub-skills for theology students were identified according to their order of importance: speaking (1.284), listening (1.494), reading (1.95), writing (2.191), vocabulary (2.23), and grammar (2.513). Based on the findings, the ELT materials hardly meet the needs and interests of diploma theology students. Finally, the researcher recommended that the teaching material has to be revised as it lacks the sub-skills that are perceived by diploma theology students as the most needed.

An Ecolinguistic Study of Language Teachers as Activists in Promoting Dialogue on SDGs

The present study examines the effect of EFL teachers assuming the role of activists in promoting dialogues regarding the Sustainable Development Goals (SDGs) among university-level students. The study aims to quantitatively assess the influence of EFL teachers who adopt an activist attitude on the knowledge, involvement, and understanding of global sustainability concerns among a particular group of first-year students at the university level. These students, ranging from 19 to 22 years old, were native Arabic speakers from Saudi Arabia. Through a quasi-experimental structure, this investigation compares the results obtained from an experimental group, which undergoes an instructional regimen that integrates SDG-focused activism, to a control group that receives traditional EFL instructions. Data collection is structured around pretest and posttest assessments. The results are anticipated to emphasize the effectiveness of incorporating ecolinguistic principles and activist teaching approaches in language education. The observations mentioned above have the potential to substantially impact the ecolinguistic study field and instructional approaches designed to cultivate a more profound comprehension and dedication to sustainability goals. This study not only emphasizes the capacity to utilize language teaching to promote awareness of sustainability among young students but also establishes a model for forthcoming investigations into the function of education in tackling global environmental and societal predicaments.

Moroccan EFL Teachers’ Beliefs about the Potential Contribution of Multilingualism to the L3 English Classroom: To What Extent Is Multilingualism an Asset to L3 English Learners?

The current study set out to investigate Moroccan English language teachers’ educational beliefs about the potential of multilingualism for the L3 English classroom. Utilizing a mixed-method approach of investigation, this study employs two instruments to collect data: questionnaires and semi-structured interviews. An online questionnaire was completed by 169 teacher informants who participated in this study, 20 of whom were selected for the semi-structured interviews. Data were analyzed quantitatively and qualitatively. Findings revealed that teacher participants generally exhibited partial/moderate awareness of the usefulness of multilingualism to the L3 English classroom as they held moderate positive educational beliefs about its potential for fostering their multilingual learners’ L3 English. Hence, this study suggests that Moroccan L3 English teachers be encouraged to take maximum advantage of their students’ multilingualism in a way that is beneficial to their L3 English learners. Teacher education has a significant role in positively shaping L3 English teachers’ educational beliefs in that respect.

Utilizing Generative Artificial Intelligence-based Digital Multimodal Creation of English Songs for EFL Education

Utilizing Generative Artificial Intelligence-based Digital Multimodal Creation of English Songs for EFL Education