EFL Teachers Research Articles

Perspectives of English Education Graduates in Shaping Corpus-Based Research Courses for EFL Teaching: An Exploratory Research

This study investigates the implementation of Corpus-Based Research (CBR) in English language instruction in Papua, Indonesia. Through interviews with six graduates of an English Education study program who experienced in teaching across primary, secondary, and tertiary education levels in diverse formal and informal settings, the research explores the perceived relevance and importance of CBR. While some participants acknowledged the potential benefits of CBR, others noted limited familiarity and encountered challenges in its integration. However, a subgroup exhibited enthusiasm for CBR, recognizing it as a valuable tool to tailor teaching materials. These findings align with earlier research and highlight the adaptable nature of teachers' attitudes. Additionally, participants emphasized the need for early CBR introduction in teacher training and ongoing professional development. They recommended support systems and access to resources for effective CBR integration. The study informs the development of CBR-integrated courses, addressing Papua's unique educational landscape. It underscores the importance of comprehensive training and support to facilitate CBR incorporation into language teaching

On the relationship between EFL students' attitudes toward artificial intelligence, teachers' immediacy and teacher-student rapport, and their willingness to communicate

This research explores the intricate interplay among EFL students' attitudes towards artificial intelligence (AI), Teachers' Immediacy (TI), Teacher-Student Rapport (TSR), and their willingness to communicate (WTC). It delves into EFL students' perceptions of AI’s role in enhancing critical thinking and investigates how teachers' immediacy and rapport influence students' WTC development. By integrating multiple domains including EFL education, AI technology, and interpersonal communication, the study offers a comprehensive understanding of how these factors intersect to shape students' willingness to communicate. The research fills a gap in existing literature by investigating EFL students' attitudes toward AI in language learning alongside variables like teacher immediacy and teacher-student rapport. It aims to unveil the nuanced relationships between students' attitudes toward AI, teacher immediacy, teacher-student rapport, and their resultant impact on students' WTC. To address these inquiries, the research employed four questionnaires, drawing on previous studies discussing EFL students' attitudes, contradictions, and perceptions in the context of AI integration. Insights from psychology, language acquisition, and educational technology converge to shed light on the complex dynamics shaping students' willingness to communicate in the AI era. The investigation contributes to the existing body of knowledge by providing a nuanced understanding of the factors influencing EFL students' WTC in the context of AI, with a specific emphasis on the significance of teachers' immediacy and rapport. The findings hold practical implications for educators and policymakers by highlighting the potential of AI technologies to enhance language learning outcomes and stressing the importance of fostering positive teacher-student relationships in promoting students' willingness to communicate effectively in the digital era.

Impact of Project-Based Learning on Critical Thinking Skills and Language Skills in EFL Context：A Review of Literature

In the domain of Teaching English as a Foreign Language (TEFL), the cultivation of critical thinking skills (CTSs) and language skills (LSs) is imperative for the academic deveolpment of learners. Project-Based Learning (PBL), characterized by its integration of real-world challenges and emphasis on collaborative learning, demonstrates significant potential to positively influence the development of CTSs and LSs in English as a Foreign Language (EFL) learners. This systematic review of literature meticulously evaluates the effects of PBL on fostering critical thinking skills CTSs and language skills LSs among EFL learners over recent decades. It assimilates insights from a range of empirical studies, elucidating how PBL activities enhance EFL learners’ critical thinking skills more effectively compared to conventional teaching methodologies. Additionally, this review underscores the beneficial impacts of PBL on language skills, encompassing vocabulary acquisition, speaking, writing, and reading comprehension, which are attributed to its focus on authentic tasks and practical real-world applications. The implementation of PBL is instrumental in promoting deeper engagement in learning within EFL classrooms. Moreover, the perceptions of PBL by EFL learners and teachers constitute a significant component of the findings. EFL learners typically demonstrate favorable attitudes towards PBL, while EFL teachers recognize its efficacy in nurturing critical thinking and creativity, acknowledging challenges in its practical execution and assessment design. Conclusively, the review pinpoints existing research gaps and delineates prospective research trajectories. There exists an exigent need for comprehensive exploration into the mechanisms by which PBL augments skill development, longitudinal investigations into its enduring impacts, and research across diverse educational settings. The incorporation of technology within PBL frameworks and the preparedness of teachers are identified as pivotal areas for further inquiry.

An intersectional and discursive approach to identity in multicultural education: the case of the Haitian community in Chile

ABSTRACT This study analyses how Haitian students’ identities (i.e. gender, class, and race) are constructed, negotiated, and resignified by their parents and EFL teachers to unveil their attitudes and perceptions of their learning processes and linguistic development in multicultural contexts. To this end, five schools across the Chilean Metropolitan region were recruited, which concentrated the largest number of fifth-grade Haitian students in their own cities. Particularly, five EFL teachers and ten Haitian parents were interviewed to explore how they construct, negotiate, and resignify their discourses in terms of the identity attributed to these students, based on their own understanding and perceptions of their life experiences. Following Reisigl and Wodak’s Discourse-Historical Approach (2016; Wodak et al. 2009), the study examines how issues of gender, race, and class play a crucial role in how these actors understand the experience of these students at school and in the country more generally. Results evidence that, along with a tendency towards cultural and linguistic assimilation, both parents and teachers legitimize their own misconceptions about these students through perspectivization and legitimation strategies .

EFL learners’ lexical availability: Effect of L1 background and prompt

Lexical availability studies provide valuable insights into learners’ breadth and depth of controlled productive vocabulary, and structure of their lexicon. Yet, little is known about the performance of different-L1 learners on different prompts. Likewise, this study compared the available lexicon of three different-L1 groups of learners of English as a foreign language (EFL) (L1-Persian, L1-Arabic, and L1-Turkish) to explore whether first language (L1) background and type of prompt (concrete vs. abstract) yield quantitative and qualitative differences in retrieving available lexicon. An online New Vocabulary Levels Test and a lexical availability task were administered to 116 tertiary different-L1 EFL learners. Studying concrete and abstract prompts would uncover the intricate cognitive processes in word processing and retrieval, and semantic organization. The findings revealed that both L1 background and type of prompt impacted their lexical availability output, resulting in differences between the groups in the words generated for different prompts on the task. L1-Persian learners outperformed L1-Arabic and L1-Turkish learners in terms of number and quality of the words for the task. Moreover, the type of prompt meaningfully interacted with L1 background in eliciting words on the task; the three groups differed in word retrieval on both prompts but generated more words on concrete, than abstract, prompts. Thus, EFL teachers and materials developers can improve vocabulary instruction via considering L1 background in selecting or designing teaching materials or syllabi. Additionally, more tasks with abstract words would increase exposure to such words, and thus their ease in retrieval.

The Portrait of Creativity in Using Posters as an Interesting Learning Medium in Grammar Classes: A Narrative Inquiry Study on EFL Teachers

Teacher creativity supported by the use of technology can be achieved by making posters as a Grammar learning medium that can provide significant benefits to students’ success in learning English. This study aimed to reveal the teachers’ perceptions and experiences in fostering creativity through making posters as a Grammar learning medium. This research used a qualitative approach with a 'narrative inquiry' design. The subjects of this study consisted of three teachers from an English learning institution in Malang, Indonesia. This study used depth interviews as an instrument. The results of this study showed that the teachers’ activity through making posters as a learning medium for 'Grammar' grew through three elements consisting of flexibility, originality, and curiosity. The use of posters could also increase productivity and foster technological literacy for teachers. Meanwhile, posters were also able to increase students’ Grammar understanding and learning motivation better. In short, posters had a great positive impact in creating an interesting and fun learning environment. Thus, it is expected that teachers have the ability to make posters as a medium for learning English.

EFL Teachers’ Professional Identity: Insights and Experiences in FYP in a Saudi Context

There has been significant increase in research on exploring and understanding EFL teachers’ professional identities in various contexts. The EFL teachers play an important role in developing Saudi EFL learners’ English language skills to facilitate in their academic endeavors. The current study aimed to explore EFL teachers’ professional identity construction and negotiation process. Also, it intended to investigate how contextual factors influence this process. To this end, five experienced EFL teachers were chosen through purposive sampling from English Language Institute (ELI) teaching at a public-university in Saudi Arabia. The data were collected through in depth standardized open-ended interviews. The data were analyzed thematically (Braun & Clarke, 2006) by reading and reading the interview transcripts, and developing codes, categories and themes. The findings revealed that the participants found a few factors quite motivating for them to sustain their professional identity. However, there were many contextual factors that caused conflict in their construction and negotiations process of their identities and resulted in significantly contributed to their weaker professional identities. The findings can have pedagogical implications for EFL teachers, and they can prepare themselves better to deal with contextual dilemmas to perform better in the current settings. For policy makers, it can be implied that they can provide conducive environment to teachers for developing their strong professional identities.

The interplay among EFL teachers' emotional intelligence and self-efficacy and burnout

Considering the essential role of teachers and their characteristics in language education, their emotions are the main focus of recent studies. Emotions such as burnout which usually happens due to stress, can hinder their career progress so it needs to be addressed as it affects both learners and teachers respectively. Another construct is self-efficacy which contemplates the teachers' confidence in their aptitudes and it may reduce the probability of burnout and prevent job stress. Also, Emotional intelligence (EI) is an eminent variable in this field that is a significant predictor of job performance. Therefore, this study attempted to address English as a foreign language (EFL) teachers' burnout by associating the effects of these factors such as EI and self-efficacy. Accordingly, 400 EFL teachers agreed to participate and were given three relevant questionnaires. Structural equation modeling (SEM) was utilized and the findings indicated that both teacher self-efficacy (β = −0.123, p < .05) and emotional intelligence (β = −0.14, p < .05) are significant predictors of burnout. The two variables jointly could explain 4.3 % of variances in teacher burnout. Teacher self-efficacy has a significant direct effect on burnout with standard estimate of −0.123 (p = .03). It also has a positive effect on emotional intelligence with standardized estimate of 0.245 (p = .000). Emotional intelligence, in turn, has a negative effect on burnout with standardized estimate of 0.14 (p = .16). The mediation analysis showed that the indirect effect of teacher self-efficacy is 0.034 (p = .017). Finally, some implications and recommendations for EFL stakeholders are presented.

Self-efficacy and Metacognition as the Mediated Effects of Growth Mindset on Academic Writing Performance

Background: Various studies have highlighted the theoretical roles of growth mindset, self-efficacy, and metacognition in academic writing. However, the clarity regarding which variables act as mediators in this context remains underexplored. Purpose: This study investigates how self-efficacy and metacognition mediate the effects of a growth mindset on academic writing performance among EFL students. It aims to clarify the mediating roles of these variables, directing the development of four research hypotheses and a conceptual model. Method: The study employed a structural equation modelling (SEM) method using the PLS-SEM analysis. Participants included 464 EFL undergraduate students from 28 provinces in Indonesia, who were working on their theses. They completed a series of valid and reliable scales online. Results: Analysis revealed that growth mindset significantly influences self-efficacy for ideation and metacognition. Further, self-efficacy in ideation, convention, and self-regulation, along with metacognition, effectively mediated the relationship between growth mindset and academic writing performance. Conclusion: The findings suggest that growth mindset significantly impacts academic writing performance through its influence on self-efficacy and metacognition. This underscores the importance of these mediators in enhancing academic writing competence. Consequently, EFL writing lecturers and thesis supervisors should focus on interventions that strengthen these attributes. Future research should continue to explore effective strategies to enhance metacognition and self-efficacy, thereby contributing to the broader field of EFL education.

Assessment Samples in EFL Teachers’ Practices of Classroom Assessment: Implications for Learning Improvement and Teaching Development

On the implementation level of the National Foreign Language Project for the period 2008 – 2020, now extended to 2025 in Vietnam, Level 3/6 – VNFLPF (B1- CEFR) has been set as the learning outcomes for high school language learners. The English curriculum for Vietnamese upper secondary schools was promulgated, and guiding documents were launched, officially supporting EFL teachers in teaching and assessing language learners effectively to achieve the required learning outcomes. This paper reports the findings from an investigation into high school EFL teachers’ practices of assessing language learners in a city in Central Vietnam using interviews and assessment samples. From the findings, practical suggestions are made with the hope of providing a valuable basis for both learning improvement and teaching development.

Turkish EFL teachers’ professional learning: reflections on critical incidents

ABSTRACT Although there are many disagreements about its definition and how it should be applied, reflection is an important professional development tool in teacher education. If in-service teachers think in-depth about critical incidents and reflect on them, they can develop new understandings of the teaching and learning process. The study investigated a group of Turkish EFL teachers’ reflections on their pedagogical practices through the use of critical incidents. It also outlined how this reflection process contributed to the professional competence of the participants. Over the course of six weeks, all participants were asked to write reflections based on questions within a critical incident framework. Individual interviews followed this process. The findings showed that the participants mostly identified the ‘self-assessment’ category. Examination of frequency and category data showed that writing reflections on critical incidents increased in-service teachers’ awareness of development and research orientation. Participants were more engaged in professional development and became more aware of their ability to learn from personal experiences. Additionally, the teachers stated that they used the knowledge of these experiences to change their classroom practices.

Jordanian EFL Supervisors' Perspectives towards EFL Teachers' Using Authentic Assessment Strategies and Tools

Objectives: The current study aimed to explore the perspectives of English language supervisors in the Hashemite Kingdom of Jordan regarding the extent to which English as a Foreign Language (EFL) teachers in government schools practice authentic assessment strategies and tools. Additionally, the researcher attempted to uncover the challenges faced by EFL teachers in using authentic assessment strategies and tools.. Methods: For this study, the researcher followed a hybrid approach, constructing a questionnaire distributed to English language supervisors, totaling 102, supplemented by interviews with 10 selected supervisors based on accessibility. Results: Statistical results revealed that pen-and-paper and observation-based assessment strategies were the most commonly used and applied by English language teachers, while self-assessment strategy was the least used according to supervisors' perspectives. The study also showed that checklist and rubric were the most commonly used authentic assessment tools. Moreover, the study indicated a strong gender effect on the use of authentic assessment strategies and tools in favor of females. The study identified several challenges hindering the use of authentic assessment strategies and tools, revolving around three main axes: students' proficiency level, infrastructure, and teachers' readiness in terms of attitude, skills, and knowledge. Conclusions: The researcher recommends designing an educational program on authentic assessment strategies and tools with a focus on practical aspects and implementing it through a series of face-to-face workshops at the school network level to refine the skills of English language teachers in the field of authentic assessment, especially in boys' schools.

INTERCULTURAL CITIZENSHIP IN THE EFL CLASSROOM: A SURVEY ON KAZAKHSTANI TEACHERS’ PERCEPTIONS

This study aimed to investigate how English as a foreign language (EFL) teachers perceive the concept of intercultural citizenship. The participants for this study were 23 EFL teachers from two universities in Kazakhstan. The primary method of data collection was a structured questionnaire containing open-ended items that asked the participants to express their thoughts and opinions on the qualities, responsibilities, and duties they believe are essential for an intercultural citizen. The obtained data revealed teachers’ perceptions of IC: teachers highlighted the importance of cultural awareness, empathy and intercultural communication skills. Moreover, the findings indicate that EFL teachers have a limited understanding of the concept of intercultural citizenship. The results of this study may provide insights for educators and curriculum developers into EFL teachers’ perceptions of intercultural citizenship, which may help to develop effective strategies and approaches for integrating the IC component into EFL classrooms.

How Jigsaw Worked in a Middle School Classroom for Enhancing Students’ Reading Comprehension

&lt;p style="text-align:justify"&gt;Active learning has been a curriculum mandate in the Indonesian education system since the 1980s. Nonetheless, practical gaps existed, as evidenced by the dominance of teacher-centered instruction in public schools. The field needs research depicting how active learning works and enhances learning. Thus, we conducted a qualitative case study focusing on one method within active learning pedagogies: cooperative learning. Specifically, we examined how one of its techniques, i.e., Jigsaw, operated and optimized English as a foreign language (EFL) learners' reading comprehension. We involved one EFL teacher and her students in eighth grade. Data were gathered through classroom observations, in-depth interviews, and analysis of instructional documents. Our data analysis revealed some missed steps in the teacher participants' lesson plans, specifically in the main learning activities sections that had the Jigsaw procedures. However, these activities were enacted in the actual classroom use. The teacher participant also modified her lessons to make Jigsaw more effective. Additionally, she tackled challenges that occurred during the process, especially in dealing with low levels of reading comprehension, unmotivated students, and limited time. For effective use of Jigsaw and considerations when making adjustments in classroom practice, we recommend that teachers understand cooperative learning principles and how they manifest in the procedures of the selected technique(s).&lt;/p&gt;

Teachers’ Perceptions, Attitudes and Competency on Internet, Communication, and Technology Integration in the EFL Classroom in Indonesia

&lt;p style="text-align:justify"&gt;This study sheds light on perceptions and attitudes toward obtaining competency of English teachers at Senior High Schools regarding the integration of Internet, communication, and technology (ICT) in the English classroom in Indonesia. The research involved 113 English teachers from 11 different sub-districts in Riau Province-Indonesia, and data were collected through online questionnaires utilizing Google Forms. Quantitative data were analyzed using SPSS 24.0, while qualitative data were analyzed using a three-stage analysis involving data reduction, data display, and verification. The study’s findings revealed positive perceptions and favorable attitudes toward the integration of ICT in EFL classrooms. Importantly, EFL teachers’ competency in ICT significantly influenced their teaching performance. Qualitative insights highlighted obstacles faced by English teachers, such as limited internet networking and inadequate facilities, impacting their experiences due to the absence of ICT training and socialization from schools. Based on the findings, there is an urgent need to address challenges faced by teachers in rural areas, emphasizing the pivotal role of ICT for effective teaching and learning in EFL classrooms.&lt;/p&gt;

EFL teachers’ cyberloafing behaviors: Can burnout predict them?

EFL teachers’ cyberloafing behaviors: Can burnout predict them?

CHALLENGES FOR INDONESIAN EFL STUDENTS IN ENGLISH ACADEMIC WRITING

This research aims to examine the challenges faced by Indonesian EFL students in academic writing, specifically the errors they made while writing scholarship application essays. The study focused on identifying syntactical and morphological errors and understanding their sources and reasons. The data consisted of 20 essays from third-semester students in an academic writing course at a private Indonesian university. Two English language lecturers reviewed the essays twice to identify the errors. The findings revealed that syntactic errors were the most common, with 132 instances (61.69%), followed by punctuation and capitalization errors with 50 instances (23.37%), and morphological errors were the least frequent with 32 instances (14.94%). Interlingual, or native language interference, was found to be the primary source of these errors. The main factor of making errors is the lack of previous experience and knowledge about the conventions of academic writing and the expectations of the institution they are studying at. This study offers teaching recommendations for EFL teachers, emphasizing the importance of considering the impact of learners' native language besides providing appropriate grammar instruction as the key to effective teaching for ESL teachers.

Assessing the Preparedness of English as a Foreign Language (EFL) Teachers in Implementing the 2022 National Curriculum at Senior High Schools

This research aimed to assess the preparedness of EFL teachers for implementing the IKM at senior high schools in Palembang City. The research used mixed methods. Both of the data were collected concurrently. When self-developed and validated questionnaires were distributed and filled in, to know the general overview of the EFL teachers in implementing the IKM. For data triangulation, the interview data was supported by a teaching document in the form of a lesson plan (RPP). The overall result of quantitative data analysis showed that the EFL teachers of SHSs were highly ready in terms of competencies, assessment methods, mindset/attitude, commitment, and teaching resources to implement the IKM. Meanwhile, the analysis of qualitative data indicated that EFL teachers had not yet demonstrated their readiness to implement IKM according to the process standards of IKM teaching. This less-readiness was caused by the provided training, and the workshop was only able to enhance their cognitive aspects, not the practical knowledge required to implement the IKM properly. The findings of this research shed light on policymakers and leaders about the EFL teachers' readiness toward the IKM implementation in Palembang City.

Tapping the alphabets of learning-oriented assessment: self-assessment, classroom climate, mindsets, trait emotional intelligence, and academic engagement are in focus

This study investigates the role of self-assessment (SA), classroom climate (CC), and psychological variables in learning-oriented assessment (LOA) within English as a foreign language (EFL) education. Utilizing a mixed-methods approach, data was collected through surveys and semi-structured interviews from EFL learners and instructors. Findings reveal that SA plays a pivotal role in promoting learner autonomy, self-regulated learning, and academic engagement (AE). By actively involving students in the assessment process and providing opportunities for reflection and feedback, educators can empower learners to take ownership of their learning journey and enhance their overall learning outcomes. Moreover, the study underscores the importance of creating a supportive CC characterized by mutual respect, collaboration, and inclusivity. Positive teacher-student relationships and inclusive learning environments contribute significantly to students’ academic and socioemotional development. Additionally, the study highlights the influence of psychological variables such as growth mindset and emotional intelligence (EI) on student learning outcomes. Learners who adopt a growth-oriented mindset and possess high levels of EI are more likely to persevere in the face of challenges and actively engage in the learning process. The implications of this study suggest the importance of adopting a holistic approach to assessment and instruction in EFL education, with stakeholders urged to incorporate strategies to promote SA, create supportive CC, and foster psychological variables for enhanced student learning and well-being.

In-service Novice EFL Teachers’ Perception on Self-Initiated Professional Development: A Narrative Inquiry

Top-down teacher professional development in Indonesia prevents teachers from choosing and determining programs or activities that suit their interests, goals, and needs; however, some activities can assist teachers in developing it, known as self-initiated professional development (SiPD). SiPD demonstrates that people who take the initiative learn more and better than those who are passively taught with or without the assistance of others. This research investigated novice EFL teachers’ perceptions and the types of SiPD they engaged in. This study employed a narrative inquiry approach using semi-structured interviews as data collection. The study involved three EFL teachers selected through purposive sampling. Thematic analysis was employed to analyze the collected data. The findings of this study are that novice EFL teachers regard and comprehend self-initiated professional development positively as responsible professionals seeking to acquire new skills, knowledge, and pedagogy to better prepare for their profession’s obstacles and improve their student’s performance and achievement. They became proactive learners, taking control of their education and taking the initiative to develop their teaching abilities. Furthermore, self-initiated professional development ensured that EFL teachers were current on the newest teaching trends, techniques, and resources.