Undergraduate EFL Research Articles

The effect of foreign language enjoyment on willingness to communicate among Chinese EFL students: conscientiousness as a mediator

IntroductionAn increasing body of research has explored the predictive effect of personality traits and affective factors on EFL learners’ willingness to communicate (WTC). However, more is needed to know about how the sub-facets of individual personality traits influence WTC in the classroom context. Therefore, drawing on positive psychology, this study aims to bridge this gap by examining these roles in a mediation model of WTC incorporating FLE and conscientiousness.MethodsTo this end, 244 Chinese EFL undergraduates from two distinct universities participated in an online survey, completing a composite questionnaire of the three constructs. The bootstrapping technique was employed to test the proposed relationships.ResultsThe findings indicated a positive correlation between both FLE and conscientiousness with WTC. Additionally, conscientiousness significantly mediated the relationship between FLE and WTC, supporting a partial mediation effect. Also, FLE had a direct influence on conscientiousness. These results may have some notable implications for EFL educators.DiscussionThe adoption of a holistic approach that emphasizes affective factors alongside acknowledging individual differences among learners could enhance students’ willingness to communicate in English.

Predicting EFL University Students' Acceptance of Mobile Assisted Language Learning through the UTAUT2 Model

This study used the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) model to examine the factors influencing the acceptance of MALL by the Moroccan EFL students of Sidi Mohamed Ben Abdellah University. For this purpose, 150 undergraduate EFL students participated in the research. The survey questionnaire adapted from (UTAUT2) model showed the influence of the following factors on students' behavioral intention to use MALL: performance expectancy, effort expectancy, social impact, facilitating conditions, hedonic motivation, and habit. The findings highlighted the importance of perceived usefulness and ease of use, the need for institutional support, engaging learning experiences, and promoting MALL use as a habit. This study provides valuable insights for educators and policymakers seeking to optimize MALL adoption and improve language learning outcomes.

Timing of feedback and retrieval practice: a laboratory study with EFL students

The aim of this empirical laboratory study was to investigate the effect of immediate and delayed feedback on retrieval practice among Saudi EFL learners using short-answer tests administered at three different time points: immediately, one week later, and one month later. A total of 177 Saudi undergraduate EFL students were randomly assigned to four groups: Repeated Studying, Repeated Testing-no feedback, Repeated Testing-immediate feedback, and Repeated Testing-delayed feedback. Additionally, a restudy control group was included to compare retrieval practice and feedback effects to the restudy condition. Participants read a 487-word prose passage and underwent testing at the specified intervals. Results revealed that retrieval practice without feedback outperformed repeated studying in the one-month delayed test. Both immediate and delayed feedback groups outperform the no-feedback and restudying groups. Moreover, immediate feedback was found to be more effective than delayed feedback in enhancing long-term retention. These findings emphasize the importance of providing timely feedback to optimize retrieval practice and improve learning outcomes in EFL contexts.

Apology Strategies in English: A Pragmatic Analysis of Moroccan Undergraduate EFL Learners and British Native Speakers

Apology Strategies in English: A Pragmatic Analysis of Moroccan Undergraduate EFL Learners and British Native Speakers

EFL Undergraduate Learners’ Experience on the Use of Mobile Applications for Independent Language Learning

This study analyzed Chinese university EFL learners' experiences with mobile apps for self-directed English learning. Surveying 199 English majors and interviewing 8, it found that students utilize apps for skill enhancement and exam prep, perceiving them as useful, albeit with varying degrees of effectiveness. Insights suggest fostering mobile learning initiatives and reforming university English pedagogy, enabling students to leverage personal experiences for learning gains and teachers to tailor teaching based on student feedback.

Due Tomorrow? Do Tomorrow: An Inquiry into EFL Students’ Online Assignment Submission Behaviours

Time management is crucial for academic success, particularly in higher education, where deadlines play a significant role. While students recognise the importance of assignments, they often struggle due to several reasons. This study aims to examine the online submission behaviours of undergraduate EFL students and explore the reasons behind last-minute submissions. The relationship between last-minute submissions and initiation types (time), academic performance, and variation among different deadline hours were examined through quantitative methods and the factors affecting the participants’ behaviours were explored through qualitative methods. Quantitative results shed light on when and how participants submit assignments and illustrates that last-minute submissions occurred regardless of initiation type, and submission timing didn't impact academic performance. Qualitative results showed that many factors such as strategical planning, the complexity of the assignment, anxiety, physical health, procrastination, academic overload, household environment, and access to technology affect the submission behaviours. In light of these results, implications regarding coping with anxiety and procrastination are recommended in the conclusion.

A Correlational Study on Openness to Experience Trait, Attitude and SLA Proficiency of Chinese Undergraduate Students Based on Socio- educational Model: A Research Proposal

This study took a comprehensive approach to investigate the correlation between personality traits (openness to experience), attitudes towards second language acquisition (SLA), and SLA ability among Chinese undergraduate EFL students. The study utilized the Big-Five personality test, attitude questionnaire, and speaking interviews with 35 participants, ensuring a thorough exploration of the subject. Based on socio-educational model, the study found a strong correlation between

Gender Differences in Saudi EFL Undergraduate Students’ Perceptions toward the Impact of Collaborative Writing

Given the importance of collaborative writing, it has been generally investigated and discussed in different educational aspects. Gender difference is a factor that could contribute to the impact of collaborative writing. Therefore, the current study tried to illuminate the perceptions of gender differences among Saudi EFL undergraduate students regarding the effect of collaborative writing on written and social skills. Therefore, the study utilized an online survey adapted from previous studies and modified to fix the statements to the study's aims. The survey was distributed online on Telegram via different channels, and (N = 74 Saudi undergraduate students) attending different universities in Saudi Arabia, with an equal number of 37 females and males, took part in the study. Furthermore, the independent sample t-test was used to analyze the data, and the results showed no statistically significant difference in the perceptions of both genders toward the impact of collaborative writing on both written and social development. These findings suggest further studies in this regard by employing more than one instrument to gain more in-depth data about how gender differences and cultural and educational background might impact the perceptions of students toward collaborative writing.

Analyzing levels, factors and coping strategies of speaking anxiety among EFL undergraduates in Afghanistan

Analyzing levels, factors and coping strategies of speaking anxiety among EFL undergraduates in Afghanistan

The Impact of WhatsApp Groups on Improving Jordanian University Students’ Vocabulary Learning

The current study aimed at investigating the effectiveness of using WhatsApp groups to improve university students’ vocabulary learning. The study adopted a quasi-experimental research design. It consisted of 60 male and female EFL students from Ajloun College University at Al-Balqa Applied University. The participants were assigned evenly into a control group, which was taught via conventional teaching methods, and an experimental group, which was taught via a researcher-administrated WhatsApp group. The teaching material included the first three units of the curriculum specified for the English Language 1 course at Ajloun University College. The study used vocabulary pre- and post-tests. The findings of the study revealed that the experimental group members performed better than the control group in the vocabulary post-test results. The findings demonstrated the effectiveness of using the WhatsApp group method to improve vocabulary learning among undergraduate EFL students at Ajloun University College. The study concluded that using group instant messaging mobile applications significantly improves the vocabulary teaching and learning process.

Academic and social challenges faced by undergraduate EFL students in a non-English-speaking country: Lesson learned from the Indonesian International Students Mobility Awards (IISMA) program

Many studies have discussed the challenges faced by international students in English-speaking countries, but little focus on the academic and social challenges in non-English-speaking countries. This study aims to investigate the academic and social challenges faced by undergraduate EFL students in a non-English-speaking country during the Indonesian International Students Mobility Awards (IISMA) program. This case study involved two participants of undergraduate Indonesian students purposively selected from the IISMA program at a state-partnered university in Olomouc, Czech Republic. The data were collected through interviews and reflective journals, and they were analyzed deductively using thematic analysis. The findings show that students have substantial challenges due to the requirement to understand varied English accents and the lack of a shared native language in the IISMA program. However, the students enhanced their English skills by interacting with local people and experiencing social and academic challenges. Despite these limitations, the use of supportive teaching methods and peer interactions enhances students' English proficiency and overall academic experience, even in non-English-speaking contexts like the Czech Republic. This suggests that such approaches could be widely applicable in similar educational environments, offering potential insights for improving language education globally.

The Relationship between Chinese Undergraduate EFL Learners’ Perceived Teacher Support and Learning Engagement

The Relationship between Chinese Undergraduate EFL Learners’ Perceived Teacher Support and Learning Engagement

Chinese Undergraduate EFL Learners' Perceptions of and Anxiety in a Flipped English Classroom

The study explored 104 Chinese undergraduate students' perceptions of and anxiety in a flipped English classroom (FC). The results indicated that most participants showed favorable attitudes towards the FC, but higher levels of anxiety in the FC. The negative correlations between Flexibility and speech anxiety and Instructor and low self-confidence were statistically significant. In students' responses, better prior-to-class preparation and teacher support were two advantages of the FC, while fear of speaking and lack of confidence were their concerns, which were correlated with anxiety, including speech anxiety and low self-confidence.

Digital Literacy in Saudi Tertiary EFL Context: Perspectives of Students and Potentials for Listening Skills

Technology is regarded as a vital aspect in modern society, revolutionising various fields. Consequently, evolutionary knowledge and skills raise in this paradigm, referred to as digital literacy. The necessity to reveal the influence in EFL, English as a foreign language, context is fundamental. The exploration seeks to examine digital literacy perspectives of 117 Saudi undergraduate EFL learners enrolled in English Language and Translation bachelor’s programme at a Saudi university. It also scrutinises the prospects for improving English listening skills. To achieve the exploration objectives, mixed-method approach is integrated via adopted questionnaires from scholarly work (Mudra, 2020; Najmi & Navaee Lavasani, 2021; Ng; 2012a; Ng; 2012b; Yukselir & Yuvayapan, 2019) with minor adjustments. Findings demonstrate EFL learners’ confidence to their digital literacy skills. They reveal high confidence to solving technical difficulties; conversely, the least positive positioning denotes towards literacy to web relevant activities. Findings advocate for the benefits of listening skills, especially for pronunciation and vocabulary improvement, authentic materials for learning, language learning motivation, and access to entertaining educational materials. The exploration serves endeavour to subsequent academic and pedagogical implementations.

Second Language Writing Anxiety of Thai EFL Undergraduate Students: Dominant Causes, Levels and Coping Strategies

Using a mixed-methods research design, this study explored the dominant causes, levels, and coping strategies of second language writing anxiety among 55 second-year Thai EFL undergraduate students majoring in English for International Communication. Data were collected from the Causes of Writing Anxiety Inventory (CWAI) questionnaire developed by Rezaei and Jafari (2014), the Second Language Writing Anxiety Inventory (SLWAI) developed by Cheng (2004), and a stimulated recall interview. Descriptive statistics were applied to analyze the data obtained from CWAI and SLWAI, while thematic analysis was used to identify themes from the stimulated recall interview. The results revealed that the predominant cause of writing anxiety was writing assignments, affecting 77.09% of students, followed by linguistic difficulties and fear of writing tests, each affecting 70.09%. Additionally, the study found that the level of writing anxiety among these students was high according to the writing anxiety questionnaire. Furthermore, during the stimulated recall interview, participants revealed five strategies typically used to manage their writing anxiety, namely positive self-talk, starting with a plan, relaxation techniques, goal setting, and seeking social support.

Improving the Pronunciation of Voiceless Consonant Sounds in Vietnamese EFL Undergraduates Using the Simplified Verbotonal Approach

Improving the Pronunciation of Voiceless Consonant Sounds in Vietnamese EFL Undergraduates Using the Simplified Verbotonal Approach

Error Analysis of Grammatical Features in Saudi Undergraduate EFL Writing

Mastery of English grammatical accuracy is paramount for developing proficiency as a foreign language. However, research examining tendencies among Saudi undergraduate writers remains limited. This study aimed to address such gaps through a comprehensive identification and categorization of errors present in student essays. A rigorous mixed-methods approach analyzed over 350 grammatical mistakes across 50 female students' writing samples. Errors were systematically coded and categorized to reveal frequency data through quantitative analysis. Findings demonstrated spelling, subject-verb agreement, and capitalization as the most prevalent issue areas, collectively accounting for over 75% of errors. Examples uncovered specific challenges involving verb tense, sentence fragments, and article usage. While outcomes aligned with previous literature, linguistic influences on persistent spelling difficulties were explored to broaden understandings. Recommendations for targeted exercises strengthening weaker domains like phonics rules and irregular verbs were provided. Continuing periodic error analyses can optimally inform evolving pedagogy tailored to emerging needs over time. Significantly, this novel diagnostic approach begins addressing critical literature gaps through data-driven insights that meaningfully inform curriculum development to better support the still under-researched Saudi EFL student population.

An Analysis of the Challenges Faced by Female Undergraduate EFL Students in Speaking English at ULM

Speaking skills play an important role in daily life conversation through which we express feelings, emotions, and ideas easily and confidently. English has gained the status of a global language as it is spoken and understood all around the world. English is the medium of communication enabling people of different linguistic backgrounds to connect, cooperate, and collaborate. The present study investigates the challenges that undergraduate female EFL students face in speaking English. The present study is an attempt to find out the reason for the challenges faced by undergraduate female students in speaking English at ULM and how we defeat these challenges through some achievable actions. To find out the challenges that undergraduate female students in speaking English at ULM, we used the quantitative method. We collect data through questionnaires from the different semester students of the department of English and Applied Linguistics, and then we analyze it on SPSS software by applying the descriptive statistical analysis method. The finding reveals various factors or challenges including social, environmental, economic, and psychological. Moreover, the study also highlights some possible strategies to approach these challenges and enrich English speaking fluency among female EFL students. Understanding and confronting these challenges is critical for developing English language education for female undergraduate EFL students, thus upgrading their academic and professional avenues.

A Study of a Media Literacy-Facilitated Class Model to Improve Korean Undergraduates’ Critical Thinking and English Writing: Focusing on Modern Satiric Grotesque and Metaphor*

This study explored a media literacy-facilitated learning model to activate EFL undergraduates’ writing performance and critical thinking. While cultivating learners’ media literacy ability, it designed a learning environment to stimulate critical thinking through metaphors and grotesque pictures. The participants (<i>N</i> = 57) tried to find each metaphor while seeing grotesque images from the movies of <i>Parasite</i> (Bong, 2019) and <i>Joker</i> (Philips, 2019). In the process, they learned how to respect peers’ ideas through similarities and differences. They could extend their existing knowledge when allowed to review the social or economic issues that the grotesque images revealed. They reproduced short sentences online in the group Kakao talk room when given specific words aligned with the pictures. When planning their writing, selecting the appropriate words, and correcting their sentences, they reorganized their thoughts and produced a theme-based essay. These activities affected their language performance as the learners could acquire long-term retention about vocabulary use. A paired t-test and One-way ANOVA analysis showed their language proficiency improvement. Their writing shows specific forms (to <i>verb</i>, and <i>to noun</i>) more frequently to express the metaphors of a <i>mask</i>. Accordingly, this model activated critical thinking through metaphor and the satirical grotesque.

The Effects of a Personal Learning Environment on Vietnamese EFL Undergraduate Students’ Speaking Skills

The personal learning environment (PLE) is a relatively new, learner-centred pedagogical approach using technology for learning. However, empirical research on PLEs remains in its infancy, especially in EFL contexts. This study therefore aimed to explore the effects of a PLE, designed by the researcher, on Vietnamese EFL undergraduates’ speaking skills and examine how these effects varied across different speaking proficiency levels. Forty students at a university in Vietnam participated in a research project lasting eight weeks utilizing the PLE for an English speaking course. Adopting a mixed-methods, quasi-experimental design, this research employed pre- and post-speaking tests, reflective journals, and semi-structured interviews to collect data. Data were analyzed using paired-samples t-tests, one-way ANOVA, and thematic analysis. The results revealed that the PLE enhanced students’ English speaking skills significantly. In addition, this enhancement varied across speaking proficiency groups, with the medium-level group experiencing the most considerable progress, followed by the low-and high-level groups. Qualitative findings from reflective journals and interviews highlighted students’ positive perceptions of using the PLE to enhance their speaking skills. In short, this research underscores the potential of using the PLE approach in developing students’ English proficiency and provides insights for educators and policymakers to employ autonomous language learning pedagogies.