English As A Foreign Language Classroom Research Articles

The Impact of Foreign Language Anxiety on EFL Learners’ Attitudes Towards Blended Learning

This study investigates the attitudes of Saudi English as a foreign language (EFL) learners toward blended learning and explores the impact of foreign language anxiety on shaping these attitudes. The study sample selected purposively consisted of 118 participants. A quantitative research approach was employed, utilizing a self-reported questionnaire to assess learners’ foreign language anxiety and their attitudes toward blended learning. The study yielded the following significant findings: First, the results revealed that EFL learners exhibited positive attitudes toward blended learning. Second, findings indicated that EFL learners involved in blended learning exhibited a moderate level of foreign language anxiety. Third, the study revealed that foreign language anxiety had no significant impact on the following four key constructs of attitudes toward blended learning: flexibility, study management, classroom learning, and online interaction, as well as overall attitudes. However, it was observed that the high-anxiety group exhibited more positive attitudes toward online learning and technology in blended learning compared with the low-anxiety group. These findings have pedagogical implications for educators and practitioners designing and implementing blended learning approaches in EFL classrooms. The study results recommend integrating blended learning in higher education, taking into account high-anxiety learners’ preferences of two aspects of blended learning: online learning and the integration of technology.

Improving English Pronunciation Through Phonetics Instruction in Yemeni EFL Classrooms

The context of English education in Yemen provides a critical backdrop for comprehending the challenges Yemeni students face in acquiring proficiency in English pronunciation. These challenges are primarily rooted in the distinct differences between the Arabic and English sound systems, variations in syllable structure and intonation, and the influence of local dialects. Such factors are instrumental in identifying the obstacles Yemeni learners encounter in accurately articulating English phonemes. This research delves into the efficacy of phonetics instruction, specifically phonics training, in ameliorating English pronunciation skills among students in English as a Foreign Language (EFL) settings in Yemen. Employing a literature review methodology, this study meticulously collects and analyzes data from pertinent academic sources to assess the impact of phonics training on pronunciation proficiency. The findings reveal a significant enhancement in students' ability to correctly identify and articulate English phonemes, thereby improving their verbal interaction and comprehension skills, and bolstering their confidence in English communication. The contributions of this study are manifold. It illuminates the pivotal role of phonetics instruction in refining English pronunciation among EFL learners in Yemen, providing empirical evidence to support the integration of phonetic teaching within the EFL curriculum. Moreover, it advocates for the enrichment of educational resources and teacher development programs, emphasizing the importance of prioritizing English pronunciation in Yemen's English language education framework. Through its insights, this study not only addresses a critical gap in the literature but also proposes actionable recommendations to enhance the effectiveness of English pronunciation teaching in Yemeni EFL classrooms. In essence, this study underscores the transformative potential of phonics training in elevating the English language proficiency of Yemeni students, thereby contributing significantly to the broader discourse on language acquisition and pedagogy.

Exploring the potential of ai techniques in teaching English as a foreign language: A systematic literature review

The rapid evolution of artificial intelligence (AI) technology and its integration into different fields, including language teaching, have inspired a growing body of literature. Scholars have particularly examined the integration of AI techniques into the teaching of English as a foreign language (EFL). However, it is becoming more challenging to identify the most suitable and efficient tools for implementation in EFL education because of the massive amount of innovation. Accordingly, in this systematic review, we examine the latest literature on the integration of AI into EFL teaching. The objective of this study is to explore how AI is being incorporated into this field, its impact on enhancing core English skills, and the potential pedagogical implications. A total of 284 articles published between 2019 and 2023 were initially identified from the most popular databases, including ERIC, ScienceDirect, JSTOR, ProQuest, and Scopus. Following pre-established inclusion and exclusion criteria, 13 papers were selected for the final review. The findings of this review highlight the benefits of using different AI techniques such as chatbots, automated writing evaluation, and writing assistance technologies in the instruction of fundamental EFL skills, namely speaking, listening, and writing. This review also provides useful insights and indicates some promising directions regarding the appropriate and effective application of AI in EFL classrooms.

Exploring benefits of applying Google Workspace for Education in English as a foreign language classroom

<span lang="EN-US">The application of technology in language classrooms is widely believed to benefit learners. In the context of teaching and learning English as a foreign language (EFL) for high school students in Vietnam, there are few studies on the benefits of applying Google Workspace for Education (GWE). This small-scale qualitative study seeks to explore the benefits of applying GWE as a technological solution in the EFL classroom with high school students. The participants were eight eleventh graders in the north of Vietnam learning English in evening classes at an English center. To collect data, the students were interviewed. The qualitative data was analyzed based on themes. The results indicated that the benefits of applying GWE were evident in enhanced attitude and motivation for learning and improved learning skills. Based on the results of this study, it is recommended that Google tools be utilized for English language learning and instruction.</span>

Corrective feedback in EFL Classroom Interaction: A Qualitative Study Among Third Grade Students at an International High School

This study investigates the occurrence and various types of oral feedback within the English as a Foreign Language (EFL) classroom environment among third-grade students at an international high school in Sarajevo. The research aims to comprehend the nature and frequency of oral feedback provided by teachers to students during classroom interactions. Through qualitative analysis and observations, this study examines the diverse forms of oral feedback utilized by teachers and evaluates their impact on student learning and language acquisition. The methodology involves classroom observations of both teachers and students to gather comprehensive data on the types, patterns, and effectiveness of oral feedback. The findings of this research contribute to a better understanding of oral feedback strategies in EFL classrooms, offering insights into its significance in enhancing students' language proficiency and fostering an interactive learning environment.

Analysing listening anxiety levels of learners in the EFL classrooms

Listening is considered a difficult skill, and also listening is often neglected compared to other skills, exactly reading, writing, and speaking skills. Listening is one of the essential skills in second or foreign language learning that gives opportunities to communicate with other language speakers, as without listening communication cannot be complete. In oral communication listening has the significant role and anxiety has influence on students’ listening comprehension. Anxiety is the powerful factor, which blocks learners’ listening comprehension. The purpose of the present research was to analyze listening anxiety levels of learners in the EFL (English as a Foreign Language) learning classrooms. The participants of this research were 109 students from two different schools in Turkistan. The participants consisted of 10th -11th grade students from №2 Hamza general secondary school (n=46) and №17 Ataturk gymnasium school (n=63). This study used quantitative descriptive research design. A survey method using questionnaire was used in order to collect necessary data and analyzed using Statistical Package for Social sciences (SPSS) version 23.0. The results, it was found that EFL learners have a high listening anxiety level. More precisely, it was found that EFL students face more difficulties when they hear different kind of pronunciations.

EFL Teachers' and Learners' Perceptions of Code-switching: The Role of Learners' L2 Proficiency Levels

Code-switching (CS) is a complex linguistic phenomenon in bilingual environments, such as English as a second language (ESL) and English as a foreign language (EFL). In recent years, CS has been viewed as a meaningful linguistic phenomenon in ESL and EFL contexts. This research investigates EFL teachers' and learners' perceptions of the use of CS in Saudi universities. Also, this research aims to investigate the relationship between learners' perceptions of CS and their L2 proficiency levels. A quantitative approach is utilised in this research to collect data from 40 Saudi EFL teachers and 50 Saudi undergraduate EFL learners to investigate their perceptions of CS used in their EFL classrooms. Further, the researcher uses two modified Likert-type questionnaires adopted from Alkhudair (2019) to elicit teachers' and learners' perceptions of CS used in their EFL classrooms. In addition, the Statistical Package for the Social Sciences (SPSS) was used to determine the frequencies, percentages, and mean scores. The learners took Oxford Online Placement Tests to investigate the role of L1 in EFL classrooms. Also, SPSS was used to calculate the Pearson Correlation Coefficient to investigate a correlation between learners' L2 proficiency levels and their perceptions of using L1 in EFL classrooms. As a result, both teachers and learners showed positive attitudes towards CS in EFL classrooms. Moreover, upon investigating the relationship between learners' English language proficiency level and their perceptions of L1 use, the results suggest positive and negative correlations.

Student voice in higher education: A negotiated curriculum in the foreign language classroom

AbstractThe article examines an action research of negotiated curriculum in a university‐level EFL (English as a Foreign Language) classroom. Drawing on critical pedagogy, this study is best suited to action research as negotiated curriculum can be explored with a deeper understanding through action‐oriented research. The research details how negotiated curriculum affects learning and teaching in an EFL classroom. Data collection methods included participant observation, teacher journals, student journals, and minutes of student meetings. The findings revealed that student choice, participation in classroom management, negotiated assessment, collaborative dialogue, and student‐led activities can be considered in a negotiated curriculum. Moreover, it was indicated that the negotiated curriculum contributed to speaking skills, learner engagement, motivation, self‐confidence, and enjoyment.

Exploring The Utilization of Folktales as Reading Materials for EFL Students

This literature review examines the utilization of folktales as reading materials for English as a Foreign Language (EFL) students. Folktales have long been recognized as valuable cultural resources that can enhance language learning and promote cultural understanding. The purpose of this review is to explore the existing research on the use of folktales in EFL classrooms and identify their potential benefits and challenges. The review follows a systematic approach, gathering relevant studies from various sources such as academic databases, books, and journals. The selected studies cover a wide range of contexts, including different grade levels, language proficiency levels, and cultural backgrounds. The findings indicate that incorporating folktales into EFL instruction offers several advantages. Firstly, folktales provide authentic and engaging reading materials that can capture students' interest and motivation. They also expose learners to diverse language structures, vocabulary, and cultural aspects, promoting both linguistic and cultural competence. Moreover, folktales encourage critical thinking, imagination, and creativity through the exploration of themes, morals, and characters. Strategies such as pre-reading activities, vocabulary support, and post-reading discussions are suggested to overcome these challenges and maximize the benefits of using folktales. As a result, the literature review underscores the potential of folktales as effective reading materials for EFL students. It calls for further research and practical applications that consider context-specific factors to optimize the integration of folktales in EFL classrooms and facilitate language learning and cultural appreciation.Keywords: Folktales, reading materials, EFL classrooms

Enhanced extensive reading in EFL classroom: An investigation of its effect on learners’ incidental preposition acquisition

This study investigates the impact of enhanced extensive reading on the incidental acquisition of prepositions "in," "on," and "at" related to time and place among English as a Foreign Language (EFL) learners. Ten senior students from the English Education Department at the State Islamic University of North Sumatera participated in a pre-experimental design with a one-group pretest-posttest approach. The pretest assessed preposition proficiency, followed by a two-week extensive reading intervention, resulting in a significant improvement in post-test scores, as evidenced by a paired t-test (p = .000). Utilizing Google Forms for standardized data collection, the study incorporated multiple-choice and fixing incorrect prepositions sections, revealing a notable mean score increase from 59.5 to 69 post-intervention. Effect sizes, calculated with Cohen's D, indicated a small effect (0.15) in the multiple-choice section and a substantial effect (0.78) in fixing incorrect prepositions. Participants' positive perception of extensive reading aligns with literature emphasizing the benefits of repeated exposure to prepositions in texts. Acknowledging limitations such as a small sample size and limited reading materials, the study recommends future research to enhance study design and diversify participants. Common mistakes in preposition usage, including challenges in time-specific contexts and confusion between "in," "on," and "at," were analyzed, emphasizing the importance of targeted instruction. In conclusion, combining incidental learning through enhanced extensive reading with targeted instruction proves effective in improving EFL learners' incidental acquisition of English prepositions, offering valuable insights for educators to address specific challenges in preposition usage.

EXPLORING THE SOCIAL AND EMOTIONAL ASPECTS OF TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE

Social-emotional learning has become crucial in fostering well-rounded individuals who possess not only academic knowledge but also essential skills such as self-awareness, empathy, and effective communication. Through prioritizing the development of social and emotional competencies, we equip individuals with the tools to navigate complex social dynamics, build meaningful relationships, and contribute positively to both their personal and professional communities. This journal article aims to explore the critical yet often underinvestigated social and emotional aspects inherent in the teaching and learning of English as a Foreign Language (EFL). Recognizing the multifaceted nature of language teaching and learning, this article aims to emphasize the importance of integrating Social and Emotional Learning (SEL) strategies into EFL pedagogy. The study conducted a comprehensive observation of Social-Emotional Learning practices which were used in a Grade 10 English classroom, utilizing the Social-Emotional Learning Classroom Observation Sheet adapted from the Rubric for 10 Teaching Practices that Support SEL, developed by Yoder and Gurke (2017). The observation spanned three weeks, covering eight periods of 45 minutes each, with a focus on ten common practices for promoting SEL. The findings reveal the teacher’s strengths in student-centered disciplines, teacher language, warmth and support, showcasing positive classroom environment. However, areas for improvement are identified, including inconsistent implementation of responsibility and choice, self-assessment and balanced instruction. Implications include the need for consistent positive practices, explicit SEL incorporation, and a balanced approach for a dynamic learning environment in EFL classrooms.  

Using Rap Songs in EFL Classrooms

The use of rap songs in teaching English as a foreign language (EFL) to young adult learners through different approaches is noteworthy to investigate due to their popularity and rich authentic language. Although the use of rap songs is exemplified and used in ESL (English as a second language) contexts, teaching English through rap songs is a topic that has not been investigated thoroughly within the Turkish EFL context yet. This may be due to the fact that rap songs also contain negative use of language and themes that are not suitable for educational use. Therefore, as a defense for the educational value of rap songs for EFL teaching, this review study focuses on reasons for using rap songs in teaching EFL contexts based on the literature. Besides, to provide practical ideas for the effective use of rap songs in teaching English to adult EFL learners, the following issues are addressed: (1) Selection criteria for finding suitable rap songs for language teaching purposes, (2) Practical suggestions to design engaging rap song-based lessons for different proficiency levels, (3) Samples of extracurricular activities that can be applied in English language preparatory programs. Keywords: Rap songs, songs in ELT, teaching young adults.

Indonesian EFL teachers’ attitudes toward the differentiated curriculum in junior high schools and factors contributing to their attitudes

The implementation of differentiated curriculum (DC) in junior high schools has been gaining momentum in recent years as a means to address the diverse needs of students. However, more information about how English as a foreign language (EFL) teachers perceive this change is needed. This study explored English teachers' attitudes and factors that affected the introduction of DC in junior high schools. Data were collected through DC questionnaire administration and interviews using a mixed-method approach. The quantitative data were statistically analyzed using SPSS 23, while the qualitative data were thematically analyzed. The participants were the EFL teachers who actively participated in the MGMP (Musyawarah Guru Mata Pelajaran, or Subject Teacher Forum) of English Subject at the junior high school level in Batu City, East Java, Indonesia. The findings showed that all participants depicted a positive attitude toward DC implementation. However, they found some support needed from all related parties due to some challenges they met during their attempts to implement DC. This study suggests that EFL teachers' positive attitudes drive increased efforts in successfully implementing DC. However, identified challenges necessitate collaborative support from educators, administrators, and policymakers, including professional development and resource provision, for successful DC integration in EFL classrooms.

Critical literacy in an indigenous elementary EFL classroom

The purpose of this study was to examine what happens when indigenous students, in a Grade 6 class in rural Taiwan, critically examine EFL textbooks. Without a critical reading of textbook content, indigenous students are unable to examine unfavorable mainstream position. However, there are few English as a Foreign Language (EFL) studies on a critical literacy approach involving indigenous students. Data collected include observations and transcripts of critical literacy teaching, participants’ artifacts, responses to questionnaires, interviews, and the researcher's reflection journal. The findings show that critical literacy classes can empower indigenous students by providing alternative ways for them to view the world and lead them to discern norms and “silenced voices” in EFL textbooks, and to “cross borders” by noticing and addressing sociopolitical power, thereby repositioning their own identities. The study extends the knowledge in knowing how critical literacy work for indigenous group and gives suggestions to EFL teachers.

Can EFL teaching help revitalize the Aymara language and culture? Exploring EFL teachers' practices from Northern Chile

AbstractUnder the premise that revitalization can be attained through multi‐, inter‐, or transdisciplinary fields, this article posits that teaching English as a foreign language (EFL) can aid in revitalizing the Aymara, an indigenous community in Northern Chile, to avoid their cultural and linguistic extinction. This qualitative study explored how EFL teachers’ practices can contribute to revitalizing the Aymara culture and language in schools located in Northern Chile. Ten teachers participated in individual semi‐structured online synchronous interviews and a group interview. The findings revealed two types of practices: (a) non‐intercultural teaching practices that were mediated by personal, educational, and institutional factors, and (b) approximations of intercultural teaching practices where the teachers valued and included Aymara culture, yet they did not generate spaces for intercultural dialog in the classrooms. The study concludes that the approximations of intercultural teaching practices contribute to an initial stage in revitalizing indigenous languages and culture, an implication that should be considered valuable in teacher education programs and the EFL classroom.

Developing culturally-situated student feedback literacy through multi-peer feedback giving: an online community-based approach

While multi-peer feedback has been increasingly implemented in the academic writing classroom in English as a foreign language (EFL) contexts, scant attention has been paid to the development of culturally-situated student feedback literacy arising from the provider-provider interaction in teacher-centered EFL classroom contexts. This study investigated how student reviewers developed their culturally-situated feedback literacy in online community-based multi-peer feedback. Drawing on multiple sources of data (pre-task surveys, feedback comments, post-task stimulated recalls, in-depth group interviews, and follow-up individual WeChat interviews) from 31 Chinese EFL learners, our analysis revealed that the openly shared, asynchronous multi-peer feedback (1) helped students construct knowledge and community norms; (2) facilitated the students in multiple rounds of comparison and self-reflection; (3) encouraged open criticism as acts of in-group cohesion and established students’ own standards for affective appropriateness; and (4) motivated students to take actions to close the gaps in their feedback-giving practices within the community. ABSTRACT IN CHINESE 在以英语为外语 (EFL) 的学术写作课堂中, 多人同伴反馈的使用日益增多。然而, 鲜有研究关注在教师主导的 EFL 课堂环境中, 学生反馈者之间的互动如何促进其发展适应特定文化的反馈素养。本研究旨在探究学生在基于在线社群的多人同伴反馈中如何发展其适应特定文化的反馈素养。本研究分析了 31 名中国 EFL 学习者提供的多种数据, 包括任务前调查、反馈评论、任务后刺激回忆、小组访谈以及后续的个人微信访谈。研究结果表明, 公开共享的异步多人同伴反馈: (1) 帮助学生构建知识和形成社群规范； (2) 促进学生进行多轮比较和深入的自我反思； (3) 鼓励公开的批评行为, 使其成为群体凝聚力的一种表现, 并帮助学生建立关于情感恰当性的个人标准； (4) 激励学生采取行动, 改善他们在社群中的反馈实践。

Unveiling the multifaceted impact of literature in the EFL classroom: a comparative study on cognitive and affective benefits

This article conducts a thorough comparative analysis of recent scholarly publications, authored by educators from diverse geographical origins, highlighting the advantages of incorporating literature into the English as a Foreign Language (EFL) classroom. Commencing with a concise historical survey of literature’s role in EFL education, the paper systematically explores its multifaceted benefits, including language knowledge, cultural awareness, and critical thinking development. The analysis delves into the affective impact of literature on EFL students, emphasizing its role in fostering emotional resonance and a profound connection with language and culture. By scrutinizing the pedagogical activities employed in selected articles, the paper provides insights into practical implementations. The synthesized outcomes, presented in a nuanced discussion with geographic representation, offer clarity on diverse approaches and insights across regions. This comparative exploration contributes to understanding literature’s transformative potential in EFL classrooms, emphasizing both pedagogical benefits and its profound affective impact on language learners within a concise framework. / Keywords: literature, EFL classroom, language knowledge, cultural awareness, critical thinking development, affective impact

Teachers’ attitudes on gamification: The Greek EFL context

This article explores teachers' attitudes towards the perceived usefulness and intention of using gamification in the English as a Foreign Language (EFL) classroom. The study examines the impact of age, teaching experience, and educational background on teachers' attitudes towards gamification. The literature review highlights the potential benefits of gamification in enhancing student engagement, motivation, and positive learning behavior, as well as its potential to address affective factors and language skills. This quantitative study employed a correlational research design, involving a sample of 70 language instructors from five language schools in Greece. Data collection was conducted using a structured questionnaire adapted from the Technology Acceptance Model (TAM). The research indicates that younger teachers are more willing to incorporate gamification into their lessons, while older teachers may require additional support. Teaching experience negatively influences teachers' intention to use gamification, indicating that less experienced teachers are more open to experimentation. Educational background, however, does not significantly impact teachers' intention to use gamification. Additionally, the study finds that the perceived usefulness of gamification is influenced by age, teaching experience, and attitudes towards control and student approval. The article concludes that while gamification can enhance student engagement and learning outcomes, its effectiveness depends on various factors. Recommendations include tailored training programs and support networks for older teachers and the promotion of collaborative communities to facilitate the integration of gamification in EFL classrooms. Further research is encouraged to explore public school EFL teachers' attitudes and develop effective strategies for gamification implementation.

The use of digital learning in the EFL classroom and its effect on self-perceived knowledge, learning, and English use at the University of Tabuk

The aim of the study is to investigate the use of digital technology in English as a foreign language (EFL) classroom using various digital tools through computers and cell phones. These tools and their effect on self-perceived knowledge, learning, and English use were analyzed at the University of Tabuk. The study was conducted on a sample of 605 first-year students at the University of Tabuk for their first two semesters of mandatory beginner and intermediate English courses. Students were asked to fill out a form before and after introducing digital use in the EFL classroom for a whole semester as a university initiative. This involved utilizing audiobooks, Grammarly, HelloTalk, and Duolingo, with the purpose of using these tools to develop and improve students reading, writing, listening, and speaking skills. The questionnaire scales have been taken from different sources mentioned in the methodology section and analyzed through the bivariate correlation test, multiple regression analysis and paired t test to evaluate the association between the use of digital learning in EFL classes and self-perceived knowledge, learning, and the use of English. The results of this study showed that there is a positive relationship between the use of digital tools in the classroom and students’ development in language learning.

Creative Writing for EFL Classroom: A Perspective from Higher Education

Within the English as a Foreign Language (EFL) context of higher education, there is a discernible emphasis on academic writing, often overshadowing the realm of creative writing. Nevertheless, creative writing remains a prevalent and integral component of EFL education. This study endeavors to scrutinize the perceptions of EFL students regarding creative writing and elucidate the potential benefits derived from its practice. Employing a qualitative approach, the research conducted in-depth interviews as its primary mode of data collection, engaging six students enrolled in an English Education Study Program in Indonesia. These students had actively chosen to participate in an elective course centered on literary works. The study's findings revealed nuanced perspectives among students, highlighting the intricacies associated with creative writing. Students perceive creative writing as intriguing, underscoring the necessity for its inclusion in higher education. Simultaneously, they acknowledge its potential difficulty and emphasize the importance of clarity in its instructional delivery. Furthermore, the research discerned that creative writing serves as a valuable tool for emotional expression, a conduit for the development of creativity and imagination, and a means to refine writing and language skills. The implications of these findings extend beyond the conventional realm of language mastery, emphasizing the multifaceted advantages that creative writing offers in an educational context. Consequently, educators in higher education are urged to deliberate and meticulously plan the incorporation of language in creative writing classes or activities. Recognizing and leveraging the broader educational benefits of creative writing can enhance the pedagogical approach, fostering a more comprehensive and enriching learning experience for EFL students.