English As A Foreign Language Context Research Articles

Comparative Evaluation of the Qualitative and Quantitative Research on English as a Foreign Language (EFL) Policy at Primary Education in Indonesia and Other EFL Contexts

The two dichotomous theories of positivism and interpretivism, respectively, underpin quantitative and qualitative methods to social research. Despite the fact that there are many other research paradigms, positivism and interpretivism are more commonly used in social research than other paradigms. These paradigms appear to be at odds not just in philosophical ideas, but also on a practical level, particularly in relation to research findings that are significant to educational policy-making. In this sense, there are still heated discussions about the research method that is more useful and transferrable to policy development. This study will look at the benefits and drawbacks of using qualitative and quantitative methodologies in educational policy research, specifically in the setting of English as a foreign language (EFL) in elementary school. The research begins with a philosophical introduction to social research, followed by a look at paradigmatic contestations between the two views, as well as their strengths and limits. The discussion continues with an explanation of current EFL policy developments, followed by a comparison of papers from respective quantitative and qualitative approaches, an assessment of the dominant research approach in EFL policy, and the ethical difficulties that must be addressed. The findings of this study show that no single approach can adequately address all facets of social processes. Each approach is tailored to certain goals and focuses, and neither can be used in place of the other. As a result, the most important consideration in deciding which technique to use in social research is the nature of the topics that will be explored.

Exploring the predictive role of teacher immediacy and stroke behaviors in English as a foreign language university students’ academic burnout

To expand the literature on the rather new concept of student burnout, the present study examined the influence of teacher immediacy and stroke variables on English as a Foreign Language (EFL) students’ experience of burnout. To fulfill this aim, a group of 631 undergraduate EFL students from various universities in Iran answered questionnaires including the Immediacy Behavior Scale, the Student Stroke Scale, and the Maslach Burnout Inventory-Student Survey. The results of confirmatory factor analysis (CFA) of immediacy and burnout scales demonstrated the validity of the two scales in the Iranian EFL context. Subsequently, Pearson multiple correlation coefficients and structural equation modeling (SEM) were used to analyze the data. It was found that student burnout subscales negatively and significantly correlated with teacher immediacy and stroke subscales. Moreover, the results indicated that teacher immediacy and stroke variables, in combination with their subscales, could predict student burnout. On the whole, it can be concluded that teacher immediacy and stroke concepts, characterized as positive teacher interpersonal communication behaviors enhancing rapport and positive interaction between the teacher and students in EFL contexts, are potential preventers of negative student-related outcomes such as burnout.

Exploring Bilingual Ideology and Identity of EMI Medical Teachers and Students in China’s Mainland

This qualitative research in-progress investigates the bilingual ideology and identity of EMI (English-medium-instruction) teachers and students at a Chinese medical university that aims to enrich the understanding of bi/multilingualism in the EFL (English as a Foreign Language) context from domestic stakeholders’ perspectives. The researcher conducted a series of semi-structured interviews with Chinese medical content teachers and students throughout an academic term. Supplementary research materials include written materials, such as lecturers’ PowerPoint slides and institutional documents. The preliminary findings suggest that the teachers and students present diverse ideological stances towards bilingualism, and they perform an ambivalent identity: privileged, yet incompetent to fulfil the expected bilingual identity by self and others, due to ideological and practical constraints. The potential discussion and implications are given in the summary.

A synergetic perspective on students’ perception of classroom environment, expectancy value belief, and engagement in an EFL context

Engaging students in the second language (L2) classroom is a critical task that requires a clear understanding of the multilayered characteristics of the L2 classroom and the motivational mechanisms through which these characteristics influence student engagement. This study contributes to the L2 engagement literature in this regard by examining the relationship among students’ expectancy and task value belief, their perception of the three L2 classroom conditions, namely classroom structure, teaching relevance, and peer support, and their engagement in an instructed L2 learning setting. Structural equation modelling was employed to analyse self-report data collected from 413 first year students of English as a foreign language (EFL) in Vietnam. Results suggest that teaching relevance and peer support significantly predicted students’ expectancy and task value belief, which in turn enhanced all dimensions of engagement. On the other hand, classroom structure was found to have no effect on students’ expectancy value belief and their engagement in the L2 classroom. Multi-group analyses further revealed that the effect of teaching relevance on expectancy belief was significant and strong only for high-proficiency students while peer support predicted task value belief more strongly among English major students than non-English major students. The findings offer important implications for the development of an engaging L2 classroom that caters to students with different L2 proficiency levels and academic majors.

Incorporating Peer Response with Teacher Feedback in Teaching Writing to EFL Learners: A Literature Review

Peer response has gradually gained popularity in teaching English writing to English as a Foreign Language (EFL) learners in recently years. A number of researches have proved its advantages while Chinese English teachers are still doubting its validity and possibility. This paper aims to prove that incorporating peer response and teacher feedback is advantageous to EFL learners’ English writing. It would start with the explanation of some key terms and then first examine the benefits of peer response to verify the necessity of introducing it to an English writing class for EFL learners. Then drawbacks of teacher feedback would be argued with the certification that it is corresponding to some advantages of peer response. Finally, the contribution of using peer response and teacher feedback together would be discussed to further attest the argument mentioned above. At the end of the paper, a conclusion will be made to generally summarize what has been discussed and how this relates to being a language professional. Hopefully, it could be informative and constructive for Chinese English teachers to take a closer step into the theoretical base of this teaching strategy which has been established by former researchers and seek for the possibility of its implementation in the real-setting classroom in EFL context.

Exploring the Effect of Assisted Repeated Reading on Incidental Vocabulary Learning and Vocabulary Learning Self-Efficacy in an EFL Context.

The purpose of the current study was to investigate the effect of two types of repeated reading (i.e., assisted and unassisted) on incidental vocabulary learning of Iranian English as a Foreign Language (EFL) learners. In so doing, a sample of 45 intermediate EFL students from two intact classes of a language institute were selected as the participants. The two classes were randomly assigned to an unassisted group (N = 21) who were required to just read and an assisted group (N = 24) who were asked to read and listen to 24 short texts several times. The assisted group employed their smartphones to listen to the audio files of the short stories. The data were gathered via a researcher-made vocabulary test and vocabulary learning self-efficacy scale. The results of ANCOVA revealed that although both types of repeated reading contributed to enhancing vocabulary learning of the participants, assisted repeated reading led to significantly greater EFL vocabulary gains. Additionally, the findings revealed that both assisted and unassisted repeated reading improved vocabulary learning self-efficacy of the participants and there was not a significant difference between the two types of interventions. The findings of the present study have implications for EFL researchers and practitioners.

Quest-based learning and motivation in an EFL context

The study reported in this article investigated the use of quest-based learning (QBL) in a gamified English as a foreign language (EFL) course at a Japanese university. A mixed methods research design was utilised to explore the effect purposely designed quests can have on EFL students’ foreign language (FL) motivation. The study was conducted over a 14-week period with four intact classes of participants (N = 89). The results of the study showed overwhelmingly positive opinions and perceptions towards QBL and provided evidence that QBL can increase intrinsic FL motivation while supporting FL learning. They suggest that the QBL supported intrinsic motivation because they were enjoyable, meaningful, suitably challenging, supported autonomy through quest choice, and interpersonally meaningful. The positive results were attributed to the quest design that leveraged specific aspects of multiple motivation theories (e.g., Self-determination theory, positive psychology). Three aspects that could hinder intrinsic motivation were also identified: (1) difficulty of the quests; (2) time required to complete the quests; and (3) quest choice allowing the participants to avoid certain quests.

Second Language Learners' Competence of and Beliefs About Pragmatic Comprehension: Insights From the Chinese EFL Context.

It can be a great challenge for second language (L2) learners to comprehend meanings that are implied in utterances rather than the surface meaning of what was said. Moreover, L2 learners’ attitudes toward pragmatic learning are unknown. This mixed-methods study investigates L2 learners’ ability to comprehend conversational implicatures. It also explores their beliefs about and intentions to develop this ability using Ajzen’s theory of planned behavior (TPB). A total of 498 freshmen from a public university in China participated in the study. Data were collected using a web-based test, stimulated recall tasks and semi-structured interviews. Results show that the participants differed in recognizing the intended meanings. Complicated factors account for the variations. In addition to the types of implicature, learners’ beliefs about developing pragmatic comprehension also influence their learning intention, and subsequent performance. These beliefs include learners’ multi-layered, complex attitudes toward the outcomes of pragmatic learning, perceived self-efficacy beliefs regarding language proficiency and L2 cultural knowledge, actual behavioral control over opportunities and resources for pragmatic learning, and perceptions of less social pressure on pragmatic learning. The use of TPB may help language teachers and test designers to understand learners’ beliefs about L2 pragmatic learning in the English as a foreign language (EFL) context. Understanding the factors influencing learners’ intention will help design more effective teaching curricula that may integrate pragmatic instruction and testing in the future.

THE EFFECT OF A GENRE-BASED PEDAGOGICAL APPROACH ON ORANG ASLI STUDENTS’ EFL WRITING PERFORMANCE

Purpose – In the 21st century, the importance of having good English proficiency in Malaysia and globally has impacted educators, especially in terms of their pedagogical practices. Although students are exposed to 11 years of English language instruction in Malaysia, Orang Asli students still possess low English proficiency and poor writing skills. This study aims to determine the extent to which the genre-based pedagogical approach is able to improve Orang Asli students’ English as a foreign language (EFL) writing performance and analyse their responses in using the genre-based pedagogical approach as a framework to improve their EFL writing performance. Methodology – This quasi-experimental study included 78 students from a secondary school in Pahang, Malaysia. Participants were assigned to the experimental and control groups (N=39) to generate students’ pretest and posttest scores. Quantitative data from the students’ questionnaire were also triangulated with qualitative data from the focus group discussions with the experimental group. Findings – The approach was effective in improving students’ descriptive writing and had a more significant effect than the mainstream process-based approach. Students reacted positively to the approach as they found it useful in improving their writing skills, which correlated with their improved test scores. Therefore, the genre-based pedagogical framework can be further enhanced by incorporating more grammar-related activities to meet the learning needs of Orang Asli students lacking in EFL writing skills. Significance – The novelty of this study is that the framework has the potential to be implemented in Malaysian secondary schools and other indigenous’ educational contexts. Furthermore, this study can be a point of reference to stakeholders, English language teaching (ELT) practitioners and educators in terms of advocating a genre-based pedagogical approach in an EFL context.

It was Teacher Identities, Learning and Teaching Experience that Affected Teaching Practices

Teacher identity is complex, changeable over time, and a poly-component assembly like the social identity. Since there were some problems in analyzing teacher identity with the existing binary methods using NNEST (Non-Native English-Speaking Teacher) and NEST (Native English-Speaking Teacher), various analyzing methods were adopted in this study, such as investigating the linguistic identity of the participants. The primary purpose of the study was to investigate teacher identity of two female professors teaching English conversation in Korea and find out how their different teacher identities and learning and teaching experiences affected their teaching practices. Data collection consisted of six semi-structured interview sessions with two participants and one classroom observation for six months. To triangulate the data, the study analyzed the classroom observation field notes and background survey sheets along with the transcripts of the interviews. The present study discovered that the first participant (EB-elective bilingual) positioned herself as a NNEST and Korean who spent most of her lifetime practicing and teaching English in Korea with studying experience for about three and half years in the U.S. In the meantime, the second participant, a circumstantial bilingual, perceived herself as a NEST and Korean, who studied and practiced English in the U.S. and in some Asian countries but taught English language mostly in Korea. Even though both professors confessed that a well-prepared class was important, their different linguistic identities, learning and teaching experience caused the different teaching practices. In addition to such findings, the present study attempted to uncover the relationships between teachers’ NNEST identity and their actual teaching practices in the classroom. Hence, this study offers important implications for teaching English conversation in EFL (English as a Foreign Language) contexts.

ENGLISH READING AND WRITING AS AN INTERCONNECTED SKILL IN INDUSTRIAL REVOLUTION 4.0 ERA: CONCEPTUAL DEVELOPMENTS AND IMPLICATIONS TO ITS PEDAGOGY

Previous studies have demonstrated the significance of Industrial Revolution (IR) 4.0 in advancing the educational reform including in English as a foreign language (EFL) teaching and learning context. The reason is that English language remains the global lingua franca in which the top ten skills pronounced by World Economic Forum in 2016 can be achieved by good command of English. Hence, the attention devoted to the quality of students’ EFL literacy in this IR 4.0 era is more increasing than ever. Nevertheless, the issue is merely focused on the pedagogical interventions to elevate the students’ new literacies like the formulation and implementation of Education 4.0. This study aims to demystify the changing orientation of perceiving reading and writing as an interconnected skill or literacy in EFL context. The review process started from collecting relevant previous studies. Afterward, a careful reading was performed followed by synthesizing process. The findings encompass three main points: (1) the redefinition of English reading-writing connection in Industrial Revolution 4.0 era; (2) the learning resources to maximize the students’ English reading-writing competences; and (3) the implications of the changing orientations to the pedagogical practices. Recommendations for future research are also presented

Research Perspectives on English as a Foreign Language (EFL) Learning Motivation in Turkish Context: A Systematic Review of Studies between 2010 and 2021

Motivation has been demonstrated to be an important affective factor in language learning process and its importance has led to the emergence of diverse research perspectives in both foreign and second language learning contexts. In addition to the research studies investigating language learning motivation of learners, review studies presenting the picture of how and in what ways this phenomenon has been studied as a research focus make a significant contribution to the understanding of it. Based on this, this study aims to scrutinize how English as a foreign language (EFL) motivation has been studied as a research matter in Turkish context. Aims of the studies, the participant groups and contexts, research methodologies, motivational frameworks followed and major findings were examined to find out the general trends in EFL motivation research. For these purposes, 14 research studies and nine master’s thesis and doctoral dissertations in the last 10-year period were selected based on certain criteria, and they were systematically analyzed in the light of the research questions. The findings showed that motivational research in Turkish EFL context mainly concentrate on university context, and some of the findings related to motivational orientations of Turkish EFL learners are inconsistent and need more investigation.

Tracking Saudi EFL Students’ Reflections of Online Learning During Coronavirus: Different Rounds

The sudden shift into online learning due to COVID-19 has produced many challenges and new educational approaches across all educational systems. Language learning systems were enforced to utilize fully remote education solutions. Responding to COVID-19 is a crucial investigation to find out the challenges, barriers, suggestions, concerns, and deficiencies of teaching English in Saudi Arabia. It also assists in developing the Saudi English as a Foreign Language (EFL) context in the future and support its students, teachers, and policymakers. This study tracks the influence of this shift on the EFL students in a Saudi high school. Data collection depends on reflective questions sent to the students through the survey and WhatsApp Group three times during the pandemic: April 2020, October 2020, and April 2021. The results show that students faced several threats, ambiguities, and deficiencies that are classified into: (a) students’ emotions, (b) learning environment, (c) student characteristics, and (d) deficiencies and needs. The students gradually acquired experience to deal with those issues and cope with their frustration. Then, they performed in either positive or negative ways depending on their acceptance of the online learning context. The study ends with some implications to efficiently use different virtual tools in the EFL context.

The Necessity of Endowing EFL Learners with the Fifth Language Skill: A Key to a Successful Learning Experience

In this increasingly interconnected epoch, the teaching of English as a Foreign Language (EFL) along with culture that is considered as a fifth skill has become inevitable. Therefore, EFL teachers are impelled to introduce cultural instruction in their classes. They are then advised to combine the teaching of language skills with the foreign culture because it prepares their learners to behave successfully in intercultural encounters, gain solid cultural knowledge, overcome cultural obstacles, and promote their cultural awareness. The main questions addressed in this research focus on the inclusion of the cultural component in language subjects’ syllabuses, and the type of teaching strategies that can ameliorate the status of cultural instruction. This study points out the key importance of implementing intercultural information in EFL contexts founded on a case study undertaken at the University of Oran 2 in Algeria. This paper targeted a group of Master II students by using an array of data collection means including a questionnaire given to the learners, an interview done with the teachers, and classroom observation sessions carried out by the researchers. The major aims of this work were to verify the learners’ perceptions of cultural learning, and outfit students with core foundations of culture. The results demonstrated that the incorporated teaching techniques have enriched the students’ cultural understanding and intensified their linguistic adeptnesses. It is suggested that these teaching initiatives can aid learners be compassionate, understandable, and tolerant human beings.

The Interactive Effect of EFL Teachers' Emotions and Cognitions on Their Pedagogical Practices.

Emotion and cognition have long been considered as two influential factors determining the quality of teaching and learning. They form the foundation of all aspects of teaching as an emotional and thought-provoking profession. With the advent of Positive Psychology (PP) and affective pedagogy, now English as a Foreign Language (EFL) teachers’ inner states and emotions are placed at the center of every educational program all around the world. This consideration has led to a rise in various domains of teaching and teacher education. However, the interactive influence and association between teachers’ emotions and cognitions concerning their pedagogical practices has been mostly left ignored in EFL contexts. To fill this gap, the present study aimed to offer a mini-review of the concepts, definitions, related theories, and empirical evidence in this line of research. It also presented practical implications for different stakeholders together with research gaps and future directions for enthusiastic L2 investigators.

The Impact of EFL Teachers’ Pedagogical Beliefs and Practices: Communicative Language Teaching in A Saudi University Context

This study aims to explore the pedagogical beliefs of Saudi instructors of English as a foreign language (EFL), and the extent to which they apply the values of the communicative language teaching (CLT) approach in their classroom practice. The study was conducted with 42 Saudi EFL teachers and employed a mixed methods approach. A descriptive analysis of classroom observation data was conducted. The results showed that teachers hold positive views of CLT, but that there are some discrepancies between their beliefs and their implementations of the approach. For example, most of the instructors continued to apply traditional teaching methods (i.e., grammar translation and the audio-lingual approach). The study concludes that it is essential in the Saudi EFL context for teachers to cultivate relations between their beliefs and practices to assure better language learning outcomes. The key contribution of this study lies in disclosing the reasons for the discrepancies between Saudi EFL teachers’ beliefs and practices to help them develop congruence, and in highlighting the pedagogical implementations.
  

TEACHING FACTORS THAT AFFECT STUDENTS’ LEARNING MOTIVATION: BANGLADESHI EFL STUDENTS’ PERCEPTIONS

Research literature consistently suggests that EFL (English as a foreign language) students’ motivation is affected by some teaching factors (Falout et al., 2009; Kim et al., 2018; Lamb, 2017). The main purpose of this study is to identify exactly which teaching factors adversely affect students’ motivation to study English at higher secondary (HS) level (grade 11 and 12) in Bangladeshi EFL context. To collect qualitative data an interview protocol was developed based on the teaching factors identified in some selected studies conducted in Asian EFL contexts (Kikuchi, 2009; Sakai & Kikuchi, 2009; Trang & Baldauf, 2007; Quadir, 2017). A total number of 40 grade 12 completers were interviewed to collect students’ perceptions. Miles and Huberman’s (1994) qualitative data analysis procedure was applied to analyze the data. From the analysis five distinct factors, which adversely affect students’ motivation, are identified in descending order: teachers’ instructional styles and teaching method, private tutoring, teachers’ personality and behavior, teachers’ competence and classroom management, and teachers’ attitude and commitment. Most of these factors comprise further sub-components which detect the underlying sources of students’ disinterest. For amelioration of the situations some feasible implications are discussed addressing the identified factors.

The Reality of Active Learning Application in Jeddah Schools by English Teachers

This study explored the extent to which teachers of English as a Foreign Language (EFL) adopt and implement active learning strategies in their classrooms. The study, also, examined the obstacles encountering high school teachers to use active learning and it delved further into exploring the participants’ recommendations to mitigate these obstacles. The study followed a quantitative methodology. Sixty-six EFL teachers (Male n=22 and Female n=44) from Jeddah in the Kingdom of Saudi Arabia participated in this study. The researchers used an electronic custom-designed, 19-items rated on a five-point Likert scale questionnaire, for ease of dissemination and data collection. The findings revealed that the degree of employing active learning was medium (54.8%). However, 55% of the participants responded that they encountered some acute obstacles to implementing active learning in their classrooms. The findings showed no statistically significant differences attributed to gender, experience, and training about using active learning, obstacles, and recommendations to overcome the obstacles. The study discusses some of the obstacles to implementing active learning and concludes with some recommendations to the Ministry of Education to reinforce active learning in the education system of EFL contexts.

Exploring EFL Teachers' Perception on Readiness to Use Smartphones for Teaching Oral English Communication Skills at Tertiary Level

his study aims to examine the EFL teachers’ perception of their readiness to use different smartphone applications for teaching oral skills at the tertiary level in Bangladesh and compares this to the relevant demographic factors. To reach these objectives, a mixed method research design was implemented: A survey questionnaire was answered by 46 English as a Foreign Language (EFL) teachers from twelve different universities in Bangladesh and a semi-structured interview was conducted with five of these teachers. The results showed that these EFL teachers had a high degree of readiness to use smartphones for teaching oral skills. The teachers agreed that smartphones could help them to deal with the problems like a large class size, a lack of authentic materials, learners' inactiveness, as well as a lack of an oral practice environment inside and outside the classroom. Moreover, there was no statistically significant relationship between the EFL teachers' demographics and their readiness to use a smartphone. The results suggest that smartphone applications have certain potentials/benefits for the university teachers, and that a smartphone-based teaching method for developing EFL learners’ oral skills should be promoted in an EFL context like Bangladesh.

The Struggling English Language Learners: Case Studies of English Language Learning Difficulties in EFL Context

The term ‘struggling language learner’ is one that is usually ascribed to students who are trying, without much success to master the English language in an academic setting. As a case study, this study was carried out to gain insights into the ‘struggles’ of the struggling English as a foreign language (EFL) learners. Ten students were selected from those with the 20th least percentile in their English language courses. Observation of and discussion with these categories of learners revealed that many language learners had a point at which they began to take learning English language more seriously. In such positive or negative situations, their language learning journey improved therefrom. The findings showed that 80% of the participants believed that their English language proficiency was ‘very good’, while 20% of these participants believed that their English language proficiency was ‘average’. Also, the findings indicated that there was a statistically significant association (i.e., p < .05) between English language proficiency of the learners and the following observable attributes: willingness to learn for educational purposes; willingness to learn for career development; and students’ continuation without losing focus. The study proposes a fresh evaluation of the problems faced by EFL struggling learners by bringing to light a multifaceted, meaningful consideration of their learning attitudes from socio-psychological point of view, offering a comprehensive account of these learners and their learning difficulties as well as their attitudes and outlook while taking lessons as freshmen at the university.