English As A Foreign Language Context Research Articles

Exploring Language Teachers’ Cognition of Learner Autonomy in Turkish Tertiary EFL (English as a Foreign Language) Context

Exploring Language Teachers’ Cognition of Learner Autonomy in Turkish Tertiary EFL (English as a Foreign Language) Context

A preliminary study on flipping an English as a foreign language collaborative writing course with video clips: Its impact on writing skills and writing motivation

AbstractBackgroundAlthough conventional writing procedures are still the dominant instructional procedures in English as a foreign language (EFL) contexts, instructors are still struggling with time limitations to improve EFL students writing skills properly. Additionally, EFL students are not engaged in the writing process since they lack the required information about the writing tasks.ObjectivesThe present study, therefore, applied a sequential explanatory mixed‐methods approach to explore the impact of a flipped writing classroom on EFL students' writing skills (i.e. writing content, writing organization, and language use) and writing motivation on the one hand and possibly recommend a better instructional procedure for students' writing skills and writing motivation in EFL context on the other hand.MethodsTo this aim, two intact classes were selected as the participants of the study. The two classes were randomly assigned to a flipped classroom with 27 EFL students and a non‐flipped classroom with 24 EFL students. The non‐flipped classroom was instructed through conventional writing instruction over 16 sessions whereas the flipped classroom was taught with the same content in a flipped writing mode in 10 sessions. Two timed writing tasks, a writing motivation scale, and an individual semi‐structured interview were used to gather the required data.Results and ConclusionsThe findings indicated that the flipped writing classroom outperformed the non‐flipped writing classroom in improving the EFL students' writing performance, writing organization, language use, and writing motivation; however, no significant differences were found between the two groups' writing content. Moreover, the data analysis from the individual semi‐structured interview indicated that the flipped students had positive attitudes and perceptions towards the flipped writing classroom which further supported the quantitative findings.ImplicationsPractical implications for collaborative writing instruction using video clips and other electronic materials are suggested.

Sustained Content Language Teaching: Insights from an ESL and EFL course

Instructional settings (English as a second language (ESL) and English as a foreign language (EFL)) may provide different opportunities for learners’ meaningful language use. This qualitative study was designed to shed light on this issue. The data included multiple sources collected from a sustained content gastronomy language course taught in an American ESL and a Taiwanese EFL context. Findings revealed that various factors (e.g., themes, environment, and learners) contributed to learners from both contexts meeting course goals. The findings further indicate that it is not the ESL/EFL context but instead using a sustained content language teaching approach that incorporates theme-based instruction and dynamic units that ensures learners are provided opportunities for meaningful and purposeful language use.

Learning-oriented assessment in the classroom: the contribution of self-assessment and critical thinking to EFL learners’ academic engagement and self-esteem

The core of self-assessment (CSA) and critical thinking (CT) empower learners to observe and evaluate themselves. Although the literature on CSA and CT reflects a long history, little is known about their contributions to the learners’ academic engagement (AE) and self-esteem (SE), particularly in the EFL context. Therefore, the present investigation intended to explore a structural model of English as a Foreign Language (EFL) university students’ CSA, CT, and SE. Accordingly, the Core of Self-assessment Questionnaire (CSAQ), Watson–Glaser Critical Thinking Appraisal-form A (WGCTA), The SInAPSi Academic Engagement Scale (SAES), and The Foreign Language Learning Self-esteem Scale (FLLSES), were administered to 427 Iranian EFL university learners. The results of Structural Equation Modelling (SEM) indicated that EFL university students with high levels of CSA were more engaged and could build up high SE. Moreover, the effective role of CT in boosting AE and SE was also confirmed. The implications of this study may unveil new prospects for implementing learning-oriented assessment in the classroom and CT practices in language learning instruction and assessment.

The Rosenberg Self-esteem Scale: A Confirmatory Factor Analysis Study

<p style="text-align: justify;">The aim of the present study is to conduct a confirmatory factor analysis (CFA) of the Rosenberg Self-esteem Scale (RSES) as part of the study of affective variables using a sample of English as a foreign language (EFL) university students in Morocco. Two hundred and six (N = 206) participants of undergraduate, graduate, and post-graduate levels completed the self-esteem (SE) questionnaire. Using classical methods of factor extraction before employing more robust techniques comprising minimum average partial (MAP) and parallel analysis (PA) to perform preliminary factor analysis (FA) using principal axis factoring (PAF), results conclusively and parsimoniously yielded a one-factor solution with acceptable construct reliability (Composite Reliability). CFA results, including goodness-of-fit indexes, confirmed that the one-factor model was better fitting compared to its competing independent two-factor counterpart, but marginally less so compared to the correlated version of the latter. Two out of the three constructed models showed good fit indexes, thus demonstrating the conformity of two measurement models with their respective hypothesized structural models. Furthermore, using the heterotrait-monotrait (HTMT) ratio, both two-factor models showed acceptable discriminant validity. The obtained results further corroborate both the one-factor and two-factor solutions reported in previous works for which we present new evidence from a Moroccan EFL context.</p>

Teachers ' Attitudes towards the Use of Arabic (L1) in primary EFL Classrooms in Iraq

Having recourse to learners' mother tongue in foreign language (FL) classes has been a controversial topic in the field of teaching English as a foreign language for a long time. There has been a great deal of claims and counterclaims that revolve around the pedagogical appropriateness of teacher usage of learners’ mother tongue in foreign language teaching. Recently, the findings of English as a foreign language (EFL) research cast doubt on the rationales of proponents of exclusive use of FL in EFL setting; and researchers come up with the reality that a rational use of first language (L1) is not only inevitable but also profitable in classrooms where teachers and learners share the same L1. Dearth of knowledge on the pedagogical reality of this issue in Iraqi EFL contexts is worth exploring. This study aimed at highlighting English language teachers’ attitudes towards using the learners' mother tongue (Arabic) in the EFL classrooms, seeking their viewpoints on the purposes for which Arabic could be used in English classes, and exploring their reasons for using it. For this end, the study was conducted on 50 EFL teachers teaching at public primary schools in Baghdad, using a questionnaire survey developed to fulfill the aim of the study. Findings of the obtained data demonstrate that teachers’ overall attitudes towards occasional use of Arabic in EFL classrooms were positive; and they reported using Arabic for both teaching and classroom management purposes. Analysis of the data also indicates that all of the participants were inclined to switch to Arabic in their EFL classrooms for a number of reasons necessary to create a more comprehensible, motivational, relaxing, friendly, and supportive classroom environment for young learners and to save time and effort in overcrowded classes.

Effectiveness of metacognitive interventions in tertiary EFL contexts: evidence from a systematic review and meta-analysis

ABSTRACT Purpose Despite numerous studies reporting beneficial effects of metacognition for improving learning or developing self-regulated learners, the evidence from tertiary English as a Foreign Language (EFL) settings is still unclear as synthesis studies in this field remain rare. To address the gap, this study sought to identify, examine and synthesise relevant studies on the effectiveness of metacognitive interventions in tertiary EFL contexts. Design The study adopted a systematic review approach to include all relevant studies that could be identified for analysis. Seven data sources were searched to identify studies which were, then, screened for relevance based on a pre-specified protocol. The included studies underwent data extraction and quality appraisal before data syntheses via a meta-analysis and a thematic synthesis. Findings The results indicate the high potential of metacognitive interventions for EFL learners and the fundamental role of explicit instruction, clear pedagogical sequencing and the regulation of skills, rather than merely focusing on knowledge about metacognition, for the successful interventions. Moreover, limitations in the data quality suggest that more rigorous investigations are needed to provide a more overarching overview of the impact of metacognition-based studies in tertiary EFL contexts. Originality/Value As synthesis studies on the topic are scarcely available in tertiary EFL contexts, this study can offer a more evident indication of the effectiveness of metacognitive instruction for EFL learners. From comprehensive and rigorous reviewing, it also proposes some practical guidelines and implications for further EFL policy and practices.

Challenges Faced by EFL Teachers and Learners in Providing and Receiving Online Corrective Feedback on Writing Assignments

The COVID-19 pandemic has negatively impacted most sectors on a global scale. In most places around the world, education has transitioned to a fully online mode. During the pandemic, online learning was the most appropriate alternative for continuing education, particularly at the tertiary level, though this transition was not without inherited challenges. A mixed-methods study investigated English as a Foreign Language (EFL) teachers’ and students’ attitudes towards and beliefs surrounding the use of online corrective feedback on Blackboard, with a qualitative component designed to explore the challenges. The aim of this part of the study was to determine the challenges faced by EFL teachers and learners when using Blackboard (LMS) to provide and receive online corrective feedback on writing assignments. Responses to an open-ended question in a survey-based questionnaire of 130 EFL teachers and 219 EFL learners in a Saudi university’s Preparatory Year Program (PYP) were analyzed using thematic analysis, the data from which revealed that the main obstacles for EFL instructors and learners were related to language proficiency, technical and communication challenges, and the amount of time and effort required. This study also found that another challenge was the disparity between teachers and students regarding perceptions of Online Corrective Feedback (OCF), which must be taken into consideration in order to make online learning effective in improving EFL students’ writing skills in an EFL context.

Embracing ELF through Erasmus+ mobility: a case study

ABSTRACT Erasmus+ experiences are shown to impact students’ beliefs and values, offering exposure to English in daily life. This qualitative exploratory case study investigates how Erasmus+ mobility affects Turkish English as a foreign language (EFL) high school students’ conceptualization of English learning and use in other EFL contexts in Europe between 2020 and 2022 by encompassing the English as a lingua franca (ELF) perspective. The theoretical framework in the study is sociocultural theory. The data, collected via semi-structured interviews and reflective journals, were analyzed via grounded theory. The findings revealed that three students out of four favored ELF with the emerging themes of criticality, intercultural awareness and competence, glocalization, and communicative competence, while one student persisted in keeping the normative EFL mindset. Pedagogical implications are discussed in the light of Erasmus+ mobilities and ELF intersection.

Exploring Augmented Reality Affordances for Media Literacy in the EFL Context

The ever-evolving information and communication technologies (ICTs) have affected the learners’ preferences for on-demand and on-the-spot access to information that challenge the traditional classroom practices and call for a reconstruction of curricula. New educational approaches are to be encompassed so as to align with the tech-savvy Generation Z needs and the contemporary digitized world that demands competences and skills for successful and well-informed personal and professional choices. Nevertheless, consumption and creation of new knowledge in the plethora of the new crowdsourced information ecosystem have to be critically accessed, analyzed, evaluated, and leveraged so as to lead to creativity and innovation. This paper is a report of the design of an educational intervention with the intent to enhance students’ media literacy skills in the English as a Foreign Language (EFL) secondary education context leveraging immersive technologies. In the first part there is a review of related work leveraging AR affordances in the EFL context. The second part explores the instructional design and pedagogical framework that AR assets can enrich a course material on media literacy for inclusive education practices taking into consideration students’ preferences on their learning process.

Pedagogic Meaning-Making in Spherical Video-Based Virtual Reality – a Case Study from the EFL Classroom

This article explores relevant conceptual frameworks and design principles for the planning and implementation of a virtual reality (VR) learning environment in English as a foreign language (EFL) contexts. The primary focus is on what knowledge teachers need to acquire when designing and implementing a spherical video-based training world that allows English learners to experience the different phases of an oral examination in English. Therefore, the paper introduces the educational potential and affordances of spherical videos and describes structural and contextual aspects of oral examinations in English. Employing a prototype learning environment, we expand on major learning theories in spherical video-based learning and suggest best practices for the design and implementation of immersive learning experiences in EFL contexts.

English language teachers’ engagement in and preference for experiential learning for professional development

Experiential learning is an assertion in the professional development of teachers. However, there is a scarcity of studies exploring experiential learning from the integrative perspectives in the English as a Foreign Language (EFL) context and at the level of a primary school. This study, therefore, aimed to assess primary school EFL teachers’ engagement in experiential learning from these perspectives. A concurrent mixed research design was adopted to explore the cases. 186 teachers were selected for the questionnaire while eight teachers were selected for interviews. Questionnaires, document analysis, and interviews were used to collect data. The data were analyzed both quantitatively and qualitatively. The results indicated that most primary school English language teachers were mostly engaged in professional learning and development activities. Besides, they applied cognitive experiential learning strategies and preferred diverger experiential learning styles dominantly. These findings indicate a deviation from the scope, focus, and major aims of experiential learning and constructivist premises. As a result, the study suggested that the teacher development programs for primary school teachers in the EFL context should incorporate activities that lead to the self-directed and autonomous learning of teachers.

A Synoptic Review on Alternative Assessment in Foreign Language Teaching and Learning

The current paper aims to review the literature and establish a theoretical framework for alternative assessment. Specifically, the paper seeks to clarify what is meant by alternative assessment, define its characteristics, as well as explain its advantages in teaching and learning English as a second or foreign language. The paper also discusses some of the challenges that face the implementation of different alternative assessment forms, and suggests ways of dealing with such challenges. Generally speaking, the present paper seeks to expand awareness of alternative assessment among novice English as a foreign language (EFL) practitioners arguing that the learning of English as a second or foreign language is better enhanced when both alternative and traditional assessment methods are used congruently. In this way, data that are gathered by means of traditional assessment tasks should be used to complement and consolidate data that are collected using alternative assessments. Keywords : Assessment, alternative assessment, EFL context DOI: 10.7176/JEP/13-30-14 Publication date: October 31 st 2022

A Review on Vocabulary Learning-Designed MALL Applications in the EFL Context

This review synthesizes the role of applications designed for vocabulary learning in Mobile-Assisted Language Learning (MALL) in previous studies in the EFL (English as a Foreign Language) context from 2010-2022, according to a set of criteria: (quasi) experimental studies, open access peer-reviewed articles and book chapters, types of applications installed on smartphones, vocabulary learning in the EFL context, students, and publication period (2010-2022). Specifically, the paper emphasizes the role that vocabulary learning-tailored applications have played in impacting learners’ EFL vocabulary learning (henceforth EFLVL) process. The papers that have met the criteria (51 out of 146) were examined using a set of categories: context of the study, level of education, types of applications, learning impact, major, and gender. The analysis showed that specifically designed mobile applications play an important role in boosting learners’ EFL vocabulary knowledge, motivation, attitudes, and perceptions. Research gaps and future recommendations are suggested based on the findings.

The Effects of Connected Speech Instruction on Second or Foreign Language Learners’ Perceptive Skills and Connected Speech Production: A Systematic Review of the Literature (2000-2021)

This systematic review paper attempts to present the current database on the effects of explicit connected speech instruction on English as a Second Language (ESL) or English as a Foreign Language (EFL) learners’ perceptive skills and connected speech production. A total of 22 studies were gathered across the digital database through selective searching of key terms. Using the format of the review by Thomson and Derwing (2014), the following information was tabulated: participants’ demographics, theoretical paradigm, scope of training, training input, duration of instruction, nature of assessments, and whether or not there was a significant improvement in learners’ perceptive skills and connected speech production. The findings have generally shown a consensus among the studies that explicit instruction of connected speech was effective and had positively contributed to the improvement of learners’ perceptive skills and connected speech production. This paper adds to the corpora of literature on connected speech in ESL and EFL contexts and raises awareness of the significance of connected speech instruction in ESL or EFL learning contexts.

Teaching Intercultural Communicative Competence in the Asian EFL Context: A Systematic Research Synthesis

In the 21st century, intercultural communication is inevitable owing to cutting-edge technologies and transportation. Thus, over the past decades, there has been an ever-increasing interest in and attention to intercultural communicative competence (ICC) in English language teaching and learning. This study reports findings from a systematic research synthesis of 20 empirical studies regarding learning and teaching ICC in the Asian English as a foreign language (EFL) context. The research questions incl ude: 1) In what contexts was ICC investigated?; 2) Who were the participants in the reviewed studies?; 3) What kinds of ICC topics were explored?; 4) What activities and tasks were involved in ICC teaching and learning?; 5) What suggestions are recommended for future research on ICC? The findings expand upon learning contexts, participants, ICC-related topics, activities involved in ICC teaching and learning. Furthermore, this paper provides preservice and inservice teachers with valuable insights as well as suggestions and recommendations for teaching ICC in teacher education. This systematic research synthesis would be of value in developing and improving ICC-focused teaching and learning in English education.

The use of social media inside and outside the classroom to enhance students' engagement in EFL contexts.

It could be claimed that without any doubt the Internet has revolutionized the educational system to a great extent. Even though some are still interested in traditional ways of teaching and learning and also face-to-face classes, technological advances, in particular, social media have changed the English as a foreign language (EFL) contexts in a way that they will not be compatible with any other methods that have long been utilized before. Despite the fact that some studies have been conducted in different learning contexts, to the researcher’s best knowledge, attention has not been focused on the importance of social media inside and outside the classroom on EFL students’ indulgence. Therefore, the aim of this review is to synthesize the findings of the previous studies to highlight the role of social media in EFL students’ engagement throughout class and outside the class in both face-to-face and online classes. To reach this goal, this review first discusses the impact of social media on engagement, and then engagement and its classifications are dealt with. Next, the relationship between using social media and students’ engagement is discussed. And finally, some implications are proposed.

Examining the relationship between perceived teacher support and students' academic engagement in foreign language learning: Enjoyment and boredom as mediators.

As an important contextual factor influencing various aspects of students’ learning, teacher support has been widely explored in general education but largely overlooked in the English as a Foreign Language (EFL) context. Given its potential positive role in students’ academic performance, the present study intended to investigate the relationship between perceived teacher support, enjoyment, boredom, and academic engagement in the EFL context. In so doing, 1094 Chinese high school students were recruited to complete the online questionnaire of the four variables. SPSS and PROCESS macro were used for descriptive, correlational, and mediation analyses. The results showed that students had moderate levels of perceived teacher support, enjoyment, and academic engagement and a low level of boredom. Further correlation analyses indicated medium to large correlations between perceived teacher support, enjoyment, boredom, and academic engagement. Enjoyment and boredom collectively mediated the relationship between perceived teacher support and academic engagement. Directions for future research and implications for researchers and educators are presented at the end.

Using English as a Medium of Instruction in EFL Context in Higher Education

This paper attempts to find out the use of English as a Medium of instruction (EMI) in higher level in English as a foreign language (EFL) classroom. For the study, weselected 16 teachers and 80 students teaching and studying in Bachelor level in Mid-West University and TU affiliated colleges from the Surkhet valley using simple random sampling technique. Then, we distributed the questionnaire to the participants, observed their classes, and took interviews to collect the required information. From the critical analysis and interpretation of the information, we conclude that all the teachers and most of the students in higher level preferred EMI. Similarly, EMI in English subjects forced to implement EMI in other subjects in EFL situation, too. The result showed that EMI is being implemented but majority of the students in higher level have been facing various problems and challenges; specifically, most of the students were interested in learning English through mother tongue though they want to be enclosed with the EMI. This study concludes with suggestion to develop positive attitude towards EMI from practice to policy level with sufficient teaching learning aids, trainings and essential requirements in higher education in EFL context

Implementing Project-Based Language Learning and Teaching in Classrooms: EFL Teachers’ Perspectives

This study explores secondary level English as a foreign language (EFL) teachers’ perceptions about Project-Based Language Teaching (PBLT) in terms of its benefits in EFL classrooms. Moreover, it investigates the challenges EFL teachers face while implementing it in English language instruction and recommends the solutions as perceived by the EFL teachers in the EFL context of Nepal. Backing up with theoretical perspectives on PBLT approach, this study adopts phenomenological qualitative research design to analyze the data obtained from the in-depth interviews conducted with three secondary level EFL teachers from three schools of Kailali district of Nepal. This study reveals that even though EFL teachers have knowledge about the importance and benefits of using PBLT in English language teaching, they still face some ideological, pedagogical and operational challenges in effective implementation of PBLT in classrooms. However, the EFL teachers suggest some solutions to overcome the challenges for successful implementation of PBLT for better language teaching and learning.