English As A Foreign Language Context Research Articles

Yet another look at strategies for learning grammar: Validating the Grammar Learning Strategy Inventory in the Iranian EFL context

This study aimed to validate the 70-item Grammar Learning Strategy Inventory (GLSI), originally developed in Poland, in the Iranian English as a foreign language (EFL) context. A heterogeneous sample of 605 Iranian EFL university students completed the GLSI. Results of exploratory and confirmatory factor analyses revealed a seven-factor model, allowing for the construction of a reduced version of the GLSI including 36 items. The underlying structure of grammar learning strategy (GLS) use corresponded to the classification that served as a basis for the GLSI. Thus, the division into metacognitive, social, affective, and cognitive GLS, the latter of which are further subdivided into focus-on-form GLS, explicit knowledge GLS, implicit knowledge GLS, and corrective feedback GLS, is conceptually valid in the Iranian context. However, the drastic reduction in the number of items might indicate that the actual nature of learning L2 grammar in the Iranian context might be different and that the GLSI may have failed to capture some GLS that Iranian students may draw upon. More research, preferably such that would combine quantitative and qualitative methodologies, seems indispensable for developing a research tool that can be more reflective of the specificity of GLS use in the context under investigation.

Flipped classroom approach in EFL context: Implementing self-regulated learning to improve students’ performance in use of grammar

The Flipped Classroom has gained popularity in various fields, including the field of English as a Foreign Language (EFL) learning, offering new possibilities for improving students' grammar skills. This study aimed to investigate the implementation of self-regulated learning (SRL) strategies within the Flipped Classroom to enhance students' performance in the use of grammar. The sample comprised 50 high school students in a Saudi Arabian school. Using the quantitative research paradigm, the study employed a pretest and posttest control group design within the domain of quasi-experimental research. The experimental group was given instruction using multiple SRL strategies while the control group was given instruction without SRL strategies in a Flipped Classroom. The results indicated a significant difference in the post-test scores between the experimental (which utilized SRL strategies) and the control group (which was taught without SRL strategies). The findings suggest that SRL strategies in Flipped Classroom positively impacted students' grammar skills. Additionally, the study categorized students into different proficiency levels and found significant differences in grammar skills based on proficiency levels. The study also aligned with the social cognitive model of SRL, which emphasizes the importance of performance control, and self-reflection phases in the learning process. The study recommends the integration of SRL strategies in Flipped Classrooms to enhance students' grammar skills and calls for further research to explore the impact of SRL strategies on other language skills in EFL contexts. Overall, the study contributes to the understanding of how SRL strategies can be used to improve language learning outcomes within the Flipped Classroom Approach.

Illuminating the English as a Foreign Language (EFL) teaching odyssey: unveiling the professional identities of pre-service teachers

Background: This study delves into the self-perceived professional identities of pre-service English as a Foreign Language (EFL) teachers within a Vietnamese context. The objective of this study was to augment the understanding of the evolution of teacher identity, which would subsequently provide valuable insights for the formulation of bespoke teacher education programs. Methods: This research was anchored in grounded theory, adhering to a qualitative research design. Reflective writing was the primary instrument for data collection, with 238 pre-service teachers, enrolled in an English Teacher Education training program. Data collection took place in the academic year 2022-2023 at a university in Can Tho city, Vietnam from February 1st until May 31st, 2023. Pre-service teachers were tasked with writing an 80-word reflection on their perceived professional identity. Participants were chosen through convenience sampling. Data analysis encompassed open coding and a constant comparative method, culminating in the construction of a theoretical framework. Results: The findings of this study revealed a continuum of self-perceived professional identities among 238 pre-service teachers (28 identities in total), encompassing flexible teachers (n=24), student-cantered teachers (n=21), reflective teachers (n=16), growth-oriented teachers (n=13), engaging teachers (n=12), supportive teachers (n=11), enthusiastic teachers (n=10), disciplinarian teachers (n=9), subject-matter expert teachers (n=9), resourceful teachers (n=8), balanced teachers (n=8), pragmatic teachers (n=7), relationship-builder teachers (n=7), sociable teachers (n=7), attentive teachers (n=7), real-world connector teachers (n=7), professional boundaries teachers (n=7), interactive teachers (n=6), traditional teachers (n=6), holistic teachers (n=6), contextually aware teachers (n=5), cheerful teachers (n=5), authentic teachers (n=5), appreciated teachers (n=5), compassionate communicator teachers (n=5), guided teachers (n=4), feedback-driven teachers (n=4), and consistent identity teachers (n=4). Conclusions: The study offers invaluable perspectives into the genesis of professional identities in the domain of teacher education within the Vietnamese EFL context and holds significant implications for the enhancement of teacher training methodologies and pedagogical development.

Teaching Practicum in English Language Teaching (ELT): A Systematic Review

As a three-handed social process including pre-service teachers, teacher educators from academia, and mentor teachers from schools of practice, teaching practicum, with its reflective and collaborative notions, has recently gained more interest in the field of English language teaching (ELT). In this regard, this systematic review aimed to find out recent research based on teaching practicum in ELT. Regarding the PRISMA guidelines and clear eligibility criteria, the review included a total of 24 research articles based on the ELT teaching practicum. Of the articles, the majority were qualitative studies and mostly conducted in EFL (English as a foreign language) contexts such as Türkiye and Indonesia. MAXQDA (v.2020) software-based content analysis was conducted to analyze data, and the findings were demonstrated via tables including themes, categories, and codes. The study concluded that teaching practicum has several professional (e.g., theoretical and practical awareness, classroom management, and reflective practice) and personal gains (e.g., positive beliefs and attitudes toward ELT, reflectivity, more interaction and communication, and self-confidence) for pre-service ELT teachers. On the other hand, the selected studies also stressed negative professional aspects (e.g., the incompatibility between theory and practice, lack of feedback, and inefficient mentoring) and personal (e.g., lack of reflectivity, adaptation problems, and lack of social contact). The review lastly included implications revealed by these studies to shed light on the issue of ELT practicum for supporting further research.

Implementation and Effects of Pedagogical Translanguaging in EFL Classrooms: A Systematic Review

In response to calls for more research to assess the effects of translanguaging on substantive learning outcomes, this systematic review begins that process by synthesising existing research on pedagogical translanguaging approaches that have been formally assessed for effectiveness in English as a Foreign Language (EFL) classrooms. A systematic process of searching and selecting the literature found 10 eligible studies. Data were extracted for narrative synthesis and quality appraisal. Results showed that pedagogical translanguaging was most frequently used to teach reading and writing rather than other domains. Five studies favoured translanguaging over English-only approaches, four of which were rated as having a high risk of bias. The remaining studies either detected no statistically significant differences between these approaches or favoured translanguaging in a small number of highly specific measures. We conclude that pedagogical translanguaging may be helpful in teaching in some circumstances, but that the low methodological quality of the literature on average makes it difficult to draw firm causal inferences. This systematic review provides the relevant background on what is already known about the effects of pedagogical translanguaging in EFL contexts to inform the work of researchers wishing to act on recommendations for more intervention research to establish the effects of the approach on English language outcomes.

A Ten-Year Bibliometric Analysis of E-Learning in English as a Foreign Language (EFL) Context

This bibliometric study offers a comprehensive overview of e-learning research landscape in English as a foreign language (EFL) context, including the publication trend, country contributions and collaboration, productive authors and journals, and key topics of interest. Through a thorough review of 602 documents extracted from the Scopus database from 2013-2022 using VOSviewer, Excel, and Tableau, the study reveals a significant increase in e-learning publications since 2020, with China, Saudi Arabia, and Indonesia emerging as the leading contributors and collaborators. The study further identifies the most productive authors and journals and highlights six key topics, including the effectiveness of e-learning, learners' perceptions, mobile learning, e-education during COVID-19, Chinese EFL teachers, and teacher education. The study provides innovative insights for EFL practitioners, researchers, and policymakers, and contributes to the general knowledge about the hotspots and frontiers of literature in the e-learning landscape of the EFL context.

Examining the effects of teacher self-compassion, emotion regulation, and emotional labor strategies as predictors of teacher resilience in EFL context.

This study investigates the effects of teacher self-compassion, emotion regulation, and emotional labor strategies on teacher resilience in the English as a foreign language (EFL) context. The study aims to understand the relationships between these variables and their potential implications for promoting teacher resilience. A sample of 711 Chinese EFL teachers participated in the study. Confirmatory factor analysis (CFA) was conducted to assess the psychometric properties of the instruments used to measure teacher self-compassion, emotion regulation, emotional labor strategies, and teacher resilience. Structural equation modeling (SEM) was employed to examine the relationships between these variables. The results of the study revealed that teacher self-compassion and emotional labor strategies had direct positive effects on teacher resilience. Specifically, higher levels of self-compassion and effective use of emotional labor strategies were associated with greater teacher resilience. Furthermore, teacher emotion regulation was found to indirectly predict teacher resilience through the mediation of emotional labor strategies. This suggests that the ability to regulate emotions influences the adoption of effective emotional labor strategies, which in turn contributes to higher levels of teacher resilience. The findings of this study highlight the importance of teacher self-compassion, emotion regulation, and emotional labor strategies in promoting teacher resilience in the EFL context. Interventions aimed at enhancing teacher emotional regulation skills and fostering self-compassion may have significant implications for supporting teachers in managing the demands and challenges of their profession, ultimately enhancing their resilience. These findings contribute to the understanding of factors that can promote teacher resilience and inform the development of targeted interventions in the EFL context.

English as a foreign language teachers’ professional success, loving pedagogy and creativity: A structural equation modeling approach

It is revealed in the literature that teachers are among the important elements to successful teaching and they have a dynamic power in bringing about educational improvement. Given the role of teachers’ emotional factors in the route of education, it is hypothesized that more issues such as creativity, loving pedagogy, and professional success can have a remarkable function in the academic path while their role remains unexplored and much ambiguity still exists about the relationship among them. To this end, 322 English as a foreign language (EFL) teachers in different provinces of China gave their consent to join the study. As a result, they were asked to complete three questionnaires, namely, loving pedagogy, creativity, and teachers’ professional success. A Structural Equation Modeling (SEM) approach was utilized and this model included loving pedagogy predicting teacher professional success. Mediation analysis evaluated the impacts of four subscales of teacher creativity on the relationship between loving pedagogy and teacher professional success. Finally, some recommendations have been offered to language-teaching stakeholders in the EFL context to increase the expansion of educational research on various domains to trigger EFL teachers’ training programs that bring about teacher success and consequently students’ success.

UNVEILING THE JOURNEY: EXPLORING THE PERSONAL EXPERIENCE OF NOVICE EFL TEACHER IN THE CLASSROOM

This research aims the personal experiences of novice English as a Foreign Language (EFL) teachers in the classroom. The objective is to gain insights into the challenges faced by novice EFL teachers and strategies to address challenges. Descriptive method is employed, focusing on a single participant selected through purposive sampling. Data is collected through semi-structured interviews. Thematic analysis is used to analyze the interview data. The findings reveal that novice EFL teachers h challenges related to classroom management, lesson planning, and student engagement. Limited teaching experience and a lack of pedagogical knowledge are also identified as contributing factors. However, he demonstrate resilience and engage various strategies to overcome the challenges by seeking mentorship, engaging in professional development, and utilizing student-centered approaches. This research contributes to the existing literature on novice teacher experiences and informs stakeholders to held teacher training programs in the EFL context.

Evidentiality in Argumentative Essays by Upper-Intermediate EFL Students

Abstract The article presents a study that aims at casting light on evidentiality in a corpus of argumentative essays written by a group of upper-intermediate university students of English as a Foreign Language (EFL) whose first language is Norwegian (henceforth – participants). The corpus of the participants’ essays was examined for the markers of evidentiality, which was operationalised as the source of textual information that originated outside the current text (Hyland, 2005). Specifically, the corpus was searched for reporting verbs associated with evidentiality (for instance, to indicate, to posit, to show, etc.). The results of the corpus analysis indicated that the participants’ argumentative essays appeared to be marked by such verbs associated with evidentiality as to argue, to claim, to say and to state. These findings were discussed in the article through the lens of didactic considerations that would be relevant to tertiary EFL contexts.

A Decade of EFL Self-Efficacy Research: Empirical Status and Future Directions

With the growing importance of English globally, EFL (English as a Foreign Language) contexts continue to strive to enhance learners’ English language learning outcomes. The last decade has witnessed a growing recognition of self-efficacy as a crucial psychological mechanism in learning pursuits. This paper presents a review aiming to paint a picture of a decade of EFL self-efficacy research. The aim of this review is threefold. First, it provides an overall explanation of self-efficacy theory and its potential as one of the strongest determinants of human behavior. Then, it aims to review and thematically synthesize the growing empirical research on EFL self-efficacy in the last decade. Finally, the review pulls the research findings together, providing the foundation for implications for policymakers and future research directions.

On the relationship between mobile-based extramural activities and vocabulary development of EFL learners: a mixed-method study

Mobile-based extramural English (EE) activities, including watching movies, playing digital games, and listening to music outside the classroom, have played an important role in increasing learners' interest in English as a foreign language (EFL). This mixed-method design study aimed to investigate the role of EE activities in the vocabulary development of intermediate EFL learners. The study included a group of 60 learners, including 30 male and 30 female students from two language institutes. A pretest, posttest, and delayed posttest were used. The experimental group utilized WhatsApp to receive electronic vocabulary instruction four days per week for two months as part of the EE activities. In contrast, the control group received classroom instruction using the conventional approach typically employed in EFL contexts for teaching the same textbook vocabulary. A semi-structured interview was conducted to investigate the participants' beliefs regarding their preference for EE-based activities. The results of the EG group revealed that EE-based activities significantly impacted the students' vocabulary learning (p < 0.001). The findings also revealed no significant differences in vocabulary knowledge between male and female students after using EE activities (p = 0.34). The themes that emerged from the qualitative phase suggested that participants preferred EE-based activities as they can result in less mental stress, more vocabulary learning, improved conversation, and improved pronunciation and grammar. Also, the participants preferred various mobile-based EE activities, including watching movies, listening to music, playing multiple games, watching cartoons, and focusing on movie subtitles, which resulted in their vocabulary development. The findings call for language educators to integrate more virtual and online-based EE activities to supplement traditional vocabulary teaching practices.

Modelling boredom in the EFL context: An investigation of the role of coping self-efficacy, mindfulness, and foreign language enjoyment

The aim of this study was to test a model of second language (L2) boredom based on coping self-efficacy (CSE), foreign language enjoyment (FLE), and mindfulness among English as a foreign language (EFL) learners. In so doing, 456 EFL learners from Iran took part in this study by completing an online survey which included scales tapping into the four latent constructs under investigation. Two-step structural equation modelling was utilized to analyse the data and examine the associations among the constructs. Results revealed that CSE and mindfulness positively affected FLE. Also, FLE was a direct negative predictor of L2 boredom. Concerning the mediation hypotheses, FLE was found to fully mediate the effect of mindfulness on boredom. However, FLE was a partial mediator between CSE and boredom. These findings provide a basis for important implications for L2 research and practice.

Context As A Shaper Of EFL Teacher Identity: Mediating Role Of Professional Development

Generally, professional development initiatives focus mainly on enhancing teachers’ classroom practices. However, teaching practices without being cognizant of students’ culture and teaching contexts rarely have an impact on students’ learning outcomes. With regard to language teaching, teachers’ knowledge of teaching context is a pivotal factor in learners’ language development. This paper reports on a study that explored how the Cambridge English Teacher (CET) professional development program influenced knowledge of teaching context of English as a Foreign Language (EFL) teachers in a Saudi Arabian public university. Utilizing convergent parallel mixed-methods design, survey questionnaire and semi-structured interviews provide the data to explore the CET experiences of 130 EFL teachers. The combined quantitative and qualitative results show that because of the CET, the participants’ knowledge of the Saudi EFL context was enhanced in the following areas: the status of the English language in Saudi society, learners’ culture, adaptation to institutional policies, building rapport with learner, and learning from multicultural colleagues. Specifically, the findings indicated that EFL teachers from different linguistics backgrounds gained an understanding of how the English language is taught through using culturally sensitive methodologies. Finally, the article recommends steps that seek to help institutes provide context-specific PD to teachers as well as offers directions for current practices and future research.

Fostering the Love of Reading: Dynamics and Sustainability of Book Clubs in Indonesian Universities

The research aimed to reveal the dynamics of the book clubs that the researchers started with and for Indonesian EFL (English as a Foreign Language) students at the university level, as well as the club's impacts on students' learning. Book clubs were essential in nurturing students' reading habits as a community. Studies found that book club activities affected one’s engagement in reading by giving readers the voice, room to participate actively, social support, and the choice to decide what they read. Indonesian university students in the EFL context faced reading engagement issues; the researchers initiated book clubs with the unified mission of growing students' love of reading and forming good reading habits. The research reported a qualitative study of a group of Indonesia Extensive Reading Association (IERA) members sharing reflections on establishing and managing book clubs or literature circles in six universities in Indonesia where the researchers taught. The data of participants' reflections were gathered and analyzed iteratively to find common themes or patterns. As a result, the research finds that the book club activities have fostered the love of reading and inferred the empowerment of collaboration, communication, creativity, and critical thinking. The research also reveals that in setting up a book club at the university level, the support of the university and the readers' community and extended networks are needed. For a book club to sustain itself, four aspects must be considered: participants' involvement, product-oriented activities, voluntarism of participants, and rewards.

The development and validation of a scale for measuring EFL secondary teachers’ self-efficacy for English writing and writing instruction

Although the field of second language (L2) writing has evolved into an independent field of inquiry with the exponential growth in research across contexts in the past decades, relatively less attention has been paid to teachers who write and teach writing in school instructional contexts. In particular, scant research on L2 writing teachers has investigated secondary English teachers’ self-efficacy beliefs for writing and writing instruction. The present study aimed to develop and validate the Secondary English as a Foreign Language (EFL) Teachers’ Self-Efficacy for Writing and Writing Instruction Scale (SEFL-TSEWWIS). A sample of 984 Chinese secondary EFL teachers participated in the study. The final version of the SEFL-TSEWWIS scale was comprised of 26 items measuring three dimensions: self-efficacy for teaching and assessing writing elements; self-efficacy for writing instruction; and self-efficacy for writing. Results of exploratory and confirmatory factor analyses indicated that the SEFL-TSEWWIS scale had good psychometric properties. This study highlighted that EFL teachers’ beliefs about writing assessment and feedback are crucial parts of their conception of self-efficacy beliefs towards teaching L2 writing. Theoretical and pedagogical implications of the findings are provided for English writing teachers and writing teacher educators in EFL contexts.

The Impact of Formative Assessment Towards Students’ Motivation in Learning English: A Meta Analysis

This meta-analysis explores the impact of formative assessment on students' motivation in learning English as a foreign language (EFL) within the context of Indonesia. Drawing on a comprehensive search and analysis of relevant literature, the review investigates the impact of formative assessment on intrinsic and extrinsic motivation, and proposes strategies to enhance motivation through formative assessment. This review examined 37 qualifying studies and analyzes the formative assessment impact, which have been categorized into three aspects namely; (1) the impact on intrinsic motivation, (2) the impact on extrinsic motivation, and (3) the impact on academic motivation and the potential strategies which consisted of four aspects such as (1) Promote Collaboration and Group Work, (2) Scaffold Learning and Provide Support, (3) Encourage Reflective Practices, and (4) Foster a Sense of Competence and Progress. The implications for practice highlight practical recommendations for educators to implement formative assessment strategies in the Indonesian EFL context. By integrating these recommendations, educators can create a dynamic learning environment that enhances students' motivation, engagement, and overall language learning success.

Flipped classroom pedagogy in higher education in EFL contexts: Findings and implications for further research

The primary aim of this article is to examine the existing findings of flipped classroom (FC) pedagogy in higher education institutions (HEIs) for teaching English as a foreign language (EFL) context. Relevant studies have been scrutinised based on keywords, such as higher education, online learning, blended or hybrid teaching, flipped classrooms, and English language instruction in EFL environment. A total of 54 out of the selected 162 articles were analysed using the critical review process as the research methodology, and data were analysed using the content analysis technique. The findings revealed that flipped classroom (FC) had been applied in different parts of the world over many years. But, most of the studies are in science and engineering. Flipped classroom (FC) in the English as foreign language context has remained untapped. Most of the studies conclude that flipped classroom (FC) has more benefits compared to its drawbacks. This review makes several recommendations for further study.

The mechanism for the positive effect of foreign language peace of mind in the Chinese EFL context: a moderated mediation model based on learners’ individual resources

Abstract Foreign language peace of mind (FLPOM) is conceptualized as a Chinese culture-specific low-arousal positive emotional state of inner peace and harmony. It is used to describe learners’ psychological well-being in the Chinese English as a foreign language (EFL) context. This study examines the intermediate mechanism for the positive effect of FLPOM on language achievement by testing learners’ cognitive engagement as a mediator on the relationship between FLPOM and language achievement and competitive psychological climate as a moderator of the mediation effect. Foreign language enjoyment (FLE), a comparatively high-arousal positive emotion, is also tested in the same model for comparison purposes. Results showed that cognitive engagement mediated the relationship between both FLPOM and FLE and language achievement and that competitive psychological climate negatively moderated (i.e., weakened) the mediation effect of cognitive engagement on FLE and achievement, but did not moderate the mediation effect of cognitive engagement on FLPOM and achievement. The findings point to the role of FLPOM in gaining learners’ individual resources (e.g., cognitive engagement) and, more importantly, the distinctive role of the low-arousal emotion of FLPOM in lowering resource loss and maintaining learner engagement in high resource loss (e.g., high competitiveness, high stress) circumstances.

Facilitating EFL learners' intercultural competence through culturally responsive teaching in oral English classrooms

This study explored the potential of culturally responsive teaching (CRT) as a pedagogical approach to intercultural foreign language teaching. Implementing 14 CRT sessions with English as a foreign language (EFL) learners in a Chinese university, this study examined and assessed students' intercultural learning in oral English classes. Based on a mixed-methods analysis of students’ learning journals, interviews, intercultural assignments, and assessment results, this study highlights the potential of CRT in fostering openness, sharing multiple perspectives, and critical meaning-making processes in the Chinese EFL context.