English As A Foreign Language Settings Research Articles

Academic buoyancy, hope, and behavioral engagement in learning English as a foreign language: A mediation model

With the enhancement of positive psychology movement in educational field, the contributive role of academic buoyancy on academic and well-being outcomes has been validated. However, few studies have been conducted to explore the mediation mechanisms between academic buoyancy and engagement, especially in the field of teaching English as a foreign language (EFL). Inspired by the control-value theory (CVT), this study set out to examine how EFL buoyancy related to behavioral engagement, using a latent structural equation modelling (SEM). Gender, age, and family resources are controlled while validating the hypothesized model of “academic buoyancy—hope—behavioral engagement”. The sample comprised 542 students (47.7% female) in their second year of secondary education who responded to survey items in a cross-sectional design. Our findings reveal that academic buoyancy was positively correlated with hope, and behavioral engagement in the EFL settings. Also, it was found that the emotional experience of hope fully mediated the relationships between academic buoyancy and behavioral engagement. The hypothesized model accounts for 79.0% of the variance in EFL hope and 54.5% of the variance in behavioral engagement. These findings shed light on the influence mechanism of academic buoyancy on behavioral engagement in learning English as a foreign language. Implications, limitations, and directions for future research are discussed.

Silencing Anxiety with Social Savvy: The Role of Interpersonal Intelligence in EFL Classrooms

Communication anxiety significantly hinders learning outcomes in English as a Foreign Language (EFL) classrooms. This research explores the correlation between interpersonal intelligence and communication anxiety among high school students, assessing how variations in interpersonal skills influence anxiety levels during EFL interactions. Employing a quantitative approach, the study engaged 32 eleventh-grade students from class 11 MIPA 3 at SMA Mekar Arum, selected through random sampling. Data were collected using designed questionnaires to evaluate interpersonal intelligence and communication anxiety and analyzed with Pearson Product Moment Correlation via SPSS 22.0. The results indicated a significant negative correlation between interpersonal intelligence and communication anxiety (r= -0.494, p < 0.05), demonstrating that students with higher interpersonal intelligence experience lower communication anxiety. Notably, 65.6% of the students demonstrated medium levels of interpersonal intelligence, while 34.4% had high levels. In terms of communication anxiety, 56.3% of students experienced moderate levels, and 43.8% experienced high levels. Conclusively, this study underscores the importance of fostering interpersonal intelligence as a strategic approach to alleviate communication anxiety in EFL settings. It recommends that EFL instructors integrate group-based and interactive activities that enhance interpersonal relations among students to improve their educational experience and outcomes.

Teacher support and its impact on ESL student engagement in blended learning: The mediating effects of L2 grit and intended effort

BackgroundIn the shifting paradigm of English as a Foreign Language (EFL) instruction, blended learning has become increasingly prevalent, necessitating understanding factors that drive student engagement. The research delves into the intricate interaction between teacher support and student engagement, postulating that L2 grit and intended effort function as mediators within this dynamic. MethodsWe employed a cross-sectional design involving a sample of 712 EFL students engaged in blended learning courses. Through quantitative analysis, we measured the constructs of teacher support, L2 grit, intended effort, and student engagement with validated scales. Structural Equation Modeling (SEM) was applied to investigate the relationships between these variables and to test the hypothesized mediation effects. ResultsThe results demonstrated that teacher support correlated with higher levels of student engagement. L2 grit and intended effort were identified as significant mediators in this relationship. L2 grit acted as a bridge between teacher support and student engagement, reflecting the essential role of perseverance and passion for long-term language learning objectives. Intended effort further mediated this relationship, indicating that supportive teacher behaviors foster greater student effort, enhancing overall engagement. The study also revealed a chain mediation effect, suggesting that teacher support sequentially enhances L2 grit, which in turn increases intended effort, cumulatively leading to improved student engagement. ConclusionThe findings offer evidence of the central role of teacher support in bolstering student engagement through the development of L2 grit and the enhancement of intended effort. This paper underlines the necessity of a supportive learning environment in blended EFL settings and presents a novel sequential mediation framework that can guide educators, curriculum designers, and policymakers in creating more effective learning experiences.

Unlocking Potential: Navigating CLT for Adolescent English Learners in Egyptian Public Schools

This study critically analyzes the intricate relationship between age and Second Language Acquisition (SLA), particularly within the framework of Communicative Language Teaching (CLT) in English as a Foreign Language (EFL) settings. Recent research challenges conventional views on the optimal age for language acquisition, highlighting the diverse factors influencing learning across different life stages. Insights from contemporary studies offer a nuanced understanding of the multifaceted aspects shaping language acquisition, prompting a reevaluation of age-related concepts in SLA. Utilizing a mixed-method approach integrating literature review and personal reflection through autoethnography, the study investigates the complex dynamics between age and SLA within CLT frameworks in Egyptian government schools. It aims to offer valuable insights and implications for instructional practices tailored to adolescent English language learners in this context, including an examination of specific challenges and opportunities within the Egyptian secondary school EFL setting. The review concludes by exploring new perspectives on the Critical Period Hypothesis (CPH) and its implications for instructional practices in CLT-based environments for adolescent English language learners in Egyptian government schools.

Writing to Learn: Reflective Writing as an Educational Method for Saudi EFL Students

This study explores the implications of training English as a Foreign Language (EFL) students in reflective writing and its impact on their writing ability. Reflective writing refers to critical analysis of an experience, recording its impact on the self, and planning the use of the newly gained knowledge. The study was conducted with 28 EFL students at a Saudi university with half of them exposed to reflective writing techniques and writing output compared in the pre-post-test design. Results showed that students in the experimental group performed noticeably better on their writing assignments showing that reflective writing holds much promise as an instructional technique for enhancing EFL students' writing abilities. The study also found that the experimental group's attitude toward writing had improved as the intervention not only improved their writing abilities but also, helped them develop a more favorable attitude toward the writing process. Finally, it is reported that no correlation was found between students' attitudes and achievement in post experiment. The study emphasizes the need of reflective writing in the EFL setting on the premise that including these techniques in the writing curriculum would likely enhance students’ writing in English.

Strategies for Reducing Anxiety in EFL Classroom: An Academic Review

Anxiety is a significant issue in English as a Foreign Language (EFL) classrooms, impacting learners' performance and overall language acquisition. This theoretical review examines recent research findings and effective techniques for reducing anxiety in EFL settings. Drawing on qualitative methodologies and empirical studies from the past five years, the review highlights various factors contributing to anxiety, including low self-esteem, fear of mistakes, and pressure from peers and teachers. The Foreign Language Classroom Anxiety Scale (FLCAS) emerges as a valuable tool for measuring anxiety, focusing on exam anxiety, communication anxiety, and fear of poor grades. The review identifies several strategies to alleviate anxiety, such as creating a supportive environment, delaying error correction, providing ample speaking practice opportunities, and incorporating relaxation techniques. Additionally, interventions like game-based learning, music instruction, and cooperative learning activities demonstrate promise in reducing anxiety and enhancing motivation among EFL learners. The review underscores the pivotal role of teachers in mitigating anxiety by offering effective feedback, facilitating speaking practice, and fostering a welcoming classroom environment conducive to language acquisition. Ultimately, the review emphasizes the importance of understanding and addressing anxiety to promote successful language learning outcomes in EFL classrooms.

Exploring the Influence of Socio-Cultural Factors on Teacher Development in the Saudi EFL Setting

This research article explores the complex relationship between socio-cultural factors and teacher development within the English as a Foreign Language (EFL) context in Saudi Arabia. Acknowledging the pivotal role of teacher growth in enhancing language education, the study seeks to unravel the influence of socio-cultural elements on the professional development of EFL educators in the unique Saudi Arabian educational landscape. Through the lens of qualitative research, this investigation employs in-depth interviews with 10 Saudi teachers actively engaged in teaching English at the university level. The thematic analysis method was chosen for its suitability in identifying patterns and recurring themes within the qualitative data, allowing for a comprehensive exploration of the socio-cultural dynamics influencing teacher development. Themes such as societal perceptions of the teaching profession, the influence of traditional teacher-development approaches, group learning, community support, cultural sensitivity, and Islamic values emerge as crucial elements shaping the participants’ experiences. The study highlights the intricate ways in which cultural norms and societal expectations interact with teachers’ professional journeys, impacting their teaching methodologies, beliefs, and overall development. The findings offer valuable insights for educators, policymakers, and researchers seeking to enhance teacher development programs within diverse cultural and linguistic contexts.

Task-Based Language Teaching Training Program: Vietnamese Private Language Center Teachers’ Belief

While Task-based Language Teaching (TBLT) has been widely researched and accepted as a potentially powerful teaching method in language education around the world, research examining the teachers’ beliefs about the impacts of a training on TBLT to date has remained limited. In Vietnam, studies on this topic were scarce (Nguyen & Jaspaert, 2021). This study thus investigates the Vietnamese English as a Foreign Language (EFL) in-service teachers’ beliefs about the impact of a TBLT training program. To collect data, classroom observations followed by semi-structured interviews were conducted with five volunteer teachers. The findings showed that the teachers generally had strong beliefs in the usefulness of the TBLT training program for professional development, and their willingness to pursue TBLT teaching. Although there exist barriers hindering this TBLT training program, many teachers expressed interest to undergo more TBLT training in the future. The findings in this study are expected to provide some insightful pedagogical implications for developing a TBLT training program for in-service teachers in the similar context of language education in Vietnam and other EFL settings.

The Impact of Explicit Film-Based Instruction on EFL Learners’ Comprehension of Conversational Implicatures

This study investigates the effectiveness of explicit film-based instruction in enhancing the comprehension of conversational implicatures among Saudi undergraduate learners of English as a foreign language (EFL). Overall, 144 participants were randomly assigned into experimental and control groups. Explicit film-based instruction on conversational implicatures was given to the experimental group. Pretest and posttest multiple-choice tests were employed as assessment instruments. This study focused on six types of conversational implicatures based on Bouton’s taxonomy: irony, indirect criticism, sequential, minimum requirement, pope question, and relevance. The findings revealed explicit film-based instruction had a significant positive impact on the development of learners’ comprehension of conversational implicatures, specifically in irony, pope question, relevance, and sequential implicatures. However, the study found certain types, namely indirect criticism and minimum requirement, demonstrated resistance to instruction in EFL settings and remained problematic. The pedagogical implications of the study offer valuable insights for language teachers, curriculum designers, and students.

Attitudes of EFL learners towards communicative language teaching

The main purpose of this study is to investigate the attitudes of EFL students towards CLT in an Afghan EFL setting. Communicative Language Teaching (CLT), as a responsive teaching approach to the needs of learners, has been extensively recognized as a favorable approach for English as a Foreign Language (EFL) teachers and learners around the world. It also attempts to determine the effects of CLT activities on their motivation and CLT challenges based on their demographic profile. The data were collected from 201 English major undergraduate students from the Faculty of Language and Literature at Takhar University purposefully through a questionnaire that consists of 30 items. For answering the research questions, descriptive statistics, sample T-test, and a one-way ANOVA test were employed. The findings revealed that Afghan EFL students have positive attitudes towards CLT approach. The study also showed that the attitude of the students towards CLT is positive in terms of their gender. Moreover, there is no statistically significant difference among the group factors (age, first language, and English learning experience) of the participants.

Exemplar of Micro Strategies in Teaching Speaking in Indonesian Context

The post-method era is currently experiencing a surge in popularity within the realm of English language teaching, particularly in the context of English as a Foreign Language (EFL), such as in Indonesia. Given the crucial role of Speaking as a central element in communication, it requires meticulous attention and instruction in an EFL setting. Teachers play a pivotal role in preparing effective strategies to assist learners in achieving fluency and accuracy in spoken English. Consequently, this paper aims to expound on the recommended micro strategies derived from Kumaravadivelu's post-method framework. It delineates the macro strategies of post-method in English Language Teaching (ELT) as the foundational elements for creating micro strategies tailored to the teaching of Speaking in the Indonesian context. The article outlines ten macro strategies, which include increasing learning opportunities, facilitating negotiated interaction, minimizing perceptual mismatches, activating intuitive heuristics, fostering language awareness, contextualizing linguistic input, integrating language skills, promoting learner autonomy, ensuring social relevance, and raising cultural consciousness. Drawing on this strategic framework, the article gives illustrated instances of classroom activities and instructional tactics, dubbed micro strategies, that have been utilized to improve Indonesian learners' EFL Speaking competency.

Zooming in on Telecollaborative Exchanges (TE) through the Eyes of Global English Teachers

Promoting Intercultural Communicative Competence (ICC) through telecollaborative exchange (TE) in the English as a Foreign Language (EFL) milieu has attracted many scholars. Despite a voluminous literature study on TE in EFL settings, studies on how teachers implement TE and perceive these intercultural exchange meetings are scant. Thus, this case study aimed to fill the empirical void by delving into the implementation of TE in non-Anglophone settings mediated by Zoom and the teachers' perceptions of these intercultural exchanges enactment. To meet these research objectives, four English teachers from Croatia, Indonesia, Belarus, and India were recruited. Empirical data were amassed through observational field notes and interviews. The study showcased how the teachers organized TE and revealed their performed roles to scaffold the students in TE. The findings also portrayed their perception of TE grounded within their motives and pedagogical beliefs. Drawing upon these results, the study offers some implications for teacher professional development.

AI in teaching English as a foreign language: Effectiveness and prospects in Kazakh higher education

The article analyses the implementation and efficacy of artificial intelligence in teaching English to first-year students at the Abai Kazakh National Pedagogical University. The present study examined the effects of AI chatbots on students' speaking abilities and overall experiences in the English as a Foreign Language (EFL) classroom. The participants were 11 EFL teachers and 51 Abai University students, who were randomly assigned into two groups: an experimental cohort and a control cohort. The experimental group, consisting of over 26 students, received instruction through AI-based educational programs, while the control group, comprising over 25 students, received instruction through traditional teaching methods. Employing a pre-and post-test research design, the present study undertook a comparative analysis of students' progress in English speaking skills, both within and between experimental and control groups. The findings of the conducted tests have indicated that both groups exhibited a significant improvement in their oral communicative abilities, as evidenced by their performance in the two speaking tasks, namely reading a text aloud and answering questions. As for the student's proficiency and fluency, it was observed that there was no significant difference between the two groups in terms of pronunciation. However, a discernible variation was detected in their intonation and stress patterns during the reading task. The results of this questionnaire offer an analysis of students' attitudes and opinions regarding integrating AI chatbots into language learning. This sheds light on the potential benefits and limitations of utilising such technology in the EFL context. Furthermore, the recent study explores the potential of AI chatbots as an effective tool to facilitate language learning and their future applications in the EFL setting. The implications of the research findings are thoroughly discussed, considering how AI chatbots can potentially enhance language learning and their potential usefulness in EFL education in the future.

Vocabulary Complexity in EFL University Students’ Academic Texts

This paper examines students’ use of vocabulary in English as a foreign language (EFL) in academic writing. However necessary, the specific vocabulary used by students in academic EFL settings has not received sufficient attention. Thirty-one EFL students at a Costa Rican public university participated in this study, which was conducted over the course of a year. The researcher collected data from participants’ final research papers and used specialized software to determine their vocabulary usage. Data analyses indi- cate that: 1) lexical variety is above average, 2) students’ academic vocabulary is high but does not include all the possible subtypes, 3) students range between a C1 and C2 English level in the English Vocabulary Profile (EVP) distribution, and 4) metadiscourse markers are used but highly repetitive in students’ papers. These conclusions are con- sistent with the reviewed literature; they imply a high degree of variation across popula- tions. Furthermore, the analysis suggests that direct instruction may broaden students’ lexicon. These findings should serve as a springboard for implementing new teaching strategies that stimulate a curricular evaluation of the study plan.

Adapting Corpus Linguistics for Primary EFL Education in Vietnam: Perspectives from Linguistics Scholars

This qualitative study investigates the perspectives of Vietnamese linguistics scholars on the integration of corpus linguistics into primary English as a Foreign Language (EFL) education. Through semi-structured interviews with nine scholars from two leading Vietnamese institutions, the research explores the applicability, challenges, and strategies of implementing corpus linguistics for young learners in Vietnam. Participants, categorized into novice, mid-career, and near-end career stages, offer diverse viewpoints on this innovative teaching approach. The underpinning theoretical frameworks are sociocultural theory and constructivist learning theory. The thematic analysis reveals four key themes: tailoring corpus linguistics to young learners’ needs and abilities, the challenges in implementing corpus linguistics in primary EFL settings, the gap between theoretical knowledge and practical application, and the role of cultural context in corpus linguistics application. The study finds a consensus on the need for simplifying and contextualizing corpus materials to suit young learners’ cognitive and cultural backgrounds. Challenges identified include adapting corpus materials, teacher training inadequacies, and curriculum integration difficulties. The gap between theory and practice highlights the need for hands-on teacher training and comprehensive resource development. Furthermore, the importance of culturally relevant corpus materials is emphasized, balancing local and global cultural elements. This study contributes to the field of EFL education by highlighting the specific challenges and strategies for implementing corpus linguistics in the Vietnamese primary education context. It underscores the importance of culturally and pedagogically sensitive approaches in language teaching innovations.

Hinderance or Assistance: A Case Study on the Application of First Language (L1) in an English as a Foreign Language (EFL) Classroom at an English Language Institution

L1 use inside EFL classrooms has been a topic of continuous discussion for a considerable period of time, with no prevailing opinion about its impact and extent within L2 (second language) learning environments, particularly within Chinese language institutions. The primary objective is to address the current gap in research and acquire a thorough comprehension of the true effects of L1 use in an EFL classroom. This was achieved through the observation of a specific teaching scenario and conducting an interview with the instructor. Data were classified using Tasçi and Aksu’s nine functions of L1 use. The results suggest that the most often observed functions of L1 in the context of education include imparting instruction, translating new terms, and attracting attention. Additionally, it was found that L1 is most frequently used during the vocabulary section and in the middle of each instructional session. Furthermore, the interviewed teacher expressed the belief that L1 usage in the classroom has positive effects, since it serves many functions and should be tailored differently depending on the students' levels of skill. This study implies that the inclusion and promotion of L2 in the EFL setting is advantageous, as learners can considerably benefit from a language immersion environment. However, L1 can still be used when deemed essential. Furthermore, during instructional sessions, educators have the opportunity to engage in reflective practices to assess the alignment between their pedagogical strategies and their intended instructional objectives.

Enhancing Cross-Cultural Communication Skills and Cultural Sensitivity in EFL Students

This study employs a mixed-methods design to assess the integration of GeoGuessr and problem-based learning (PBL) in enhancing cross-cultural communication skills and cultural sensitivity among English as a foreign language (EFL) learners in a Chinese context. The quantitative phase, utilizing pre- and post-test measurements with Likert scales, shows significant improvements in the cross-cultural communication skills and cultural sensitivity of the experimental group engaged with GeoGuessr and PBL compared to a control group. The qualitative component, involving systematic observations and semi-structured interviews, highlights differences in instructional environments, student interaction, cultural communication skills, sensitivity, and pedagogical strategies between groups and reveals themes related to increased cultural awareness, critical thinking, collaborative learning, and academic engagement. The findings endorse the potential efficacy of GeoGuessr and PBL in EFL settings, enriching EFL pedagogy and suggesting further research pathways.

Effect of pedagogic intervention in enhancing speech fluency by EFL students: A longitudinal study

The main goal of many students of English as a foreign language (EFL) is to be fluent in the target language, i.e. to be capable to transfer their thoughts smoothly and easily in different contexts. The present study examines the effect of pedagogic intervention on enhancing speech fluency in EFL using a pretest – immediate posttest – delayed posttest design. Two groups of 32 EFL students at a University in Iran took part in the study, receiving the same amount of instruction (18 hours over 18 weeks). The Control group listened to / viewed authentic audio recordings and movies in English, discussed their contents, and completed a variety of speaking skills tasks but received no fluency training. The Experimental group spent part of the time on fluency strategy training, encouraging the memorization, repetition, and retelling of the audio and video materials. Systematic interviews were run to assess the EFL learners’ speech fluency. The findings revealed that the fluency training significantly enhanced the EFL students’ speech fluency. The findings also show that students’ second language speech fluency development can be partly predicted by the fluency in their first language. These results have pedagogical implications for practitioners in EFL settings, material designers, and EFL instructors.

Pedagogical and Ethical Implications of Artificial Intelligence in EFL Context: A Review Study

In the contemporary world, technology is advancing and being integrated in various sectors, impacting human lives in many ways. When the conversation on technological advancements emerges, one of the most prevalent topics is artificial intelligence (AI). AI has gradually developed into an integral part of human lives, with its application being common in finance, healthcare, security, and education. In education, AI can be integrated into English as a Foreign Language (EFL), leading to the introduction of a dynamic realm with profound ethical and pedagogical dimensions. The current study focuses on the interaction between EFL education and AI technologies by analyzing the obstacles and opportunities that might emerge. Pedagogically, AI has multiple advantages to any EFL education setting, which include targeted feedback, automated grading, and personalization of learning experiences, especially for learners with disabilities. However, the use of AI leads to some concerns, including the exclusion of the chance for learning to engage in creative and critical thinking. It is also associated with the possible dehumanization of the learning process and biases that might result from the use of AI software. Also, using AI in an EFL setting raises various ethical concerns, including personal data privacy, academic dishonesty, and a decline in job security for teachers. When teachers do not feel that their jobs are safe, their motivation is likely to decline. Also, using AI in an EFL setting raises concerns such as the loss of cultural nuances and an unhealthy reliance on technology. Thus, there needs to be a balance whenever AI is used in an EFL education setting for the sake of protecting educational objectives and adhering to the ethical standards expected of such settings. This paper highlights the use and impact of AI on EFL pedagogically and the risks and ethical concerns associated with such adoptions. The study is based on the understanding that the multiple benefits associated with the use of AI in education come with challenges that necessitate a balanced approach to implementation.

Teaching GBL Principles to Japanese Students of Education in an EFL Setting

A growing body of evidence shows that game-based learning (GBL) has become an invaluable tool for educators. Despite this fact, Japanese teacher training programs routinely ignore its inclusion. Aiming to address this issue, an innovative content language and integrated learning (CLIL) curriculum was developed in order to teach Japanese students of education the basics of GBL within their English communication classes. This paper presents a comprehensive account of the curriculum's development, the rationale behind it, and explores preliminary evidence regarding students' attitudes towards using GBL principles in their prospective teaching careers following course completion. A total of 147 students with English communication classes were included in the study, ranging from Common European Framework of Reference (CEFR) levels B2 to C1. Although exploratory in nature, early evidence suggests that after having undergone the course, students recognized the value of GBL principles and considered them useful for their future careers as educators. From an English as a Foreign Language (EFL) perspective, instructors observed that the method of teaching described herein fostered a livelier, more enthusiastic, and interactive learning environment compared to traditional EFL classrooms. These findings imply that GBL and game design principles might be useful to include in teacher-training programs, both in Japan and elsewhere.