English As A Foreign Language Students Research Articles

Exploring latent profiles in the relationship between learning atmosphere, negative emotions, and willingness to communicate among EFL learners

ABSTRACT The learning atmosphere, negative emotions, and willingness to communicate are pivotal in shaping learners’ experiences and fostering language proficiency. However, further exploration into these dynamics remains limited. Therefore, this study investigated latent profiles within English as a foreign language (EFL) learner and examined how they differ in terms of the relationships between the learning atmosphere, negative emotions, and willingness to communicate. A total of 591 EFL students from various universities across 19 provinces in China participated in the study. Using latent profile analysis, three distinct subgroups emerged: (1) a profile characterized by high learning atmosphere, very low negative emotions, and very high WTC; (2) a profile with moderate levels of learning atmosphere, negative emotions, and WTC; and (3) a profile marked by low learning atmosphere, high negative emotions, and moderately high WTC. The results underscore the significant positive impact of the learning atmosphere on WTC, alongside a marginal negative influence of negative emotions. These findings suggest tailored interventions and support strategies to cater to diverse learner needs, enhancing language learning environments effectively.

Investigating the Impact of Teacher Enthusiasm on Engagement Among Saudi First-Year EFL Students

This study examines the influence of teacher enthusiasm (TE) on student engagement in English as a foreign language (EFL) classroom in Saudi Arabia. Specifically, it explores the relationships between students' perceptions of TE and their levels of engagement, as well as the teaching methods that lead students to perceive their teachers as enthusiastic and the challenges teachers face in maintaining enthusiasm from the student perspectives. A mixed method approach was employed, involving questionnaires distributed to 202 primary year students and semi-structured interviews were conducted with 2 students. The quantitative findings revealed a significant positive correlation between TE and SE. The findings revealed that students perceived certain teaching methods as contributing to teacher enthusiasm, such as varying vocal tones, positive reinforcement, active movement in the classroom, incorporating interactive activities and discussions, and relating content to personal interests. When teachers lacked these enthusiastic methods, students reported a less engaging classroom experience characterized by monotony. Moreover, students reveal key challenges impeding TE which included workload, emotional distress, class timing, and lack of interest from some students. Based on these findings, the study offers practical recommendations for promoting student-centered pedagogy to enhance enthusiasm among EFL teachers and engagement among learners

Motivation and anxiety in Chinese EFL students’ listening process: An idiodynamic approach

This study pioneers the use of the idiodynamic approach to investigate the dynamic interplay between motivation and anxiety in Chinese learners of English as a foreign language (EFL) during listening tasks. Despite the acknowledged importance of understanding moment-to-moment fluctuations in language learning motivations and emotions, research has yet to explore these dynamics within listening comprehension contexts using this approach. To address this gap, the authors enlisted five Chinese EFL learners to examine how motivation and anxiety fluctuate and interact during two distinct listening activities: a multiple-choice English listening test and a listening practice task. Utilizing the Anion Variable Tester V2 software, we captured real-time changes in participants’ motivation and anxiety levels, offering a novel lens through which to view these psychological dynamics. Quantitative analysis, including Pearson correlation per task, Pearson correlation in segment, and moving correlation analysis, revealed significant variations in the relationship between motivation and anxiety across individuals and tasks and patterns of positive, negative, and non-significant correlations emerging within tasks. Qualitatively, the study identified that the factors interactively influence the fluctuations of motivation and anxiety. These findings contribute to our understanding of motivation and anxiety’s nuanced roles in language learning and underscore the value of the idiodynamic method in capturing these complex psychological processes. The implications of this research extend to developing more responsive and emotionally attuned language teaching practices.

Exploring the Efficacy, Attitude, and Challenges of Experiencing the Current EdTech Trends in English Language Learning

This study investigated the usefulness and effectiveness of incorporating and engaging technology in second language learning and the problems encountered by students utilizing modern educational technology tools at Majmaah University. The study used a mixed-methods approach. To assess the preparedness and eagerness of EFL learners to utilize current educational technology (EdTech) in their language learning and to examine the attitudes of EFL learners towards various Ed Tech tools, a Likert questionnaire consisting of seven points, ranging from very frequent to never, is disseminated to students at various academic levels. To determine the attitudes of EFL learners, a questionnaire was prepared, ranging from exceptional to very poor. Furthermore, the research identifies the obstacles faced by EFL students. 75 students from various academic disciplines completed the questionnaire, while a semi-structured interview was conducted with seven students to get their genuine and sincere opinions and ideas. The study primarily examined the implications of technological advances on English as a Foreign Language (EFL) learners. Consequently, it was found that EFL learners were entering a new era of digital learning and were undoubtedly benefiting from it, as long as it was not utilized for nonsensical goals. It is essential, however, to tailor the use of Ed Tech tools to the unique learning goals and the level of competence of the learners. Although the study was done on a limited premise, however, the Ed Tech pedagogical implications could be generalized to all EFL learners.

Diploma Students’ Perceptions Regarding the Effectiveness of Using an English-Speaking Practice Application on Their Primary Skills

This paper endeavored to examine the validation of the English-Speaking Practice Application in developing the speaking skills of English as a Foreign Language (EFL) learners. According to the author, the Desuggestopedia teaching method—which strives to establish a comfortable and relaxing learning environment that improves language acquisition—is the basis for this program. Forty-four diploma candidates from Saudi Arabia's Qassim University participated in the study. Over 12 weeks, they spent 30 minutes a week using the app. Using a survey questionnaire, they were asked to rate the app's usefulness, efficacy, and motivational effects. The internal consistency of the questionnaire was high (Cronbach's alpha = 0.89). According to the study's findings, EFL diploma students had a favorable opinion of the English-Speaking Practice App in terms of its usefulness, efficacy, and motivational influence. This study advances the field of language instruction and emphasizes the possibilities of technology-enhanced language learning. The findings of this study can help practitioners and educators create and apply useful tools and techniques to enhance the speaking abilities of EFL students.

Looking for a Fun Way to Learn English Vocabulary? Discover the Magic of Gamification with Digital Flashcards

Junior high school students learning English as a foreign language (EFL) in countries where English is neither the first nor the second language face significant challenges in acquiring vocabulary due to the infrequent use of English outside the classroom and monotonous teaching techniques. However, in the digital era, innovative educational tools like Digital Flashcard-based gamification offer an interactive and engaging solution. This study aims to understand junior high school EFL students' perceptions of learning English vocabulary through gamification using Digital Flashcards. The research was conducted as Classroom Action Research (CAR) and involved 32 junior high school students in Madiun District, Indonesia, learning English as a foreign language (EFL). Over eight meetings, these students engaged in learning animal-related vocabulary using Digital Flashcard-based gamification. Data were collected through pre-test and post-test and interviews to gather students' perceptions of the learning experience. The results indicate that students' vocabulary mastery significantly improved after using gamification-based Digital Flashcards, with an average increase of 15 points. The pre-test average score was 60, which increased to 75 in the post-test. The gamification elements (story, mechanics, aesthetics, and technology) enhanced students' exposure, attention, and enthusiasm during learning. Vocabulary mastery was effectively facilitated through diverse gamified activities. This study demonstrates that incorporating Digital Flashcards in a gamified format is an effective tool for improving vocabulary learning among EFL students.

Psychological well-being and autonomy are guaranteed: an analysis of the significance of cognitive emotion regulation and reflective teaching in the careers of university EFL teachers

PurposePsychological well-being is a central aspect of mental health, and it can be defined as the presence of enjoyment and fulfillment, as well as resilience. Different factors are critical in the tone and melody of language teachers’ psychological well-being. Cognitive emotion regulation (CER) pertains to the intentional cognitive strategies employed by educators in order to regulate and confront emotionally taxing content.Design/methodology/approachA quasi-experimental strategy was used in the present experimental analysis. A total of 87 EFL students were split into two groups: one to participate in the experiment and another to serve as a control. The control group of students got regular teaching without any changes or additions to their books.FindingsPath analysis results demonstrated that cognitive emotion regulation and reflective teaching were able to accurately forecast the teachers' psychological well-being at the institution.Practical implicationsThe study's results suggest that it is essential for teachers, including language instructors, to undergo training in cognitive emotion regulation and reflective teaching in order to ensure their psychological well-being.Originality/valueTo achieve an optimal level of CER, educators must be equipped with a repertoire of effective strategies to promote the necessary equilibrium. Reflective teaching encompasses the critical analysis of an educator's fundamental convictions about pedagogy and the acquisition of knowledge, as well as the evaluation of their teaching process. To date, no study reflects on the possible connections between these variables in a single study. In light of this, the focus of this study was to discover how reflective teaching and cognitive emotion regulation affect the psychological health of English as a foreign language (EFL) university professors.

Paper assessment or online assessment: exploring the impact of assessment modes on EFL students’ language learning outcomes and personal development

This research explores how paper and online assessments (OA) can affect EFL learners’ personal development variables such as self-esteem, mindfulness, demotivation, and language learning development. Sixty intermediate English as a foreign language (EFL) students participated in the current research and were randomly grouped into the experimental group (EG) and the control group (CG). Before the intervention, the data collection tools assessing language learners’ self-esteem, mindfulness, demotivation, and language learning development were administered as pre-tests to all the participants. Subsequently, the EG was taught all lessons of the coursebook, Top Notch 2, by utilizing OA while the CG was taught the identical lessons using a conventional (pen and paper) assessment. In the post-treatment phase, the two groups completed the post-tests on self-esteem mindfulness, demotivation, and language learning progress. The study demonstrated that the EG group outperformed the CG group on the four post-tests. The findings indicate that the intervention of OA significantly enhanced language learning outcomes and psychological well-being regarding the measured personal development variables. The enhanced efficacy in the EG group can be ascribed to the utilization of OA during the treatment phase, which has a beneficial effect on academic and personal development. This study also posits that integrating OA augments psychological engagement and language development among EFL learners. It highlights the implications of the results associating teaching EFL via OA with the observed personal development aspects and attributes them to effects of positive psychology.

Integrating augmented reality in EFL reading comprehension: a mixed-methods study

Reading comprehension presents persistent challenges for English as a Foreign Language (EFL) learners, yet augmented reality (AR) tools offer promising opportunities to augment reading support. This mixed-methods study investigated the efficacy of AR applications for improving reading comprehension among 98 intermediate-level EFL students (ages 22-36). It also explored six EFL teachers’ perspectives on their use of AR in the classroom through semi-structured interviews. One-way ANCOVA was used to quantitively examine the effects of AR applications on learners’ reading comprehension and thematic analysis was utilized to analyze the data of the interviews. The quantitative results showed the effectiveness of thoughtfully designed AR applications for enhancing EFL reading comprehension. The qualitative findings of the interviews indicated that teachers valued AR technology as an effective and beneficial tool for EFL learners. They recognized its potential for facilitating deep learning of language skills, enhancing learners’ positive attitudes, and increasing their willingness to use AR-based approaches in EFL classes. However, teacher perspectives highlight the complexities and challenges of implementing emerging AR technologies in EFL contexts. The findings of the study called for adopting AR technology to enhance language learning experience, increase learners’ engagement, and create a more favorable environment for language learning. Practical strategies for integrating AR in EFL contexts and pedagogical implications for reading comprehension are discussed.

The Use of Short Stories to Improve Vocabulary: Understanding the Perceptions of EFL Students

The integration of technologies, such as virtual learning environments, web-based collaborative setups, and gamified applications, tend to promote the positive effects of short stories on vocabulary learning in a foreign language. This study investigates the effectiveness of using short stories as a pedagogical tool for enhancing vocabulary acquisition in English as a Foreign Language (EFL) students. Two cohorts of participants took part simultaneously in a course to improve vocabulary through short stories graded according to their level of proficiency. The highly validated tool MSLQ was applied to gather perceptions of motivation and learning strategies throughout the course. Correlational analyses suggest that short stories, combined with appropriate technological and pedagogical strategies, offer a powerful approach to vocabulary learning in diverse educational contexts. The study also emphasizes the importance of self-regulated learning mechanisms, which promote learner autonomy and self-efficacy, leading to better vocabulary outcomes. This research contributes to the understanding of effective vocabulary learning and provides practical insights for educators seeking to enhance EFL students' language mastery.

Exploring university students’ preferences and satisfaction in utilizing digital tools for foreign language learning

This article investigates the utilization of digital resources, including applications like Duolingo, ChatGPT, and Google Translate, in the language learning practices of English as a Foreign Language (EFL) college students from the Czech Republic, Taiwan, and Iraq. Through a questionnaire-based approach, the study explores the digital tools employed, activities conducted, satisfaction levels, and the impact on language skills. Findings reveal diverse usage patterns and positive perceptions, highlighting the multifaceted role of digital resources in vocabulary acquisition, skill development, and language exploration. While participants express overall satisfaction, challenges such as connectivity issues and content variety are identified. The study’s most important finding is that digital resources like Duolingo, ChatGPT, and Google Translate significantly enhance EFL students’ language learning experiences through increased engagement and skill development, despite challenges such as connectivity issues and content diversity. The study underscores the need for ongoing improvement in digital language learning tools and suggests avenues for future research, emphasizing long-term impact, personalized learning paths, emerging technologies, and socio-emotional aspects. Despite limitations, the research provides valuable insights into the dynamic interplay between technology and language education in diverse cultural contexts.

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.

The Influence of Social Media on Improving the Pragmatic Skills of EFL Saudi University Students

Social media platforms can be a gateway through which English as a foreign language (EFL) students gain access to the world of the target language, communicate with native speakers, and learn more about their culture. Against this background, the present study aims to investigate whether EFL students’ use of social media has impacted the development of their pragmatic competence and conversational skills. Sixty Saudi EFL students, aged 17 or older, studying in the English Language and Translation Department at the Saudi Electronic University participated in the study. Data were collected through an online questionnaire that assessed the participants’ perceptions of using social media networks to practice their English conversation skills. The results showed that social media use had a positive impact on the students’ pragmatic and conversational skills. Specifically, a significant proportion of the participants reported an awareness of conversational and pragmatic improvements resulting from social media use that may not be available in traditional classroom settings. These findings suggest that technology-assisted language learning, particularly learning using social media, should be incorporated into language instruction to improve EFL students’ pragmatic and conversational knowledge. In this regard, social media networks are especially valuable in providing authentic and meaningful language and interaction opportunities. Future research could examine other forms of technology-assisted language learning beyond social media and employ a mixed-methods approach to gain a more comprehensive understanding of the impact of mobile-assisted language learning (MALL) on EFL learners’ pragmatic and conversational proficiency.

Metaphorical conceptualizations of generative artificial intelligence use by Chinese university EFL learners

The unveiling of ChatGPT 4o by OpenAI, a multimodal large language model powered by Generative Artificial Intelligence (GenAI), has injected interest and incited debate throughout the echelon of education institutions regarding its prospective benefits and drawbacks. Nonetheless, investigations into the learners’ perceptions of GenAI use in learning English as a Foreign Language (EFL) remain markedly insufficient. The study adopts an explorative stance and aims to explore the attitudes and perceptions of Chinese EFL learners toward GenAI use in language learning through the application of metaphor analysis. Data were collected from 281 EFL students of varying majors in four key universities across China by completing a sentence using metaphors to elicit their attitudes and perceptions toward GenAI use in language learning. Through qualitative analysis of metaphorical constructs, including HUMANS, TOOL/MACHINE, BRAIN, RESOURCES, FOOD/DRINK, and MEDICINE metaphors, the study unveils a spectrum of attitudes toward GenAI. While some language learners perceived GenAI as supportive, helpful, and intelligent, others expressed concerns about over-reliance and potential loss of critical thinking skills. The findings underscore the importance of considering learners’ diverse attitudes and beliefs toward GenAI use and application in language learning pedagogy. The implications of these findings for the future integration of GenAI in language education are discussed, complemented by recommendations for further research and pedagogical practice.

Effects of peer feedback in English writing classes on EFL students’ writing feedback literacy

Despite the increasing scholarly attention towards students’ writing feedback literacy in recent years, empirical explorations of effective approaches to enhancing this capacity remain scarce. While peer feedback often plays an important role in English as a Foreign Language (EFL) writing development, few studies seem to have addressed the potential impacts of peer feedback activities on students’ overall writing feedback literacy. To fill this gap, a mixed-methods study was designed to investigate the effect of peer feedback activities on students’ writing feedback literacy development across such dimensions as appreciating feedback, making judgements, acknowledging different sources of feedback, managing affect, and taking actions with feedback. Two intact classes, one as the experimental group and the other control group, participated in the study. The experimental group engaged in peer feedback activities during the semester (12 weeks), whereas the control group received conventional teacher feedback only. The pre- and post-intervention results based on a writing feedback literacy scale were compared between the two groups, in addition to the analysis of interviews with the teacher and focal students from the experimental group, as well as students’ written assignments and revisions after receiving peer feedback. Results showed that peer feedback activities could significantly improve students’ appreciation of feedback and their ability to make judgements. Nevertheless, no significant changes in other dimensions were identified. These findings extend the current understanding of EFL students’ writing feedback literacy and hold valuable pedagogical implications.

Using Artificial Intelligence Chatbots to Support English-as-a-Foreign Language Students’ Self-Regulated Reading

Self-regulated learning (SRL) has been integrated into English-as-a-Foreign Language (EFL) reading instruction to enhance students’ reading achievement. Evidence indicates that providing personalized support is critical to SRL. However, providing personalized support is time-consuming and challenging to implement in language classrooms. Although personalized support has been built into many online reading systems, the support is often delivered in a one-way manner, with little chance for follow-up discussions. This innovation in practice introduces an artificial intelligence (AI) chatbot developed to provide personalized SRL support for EFL students in reading. The AI chatbot was designed as a reading companion to facilitate active, out-of-class reading that expands in-class instruction. By giving autonomy to students to engage with appropriate reading materials and receive personalized self-regulated reading (SRR) guidance, the innovation empowered learners to overcome challenges in the reading process and facilitated their use of SRR strategies. The pedagogical values of the innovation were explored from students’ perspectives. Future pedagogical directions for AI-supported SRR instruction is also discussed.

How am I going? Behavioral engagement mediates the effect of individual feedback on writing performance

BackgroundSuccessful feedback should provide learning goals, evaluate current performance and indicate improvement strategies. Furthermore, feedback can only positively affect student performance if students actively engage with it. Thus, it is necessary to consider the feedback reception process in addition to the feedback information itself. AimsThis study compares the effects of different types of feedback information on the writing performance of lower secondary students of English as a foreign language (EFL) in a digital learning environment. Behavioral engagement was considered as a mediator of the feedback effect. SampleParticipants were N = 338 eighth- and ninth-grade EFL students (54.7% female) enrolled in lower-secondary education within the Swiss school system. MethodsWe conducted a web-based randomized-controlled experiment, in which students were randomly assigned to four conditions receiving varying amounts of rubric-based feedback information. We used log data (time on feedback page) as a proxy for their behavioral engagement with the feedback. ResultsEven though writing performance improved substantially across conditions, there were no differential effects of the type of feedback information on performance. However, EFL learners who received individual performance information spent more time with the feedback, especially those with low prior achievement. Mediation analysis showed that the effectiveness of the feedback was mediated by the time spent on the feedback as an indicator of students' behavioral engagement. ConclusionsAdvantages for individual performance feedback over more general information were observed as a function of time spent with the feedback. This finding implies that engagement should be considered in feedback research.

Exploring the effectiveness of digital writing tools on Thai EFL students’ writing

Mastering writing in English is crucial for English as a foreign language (EFL) learners; nevertheless, they encounter numerous difficulties, such as idea development, grammar complexities, vocabulary range, or even the pressure from writing anxiety. Consequently, many educators employ digital writing tools to enhance EFL learners’ English writing skills. This study aimed to explore Thai EFL university students’ perceptions of two digital writing tools, Paragraph Punch and ProWritingAid, as well as to investigate students’ writing performance. Participants consisted of 53 undergraduate EFL students enrolled in English education at a university in Thailand. Three research instruments were utilized: a 30-item questionnaire investigating participants’ perceptions of writing problems, a pre- and post-writing test assessing students’ writing development, and a semi-structured interview exploring students’ views on integrating digital writing tools in writing classes. The questionnaire findings emphasized various challenges students encountered in writing, including difficulties with idea development, grammar, and paragraph organization. The research further indicated a significant enhancement in students’ writing abilities after using digital writing tools. Additionally, students perceived that the improvements in their writing proficiency were due to the supportive guidance and real-time feedback provided by these digital writing tools. Nevertheless, there were concerns regarding excessive dependency on digital tools, the need for supplementary teacher feedback, and technological barriers.

Exploring the relationship between burnout, learning engagement and academic self-efficacy among EFL learners: A structural equation modeling analysis

This study examined the role of learning engagement and academic self-efficacy in the feelings of burnout among English as a foreign language (EFL) students from China (N = 197). Three closed-ended scales were employed in the quantitative phase of this study to explore the relationship between the latent variables. Additionally, a hypothetical model was created and verified using Pearson's correlation analysis, structural equation modeling (SEM), path analysis, and mediating effect test. The investigation results demonstrated that while learning engagement was positively correlated with medium levels of academic self-efficacy, student burnout was inversely correlated with both variables. Among Chinese EFL students, academic self-efficacy and learning engagement are predictive of burnout, and learning engagement can act as a mediator to reduce the impact of academic self-efficacy on burnout. The implications for EFL teaching and learning are discussed in light of those findings, including enhancing EFL students' self-efficacy to reduce pessimism and increase academic achievement.

Effects of an AI-supported approach to peer feedback on university EFL students' feedback quality and writing ability

This study examined the impact of an artificial intelligence (AI)-supported approach to peer feedback provision on the feedback quality and writing ability of English as a foreign language (EFL) student reviewers. The researchers integrated an AI chatbot named Eva into an online peer review system to assist students in generating feedback. A total of 124 Chinese undergraduate students participated in nine peer review tasks over three weeks, with 64 students in the experimental group (using Eva) and 60 students in the control group (without AI support). Pre- and post-tests were conducted to assess the quality of student reviewers' peer feedback and these feedback providers' writing performance before and after the intervention. The findings revealed that the intervention significantly enhanced students' feedback quality. Additionally, the study showed that the proposed approach improved feedback providers' writing ability. This research underscores the potential of AI technology in enhancing EFL writing instruction.