English As A Foreign Language Students Research Articles

Impact of AI-Supported Multimodal Learning Environments on EFL Students’ Critical Thinking and Self-Regulation

This quasi-experimental study investigates the effect of AI-enhanced multimodal learning environments on improving the critical thinking and self-regulation abilities of English as a Foreign Language (EFL) students in a primary school in Shanxi Province, China. This study had 220 participants, categorized into experimental and control groups. The experimental group participated in learning activities utilizing AI tools like ChatGPT and multimodal resources, whilst the control group adhered to a conventional instructional method. Pre-tests and post-tests were conducted to assess variations in critical thinking and self-regulation. Statistical analysis revealed that students in AI-supported multimodal environments significantly outperformed their peers in critical thinking and self-regulation. These findings indicate that the incorporation of AI technologies in EFL primary education can significantly enhance higher-order thinking and autonomous learning skills. The study enhances the existing research on the efficacy of AI in educational environments and offers practical guidance for educators seeking to adopt AI-augmented learning methodologies in analogous scenarios.

From Excitement to Anxiety: Exploring English as a Foreign Language Learners' Emotional Experiences in the Artificial Intelligence‐Powered Classrooms

ABSTRACTThe use of artificial intelligence (AI) technologies in second/foreign language education has recently gained a bulk of attention. However, the emotional experiences of English as a foreign language (EFL) learners in AI‐mediated classes have been ignored. To fill this gap, the present qualitative study examined 34 Chinese EFL students' perceptions of AI‐induced emotions and regulation strategies. A semi‐structured interview and a narrative frame were used to collect the data. The gathered data were thematically analysed through the latest version of MAXQDA software (v. 2023). The findings revealed that Chinese EFL students had mostly experienced positive emotions of ‘motivation’, ‘excitement’, ‘engagement’ and ‘confidence’. On the negative side, they reported experiencing ‘frustration’, ‘anxiety’ and ‘stress’ more frequently in their classes. Furthermore, the study indicated that the participants had used six strategies, namely ‘seeking help from others’, ‘shifting attention’, ‘cognitive change’, ‘persistent practice’, ‘staying positive’ and ‘suppression’ to regulate their AI‐induced emotions. The findings are discussed and implications are provided for EFL students and educators to understand the emotional aspect of AI injection into L2 education.

EFL Learners' View on the Use of Flip for Oral Practice

Flip, a free video-based app, offers the potential for creating interactive discussion spaces and promoting much-needed oral practice for English as a Foreign Language (EFL) learners. This study aimed to discover A1 learners' perceptions of Flip's usability, effectiveness for oral practice, and perceived advantages and disadvantages. Thirty university beginner students voluntarily participated in an online questionnaire comprising closed-ended questions using the Likert scale and open-ended questions aiming for qualitative data. Findings revealed that the app was overwhelmingly well-received by students who found it easy to use, practical, dynamic, and useful for oral practice. Cited advantages included utility, accessibility, and the ability to view and learn from classmates' videos. A few disadvantages were also mentioned, such as the need for a steady internet connection and some anxiety about sharing videos publicly. The study concluded that learners hold a positive view of Flip Flip and that it should be more widely utilized by English teachers in their classrooms, given its potential for facilitating oral practice and interactive discussions among EFL students.

The Effects of ChatGPT-Generated Feedback on Saudi EFL Learners’ Writing Skills and Perception at the Tertiary Level: A Mixed-Methods Study

Corrective feedback plays a critical role in enhancing writing skills among English as a Foreign Language (EFL) learners, but large class sizes often hinder the provision of personalized feedback. Generative AI tools such as ChatGPT have emerged as promising solutions that offer immediate and individualized feedback for writing. This study examined the effects of ChatGPT-generated feedback in comparison to teacher-generated feedback on Saudi EFL students’ writing skills and perception at the university level. A mixed-method approach was employed to ensure comprehensive data collection and analyses. Using the pretest-posttest control group design, 102 participants were assigned to an experimental group, which received ChatGPT-generated feedback, and a control group, which received teacher-generated feedback. Pretests, posttests, and a perception survey were used to collect the data. ANCOVA, with pretest scores as a covariate, and content analysis of perception data were conducted. The results indicated no statistically significant differences in posttest scores between the experimental group and the control group, suggesting that ChatGPT-generated feedback was as effective as teacher-generated feedback. The perception survey revealed an overall positive attitude toward the use of ChatGPT for academic writing. The study provides empirical evidence supporting the effectiveness of generative AI tools in academic writing contexts.

Mitigating public speaking anxiety among EFL learners through peer teaching: An evaluative survey study

This study investigates the effectiveness of peer teaching in reducing public speaking anxiety among English as a Foreign Language (EFL) learners. Public speaking anxiety is a prevalent issue among EFL learners, hindering their language development and performance. This research employs an evaluative survey design to assess the impact of peer teaching on public speaking anxiety among 67 EFL students. The results show a statistically significant reduction in public speaking anxiety after participating in peer teaching sessions, with a mean anxiety score decreasing from 64.23 to 54.44. The qualitative data further supports the quantitative findings, indicating that peer teaching fosters a collaborative learning environment, reduces fear of judgment, and provides constructive feedback, leading to increased confidence and reduced anxiety. The study highlights the pedagogical value of peer teaching in EFL classrooms, suggesting that it can be a useful tool in addressing public speaking anxiety and improving language learning outcomes.

Cultural and Linguistic Insights through Green Day's Lyrics for EFL Students

This study explores the potential of Green Day's lyrics as an educational resource for English as a Foreign Language (EFL) learners. While traditional language instruction often lacks the cultural and emotional dimensions of authentic language, song lyrics can bridge this gap. Focusing on three Green Day songs—"American Idiot," "Boulevard of Broken Dreams," and "Wake Me Up When September Ends"—this qualitative analysis examines recurring themes, vocabulary, and sociocultural content. Findings reveal that these songs provide learners with relatable content, idiomatic expressions, and a rich array of colloquial vocabulary, supporting vocabulary acquisition and conversational fluency. Moreover, Green Day's lyrics offer insight into American society, including themes of media influence, identity, and social critique, fostering cultural awareness and critical thinking among learners. The emotional engagement provided by these themes also enhances memory retention, aligning with Krashen’s Affective Filter Hypothesis. This study suggests that popular music, particularly songs with cultural depth, can enhance EFL learning by offering an immersive, authentic experience.

EXPLORING THE RHETORICAL STRUCTURES IN UNDERGRADUATE THESIS INTRODUCTIONS: A GENRE ANALYSIS

The introduction section of a thesis or research paper serves as a critical foundation, providing readers with a clear understanding of its objectives, context, and significance. This study aims to analyze the rhetorical structure of introduction sections in undergraduate theses to identify patterns and variations in their construction. Specifically, the research investigates the use of Swales’ revised Create-A-Research-Space (CARS) model in 10 undergraduate theses from two universities. This qualitative analysis uses a dataset randomly selected from a larger corpus, combining Swales’ CARS model with frequency analysis of moves and steps, as described by Kanoksilapatham (2005). The findings reveal consistent application of Moves 1, 2, and 3, although the frequency of specific steps varies. Moreover, all writers demonstrated appropriate sequencing of moves and steps, aligning with the CARS framework. These results aim to provide valuable insights for academic writing pedagogy, particularly for English as a Foreign Language (EFL) instructors, in helping students develop effective thesis introductions. Additionally, the findings contribute to enhancing EFL students' skills in writing well-structured introductions and increasing researchers’ competency in crafting coherent and impactful introductory sections.

An Action Research for Implementing Affective Teaching Strategies for Reducing Anxiety and Increasing Motivation in EFL Beginner Learners at Campus Liberia of Universidad Nacional (UNA) in Guanacaste, Costa Rica

This study explores the impact of teacher feedback and behavior on student motivation and performance in English as a Foreign Language (EFL) classrooms. It highlights the negative effects of harsh feedback and emotional abuse, contrasted with the positive outcomes of supportive teacher-student interactions. Using a mixed-methods approach involving surveys and classroom observations of 64 beginner EFL students, the research identifies various self-motivation techniques students use, such as positive self-statements and relaxation methods. The study also evaluates the effectiveness of a pedagogic proposal incorporating five affective teaching strategies, which significantly enhance student engagement and learning. The findings underscore the importance of a positive and empathetic classroom environment, recommending that teachers and educational institutions adopt supportive and innovative teaching methods to improve EFL education outcomes.

The Analysis of the Turkish EFL Students’ Needs for a Translation Course at a State University

Globalization has made translation an integral part of our daily lives, spanning education, technology, and commerce, thus accentuating its significance. This has prompted universities to offer various translation courses, tailored to their specific contexts. However, the diversity in these programs highlights the need to cater to the distinct requirements of English as a Foreign Language (EFL) learners effectively. This study aims to uncover the specific needs of EFL learners in designing translation courses, with a focus on enhancing their relevance and student-centeredness. By gathering insights into learners’ perspectives on translation courses, the research seeks to understand their preferences and expectations. “What are students’ beliefs and attitudes regarding translation courses in EFL departments?” is the main research question of the present study. To achieve this, 50 EFL students from a state university in Ankara participated in the study, selected through convenience sampling, and responded to a structured questionnaire developed by Hui-Chuan Wang. The questionnaire covered various aspects of course planning, instructional methods, learning objectives, materials, teaching styles, and evaluation techniques. Employing a quantitative approach, the study aims to provide a clear understanding of learners’ expectations and requirements regarding translation courses. Ultimately, the findings are expected to inform improvements to the translation course curriculum at the state university, ensuring it better meets the needs of students.

EFL Learners’ Perceptions About the Challenges Implied in Learning Native Pronunciation in Guanajuato

Achieving native-like pronunciation is often viewed as an essential goal for students learning English as a Foreign Language (EFL), particularly when instructors are from native English-speaking backgrounds and establish teaching standards based on native fluency. However, the emphasis on attaining native pronunciation norms can present challenges for learners whose first language phonology context differs from English. This study explored the perspectives of beginner, intermediate, and upper intermediate-level EFL students at the University of Guanajuato regarding the challenges of learning native pronunciation in a non-native context taught by native English speakers. The findings highlight the complex dynamic between the students' desire for native-like proficiency dominance because of the recognition and praise provided by their teachers and general society and the difficulties EFL learners face in achieving this standard outside an immersive environment.

Students’ Perceptions Related to the Value of Intralingual Dubbing Activities as a Motivational Tool for the Enhancement of Oral Skills in EFL Learning

Didactic Audiovisual Translation (DAT) can contribute a myriad of engaging and inspiring activities to foreign language (FL) education. One of the most inspiring modes is intralingual dubbing (ID), which can become a powerful and effective ally to practice and improve, among others, general oral skills such as pronunciation or intonation. Even though the design and implementation of ID activities have been studied over the past decade, their potential in aiding English as a Foreign Language (EFL) learning environments is still largely unknown (Lertola, 2019). For this reason, this paper examines the implementation of ID exercises with 38 intermediate-level EFL students from Spain. The study focuses, through the collection and analysis of quantitative and qualitative data, on the participants’ perspectives on dubbing tasks as a potentially innovative, motivating, and useful tool for improving oral skills. In terms of perceived usefulness, 94.7% considered ID as “absolutely” or “quite” beneficial for their speaking skills, in line with previous research (Talaván & Costal, 2017). The results offered additional insights on ID’s engaging and innovative value, with 95% of participants expressing very favourable opinions towards the task. Lay summary This paper revolves around the application of intralingual dubbing activities in the foreign language classroom. This dubbing modality involves the replacement of the audio track of a video clip with another created by the students in the same language as the original. To this effect, the paper highlights the importance of preparation prior to the activity, as well as the beneficial effects that may arise after the task. Therefore, firstly, a brief theoretical framework is provided, highlighting the most important research on the implementation of intralingual dubbing in language learning and the relevance of oral skills and pronunciation, with special emphasis on the notions of intelligibility or English as a lingua franca. Next, a proposal for selection criteria to obtain relevant and motivating clips that can be usefully applied in intralingual dubbing tasks is offered, to provide a practical tool for teachers and researchers. On the other hand, the paper includes an analysis of the opinions and perspectives offered by a group of students after carrying out dubbing activities, to study their motivating and pedagogical value in the development of oral skills. These opinions revealed that, in general, the use of dubbing was perceived as an inspiring, attractive, fun, and useful resource to improve their oral skills, intonation and pronunciation.

Building the Medical Lexicon: A Corpus-Based Approach to Optimising Medical Terminology Acquisition for Pre-Health Science Students

Pre-health science students, especially those learning English as a Foreign Language (EFL), encounter substantial challenges in acquiring medical vocabulary, as they must master specialised terminology while developing general English proficiency. This study addresses this issue by proposing a frequency-based, corpus-driven approach to streamline medical vocabulary acquisition and reduce cognitive load. Focusing on the skeletal system chapter of a medical textbook, the research categorises terms into four groups—foundational, intermediate, advanced, and deferred—based on their frequency and relevance within medical discourse. Using Sketch Engine as the primary corpus tool for analysis, high-frequency terms are prioritised in early instruction to build a strong foundation, while more complex terms are introduced incrementally to support progressive knowledge development. Rare, highly technical terms are deferred to advanced stages, ensuring students engage with essential terminology at appropriate learning points. The study provides a practical, data-driven framework adaptable across other medical domains, offering a scalable model to enhance EFL students’ vocabulary acquisition. By aligning instruction with frequency-based categories, educators can better manage students' learning burden, promote retention, and ensure mastery of critical concepts, while also guiding curriculum planning to foster gradual and structured learning progression.

Towards a more equitable education: a lens into EFL teachers’ pedagogical barriers in online assessments

ABSTRACT Online learning and assessment have become a major concern for educators in the field of education due to the many challenges they present. The coronavirus lockdown has profoundly affected the instruction and evaluation processes for English as a Foreign Language (EFL) learners. Therefore, this study aims to investigate the perspectives of EFL teachers on the pedagogical barriers in online assessments. The study employed a mixed-methods approach, involving 28 participants from four different educational settings. During the qualitative phase, in-depth discussions were conducted using the Google Meet app, allowing participants to explore the pedagogical barriers associated with online assessments. The results of the qualitative analysis identified five themes of pedagogical barriers under the central category of fairness and equity: feedback, poor internet speed, learners’ lack of digital literacy, online cheating, and instruction. A ranking scale was subsequently used to assess the perceived importance of these categories. The findings of this study have significant implications for EFL teachers, policy makers, and educational assessment organisations. It provides insights that can inform the development of strategies and policies to address the pedagogical barriers associated with online assessments. By recognising and addressing these challenges, educators and policymakers can enhance the quality and fairness of online assessments, ensuring a more equitable learning experience for EFL students.

Exploring Anxiety in EFL Students' Speech Production

Speaking anxiety is a prevalent issue that significantly hinders the learning process for students of English as a Foreign Language (EFL). This study aims to explore the causes of speaking anxiety among EFL students at PSDKU Aru and to identify coping strategies that may help mitigate the anxiety. The significance of this research lies in its focus on understanding the multifaceted nature of speaking anxiety, which includes both psychological and physiological dimensions, and its impact on students' ability to learn and communicate effectively in English. Data were collected from 37 students in the English Education Study Program using a structured questionnaire, which measured different types of anxiety, contributing factors, and the coping mechanisms students adopted. Results revealed that a substantial number of students experienced various forms of speaking anxiety, such as nervousness, tense body language, and fear of negative evaluation. Factors contributing to this anxiety include lack of vocabulary, fear of making grammatical errors, and low self-confidence. Several strategies were used by students to manage their anxiety, such as regular practice, relaxation techniques, and positive thinking. The findings of this study suggest the need for targeted interventions in educational practices to create a supportive learning environment that encourages students to overcome anxiety and become more confident speakers of English. This paper provides insights that can assist educators in designing effective teaching methods to alleviate the impact of speaking anxiety on EFL learners.

Reading Comprehension Skills in EFL Students

This study explores reading comprehension skills among English as a Foreign Language (EFL) students, identifying obstacles and solutions specific to students in semesters two and four of the English Education Study Program at PSDKU ARU. The research involved 22 participants from the 2022-2023 academic year. Data were gathered through questionnaires and interviews, both of which were administered to the students. The purpose was to identify the challenges these students face in their reading comprehension and to examine the strategies employed by lecturers to address these issues. By highlighting the main obstacles and the corresponding solutions, this study aims to enhance understanding and provide insights into improving EFL students' reading comprehension skills.

Perceptions of AI-facilitated creativity in language education: A study on digital storytelling

The study investigates perceptions of AI-facilitated creativity in English as a Foreign Language (EFL) digital storytelling (DST). Focusing on language learners, instructors, and audience, the research explores how AI influences creative processes and how such creativity is perceived across different perspectives. Over a six-week period, 32 EFL students used AI tools to create digital stories. The study employed pre- and post-intervention surveys to assess students' perceptions of AI-enhanced creativity, while the resulting digital stories were evaluated by instructors as experts, and peers as audiences to gather multi-perspective insights. Findings reveal that while AI tools significantly enhanced visual and audio elements, aiding in the contextualization of stories, the creative essence, particularly in narrative development, was consistently preferred when human input played a central role. The study uncovered favorable attitudes towards AI-facilitated learning, with noticeable improvements in post-intervention surveys. However, despite these technical enhancements, human-created storylines were valued more highly by the audience than AI-generated components. The results suggest that while AI can augment certain aspects of digital storytelling, such as enhancing multimedia elements, it does not replace the core creative input provided by humans. This has implications for the integration of AI in educational settings, particularly in language learning and creative disciplines. The study advocates for a balanced approach where AI supports, but does not substitute, human creativity.

The Impact of Self-Efficacy on Academic Achievement Mediated by Learning Motivation and Moderated by Socioeconomic Status Among Jordanian EFL Students

With learning motivation as a mediator and socioeconomic status (SES) as a moderator, this study examined the role of self-efficacy in predicting academic achievement among English as a Foreign Language (EFL) students in Jordan. A survey was conducted among EFL students from Jordanian universities during the 2022-2023 academic year. A stratified random sampling was used, resulting in a total of 429 completed questionnaires. The data were analyzed using structural equation modeling. The results indicate that self-efficacy is positively related to academic achievement and to learning motivation. Thus, higher self-efficacy is associated with better academic achievement. Furthermore, learning motivation significantly contributes to academic achievement, highlighting its crucial role as a mediator. Additionally, socioeconomic status influences learning motivation and interacts with self-efficacy to affect it. In conclusion, higher self-efficacy is linked to increased learning motivation, leading to improved academic achievement, and socioeconomic status plays a critical role in moderating the relationships between self-efficacy, learning motivation, and academic achievement.

Assessing Self-Confidence Levels in EFL Students’ Speaking Performance

This study aims to assess the self-confidence levels of English as a Foreign Language (EFL) students in terms of their speaking performance. This study uses a quantitative approach with a quantitative descriptive method. The sample of the study consists of twenty-eight EFL students from the English Language Education study program, at Universitas Negeri Makassar using cluster random sampling. The data collection technique used a questionnaire as an instrument. The data were analyzed using SPSS 25 to find out the frequency and percentage distributions and to identify common patterns in self-confidence levels. Additionally, the mean score is calculated to provide a quantitative measure of the overall self-confidence among the respondents. The findings of the data analysis revealed that the level of EFL students’ self-confidence in speaking performance is at a high enough level with a score of 76.51. As a result, this study highlights the importance of self-confidence issues in EFL teaching practices and suggests that fostering a supportive learning environment could enhance students’ speaking performance and overall language proficiency.

Achievement emotions in online language learning: domain-specific components and interactions with self-regulation strategies and language performance

Abstract Although previous research has underscored the crucial impact of discrete emotions on language learning, scant attention has been given to exploring domain-specific multiple achievement emotions experienced by second/foreign language (L2) learners in digital learning environments. This study aims to bridge the gap by validating a questionnaire to measure multiple achievement emotions experienced by Chinese English as a foreign language (EFL) learners during synchronous online English learning. One primary goal is to investigate the factorial structure and cultural sensitivity of achievement emotions in online English learning. This study further examines the interactions of achievement emotions with self-regulated learning (SRL) strategies and English performance to validate the criterion validity. Data were collected from 371 Chinese EFL students with intermediate to upper-intermediate L2 proficiency. Robust statistical methods, including confirmatory factor analysis and exploratory structural equation modeling (ESEM), were employed to elucidate the internal structure of achievement emotions. Model comparisons confirmed a seven-factor, correlated ESEM model comprising enjoyment, hope, pride, anger, shame-related anxiety, hopelessness, and boredom. Moderate correlations between achievement emotions and SRL strategies highlighted the interconnectedness of cognitive and emotional variables in L2 learning. Notably, this study revealed significant predictive effects of positive activating emotion (i.e. hope) and negative demotivating emotions (i.e. hopelessness and boredom) on English performance. This study concludes that the internal structure of multiple achievement emotions in online learning is embedded with situation-specific and culture-sensitivity characteristics. Moreover, the findings lend empirical support to the control-value theory, which holds that different achievement emotions have a joint and synergistic function in affecting learners’ SRL and academic performance.

An Investigation into the Effects of Culture Shock on Freshmen EFL Students at the University of Labor and Social Affairs, Ho Chi Minh City Campus

This study explores the impacts of culture shock on freshmen English as a Foreign Language (EFL) students at the University of Labor and Social Affairs (Ho Chi Minh City Campus), with a particular focus on the psychological, emotional, and academic challenges they encounter during their transition to urban life. Culture shock, a multifaceted phenomenon involving emotional, psychological, and cognitive stressors, can significantly hinder students’ adjustment to new cultural and academic environments. The study identifies several key negative effects, including confusion, fear, homesickness, and discomfort, all of which interfere with language learning and social integration. Through qualitative methods, including semi-structured interviews and group discussions, the research uncovers students' experiences of psychological distress and their struggles with adapting to urban lifestyles and communication barriers. In addition to these challenges, the study highlights effective coping mechanisms, such as pre-arrival preparation programs, fostering cultural acceptance, and cultivating a positive mindset, which help students navigate the adjustment process. The findings emphasize the importance of pre-arrival training and the integration of Social Emotional Learning (SEL) strategies within the curriculum to promote both academic success and emotional resilience. The research concludes by advocating for a holistic approach to student support, where universities implement comprehensive strategies that address the emotional, social, and academic needs of EFL students. By focusing on these areas, institutions can reduce the negative impacts of culture shock, ensuring students’ successful integration into the academic community and enhancing their overall well-being.