English As A Foreign Language Students Research Articles

STUDENTS' INSIGHTS: EXPLORING THE IMPACT OF KAMPUNG INGGRIS LC TIKTOK ACCOUNT ON VOCABULARY ENHANCEMENT

Digital platforms such as TikTok have become increasingly popular in language learning in recent years, especially for students studying English as a foreign language (EFL). With regard to the platform's influence on EFL learners' language acquisition, the study addresses Kampung Inggris LC TikTok Account's novel approach to vocabulary building. The research aimed to explore EFL students' perspectives on using the Kampung Inggris LC TikTok Account as a tool for learning English vocabulary. The study used quantitative survey to gauge users' perceptions and experiences with Kampung Inggris LC TikTok Account. Out of the 126 participants in the study, 40 were students from UIN Walisongo and 86 were from Man 2 Tegal. Data collection was gathered through a Google Form. The findings of this study suggest that Kampung Inggris LC TikTok Account can be a valuable tool for EFL students to enhance their vocabulary skills. The videos' engaging and interactive nature make them appealing to a wide range of learners.

Inadequate Aural Vocabulary Knowledge of High-Frequency Words

Aural vocabulary knowledge (AVK) of high-frequency words is critical for second language listening comprehension. However, learners of English as a foreign language (EFL), despite considerable periods of language study, often do not have the AVK needed for basic communicative competence. A mixed methods approach is applied to determine whether mobile-assisted language learning (MALL) can help solve this problem. First, a cohort of 33 Japanese EFL students with suboptimal AVK were divided into a treatment group (n = 17) and a control group (n = 16). Over a two-month period, the treatment group used a MALL application that enabled self-assessment and teacher monitoring of learners’ AVK of 1,000 frequently occurring English words. A comparison of pre- and post-test scores between the treatment and control group suggested that the MALL intervention was associated with improvements in AVK. Further, data stored by the application enabled an analysis of the words learners found most difficult, and interviews with a sub-group (n = 5) were undertaken. Results suggested that reduced forms and the influence of Japanese phonotactics were key factors limiting the ability to recognize spoken words. Links to resources that can help learners improve AVK of high-frequency words are provided and pedagogical implications are discussed.

The Effect of Reflective Journal Writing on Moroccan EFL Master Students’ Reflective Thinking: A Mixed Methods Study

Reflective thinking is one of the transferable skills necessary for academic and professional success. Therefore, stimulating English as a foreign language (EFL) students’ reflective skills is undoubtedly important. Reflective journal writing is a pedagogical strategy proposed to help students build their reflective potential. Although previous research investigated the effect of this strategy on the development of students’ reflective skills, there are inconsistent conclusions regarding its effectiveness. Also, limited research has investigated this issue in relation to EFL students in the Moroccan context, specifically in higher education. The aim of this study is to evaluate the effectiveness of reflective journal writing in improving EFL master students reflective thinking. A convergent mixed methods approach associated with a quasi-experimental design was adopted. To collect quantitative and qualitative data, Kember, Leung, et al (2000) Reflective Thinking Questionnaire and reflective journal writing were used, respectively. A purposive sample of 69 EFL master students, including two intact groups, took part in the study. They were randomly assigned to experimental (n = 39) and control groups (n = 30). Quantitative results and qualitative findings revealed that the experimental group, after using reflective journals, has significantly developed reflective thinking compared to the control group. Also, a statistically significant change over time in the experimental group level of reflective thinking was observed. As it can be inferred, reflective journal writing is an effective strategy which could be used to help EFL students engage in a reflective reasoning. Accordingly, the results of this study encourage the formalization of reflective practice as a didactic approach to stimulate EFL students’ reflective thinking at the tertiary level.

Investigating EFL Students’ Perspectives of the Influence of Podcasts on Enhancing Listening Proficiency

Listening is widely regarded as the predominant language proficiency utilized in virtually all forms of communication. However, its intricacies often engender feelings of complexity and, at times, provoke anxiety and frustration among both foreign and second-language learners. The enhancement of successful communication fundamentally hinges upon the precise comprehension of spoken messages. In this quantitative investigation, the present study delves into the perceptions of English as a Foreign Language (EFL) students concerning the utilization of podcasts as a tool to cultivate and bolster their listening proficiency. The study cohort comprised female university students enrolled in a preparatory year program. The examination of attitudes toward podcasts was conducted via a survey questionnaire. The findings unveiled that most participants derived enjoyment from utilizing podcasts, which in turn catalyzed their enthusiasm for English language acquisition. Additionally, they conceded that podcasts held promise in augmenting their linguistic abilities, with a primary focus on listening comprehension. These outcomes posit that podcasting serves as a medium with significant implications for students’ learning trajectories, particularly regarding the acquisition of listening proficiencies.

English Speaking Assessment Algorithm Based on Deep Learning

English as a Foreign Language (EFL) students perform when speaking in public. An increasingly globalized world, effective public speaking is critical, but EFL students struggle to perform it, despite importance of qualities such as eye contact, speech pauses, there is presently no objective examination of such elements. A summative assessment has historically been the predominant form of evaluation in college English speaking assessments. Exam-centric teaching has considerable negative effect on foreign language training. In this research work, English Speaking Assessment Algorithm Based on Deep Learning (ESA-NEGCN-NBOA) is proposed. Initially, input video data are gathered from the multiple video dataset (MVD).The input video data is then pre-processed using Deep Attentional Guided Image Filtering (DAGIF) to remove presence of signal-dependent noise and improve lack of pixels from the regions and enhanced the video data. The data that has been pre-processed is utilized to Feature extraction using New General Double Integral Transform (NGDIT), which extract the significant attributes such as mel-frequency cepstral coefficients, energy, speech rate and pitch. Then NEGCN is proposed to improve students spoken English performance by assessmenting the English speakers. In general, NEGCN doesn’t express some adaption of optimization approaches for determining optimal parameters to promise exact improvement of assessment. Therefore, NBOA is proposed to enhance weight parameter of NEGCN for English speaking assessments, which precisely assess the English speaking. Performance measures such as accuracy, assessment error, evaluation time, pretest and posttest are examined when the proposed ESA-NEGCN-NBOA method is put into practice. The proposed ESA-NEGCN-NBOA method attains21.36%, 23.42% and 19.29% higher accuracy, 23.36%, 18.42% and 28.27% lower evaluation error, 20.36%, 27.42%, 28.17% lesser evaluation time analysed with existing techniques, likes innovative strategy towards oral English assessment utilizing machine learning, data mining, blockchain methods(IST-OEA-ML), machine learning assessment system for spoken English depend on linear predictive coding (AS-SE-LPC-ML), multimodal transfer learning for oral presentation assessment (MM-TL-OPA) respectively.

Effects of flipped listening classroom on undergraduate students’ foreign language listening anxiety and willingness to communicate

In a traditional classroom environment, listening comprehension plays a vital role in enabling students to actively participate in the learning process. This is because a significant portion of information is conveyed through the instructor’s explanations and class discussions. Developing strong listening skills can help students effectively understand and participate in classroom activities. The present study aimed to investigate the effects of flipped listening classroom on undergraduate English as a Foreign Language (EFL) students’ foreign language listening anxiety and willingness to communicate. A sample of 46 students at a public university in Iran was chosen to participate in the study using convenience sampling. Implementing a quasi-experimental pretest posttest control group design, two intact classes were randomly assigned to flipped and traditional lecture-based groups. The findings of the study revealed that flipped listening classroom had a positive impact on alleviating foreign language listening anxiety of EFL students and increasing their willingness to communicate. The study has some implications for the material developers, English instructors and students.

Challenges Vietnamese EFL Students Faced When Learning and Meeting the Requirements of B1 English Language Proficiency

Learning and meeting the requirements of English language proficiency focused on the Western model of the Common European Framework of Reference (CEFR) are required as essential learning outcomes of higher education programs for English as a foreign language (EFL) learners. However, university students may face difficulties in the process of learning and meeting the requirements of their English language proficiency. To address this gap, this descriptive study was conducted to explore the challenges Vietnamese EFL students encountered in learning and meeting the requirements of their English language proficiency. Participants were sixty Vietnamese EFL students majoring in Odonto-stomatology (Oral maxillofacial surgery) from a university in the Mekong Delta. Two core research instruments were utilized in this study consisting of a questionnaire and a semi-structured interview. Results revealed that the challenges university students faced when learning and meeting the requirements of B1 English language proficiency were significant. It was challenging for university students to achieve level B1 English language proficiency within the CEFR of Vietnam in terms of test-related, candidate-related, and environment-related challenges. The findings of this study could assist students in being aware of their linguistic knowledge and necessary skills so that they have abilities to apply appropriate ways for learning and meeting the requirements of the standards of level B1 English language proficiency in the context of Vietnam.

Challenges in Teaching Literature in an EFL Context (A Case Study of Indonesian Students)

The significance of literature in language learning has grown considerably. This is particularly true in the context of English as a Foreign Language (EFL), where it is recognized as a valuable tool for enhancing English skills. Nonetheless, the focus on teaching English literature for its intrinsic value rather than solely as a means for language acquisition is limited, especially in Indonesia. Therefore, the purpose of this study is to explore the teaching of English literature to EFL students in Indonesian high schools. Specifically, the study aims to investigate the criteria employed by English literature teachers in selecting literary works, identify challenges faced by teachers when instructing EFL students in English literature, and examine the strategies they employ to overcome these challenges. The research entails a case study involving a teacher instructing two distinct English lessons at a senior high school in Indonesia. The findings reveal the following: Firstly, the primary considerations for selecting literary texts include factors such as length, language complexity, canonical status, and the author's cultural background. Secondly, challenges encountered encompass reading habits, English proficiency, and the availability of resources. Consequently, this research underscores the potential for further exploration within the realm of teaching English literature to EFL students in Indonesia, with the pursuit of effective instructional models being a noteworthy avenue for future investigation.

STRATEGIES FOR ENHANCING SELF-DIRECTED LISTENING PROFICIENCY: INVESTIGATING EFL STUDENTS' AUTONOMOUS LEARNING PATHWAYS

This study delves into the efficacy of self-directed learning (SDL) strategies in improving listening comprehension skills among English as a Foreign Language (EFL) learners, a critical aspect of language acquisition that has seen limited exploration in current educational research. With the advent of technological advancements and the increasing demand for autonomous learning capabilities, this research focuses on identifying the autonomous learning strategies employed by EFL students and the challenges they face in enhancing their listening skills outside the conventional classroom setting. Utilizing a qualitative research methodology, data were collected through open-ended questions via Google Forms from the fourth-semester students of the English Study Program at Cokroaminoto Palopo University, selected through purposive sampling based on their engagement and interest in self-directed listening activities. The thematic analysis of the responses provided deep insights into the nuanced experiences of students, revealing a significant reliance on a variety of listening materials, including podcasts, movies, and digital platforms, which not only facilitated linguistic development but also fostered a profound sense of learner autonomy. The results highlight the crucial role of metacognitive awareness and the strategic application of listening comprehension strategies in boosting learners’ confidence and proficiency. Additionally, the study emphasizes the need for educational frameworks that support SDL practices with targeted instructional resources and approaches to effectively address listening comprehension barriers. This research underscores the importance of integrating SDL into language education to prepare learners for the global communication challenges of the 21st century, advocating for an educational model that emphasizes learner autonomy, metacognitive strategy training, and the utilization of multimodal learning resources.

Systematic literature review: DOGBL in enhancing EFL students’ motivation

This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.

The Effects of Microlearning on EFL Students’ English Speaking: A Systematic Review and Meta-Analysis

Despite advancements in microlearning-based English-speaking education, comprehensive meta-analyses of its effectiveness remain scarce. This study aimed to evaluate the effect of microlearning on English speaking among English as a foreign language (EFL) students through a systematic review and meta-analysis. Following the PRISMA principles, the research was conducted in June 2023 across five phases: problem identification, data collection, screening, evaluation, and extraction. Data were obtained from peer-reviewed journals indexed in databases, including ERIC, Science Direct, Scopus, and Google Scholar. Data analysis was undertaken using the modified Newcastle-Ottawa Scale-Education (NOS-E). Subsequently, the R meta program facilitated a robust meta-analysis, allowing us to comprehensively gauge effect size. A literature review yielded 10 studies (combined sample size = 743) that matched the eligibility guidelines. On the NOS-E, each study scored 4.55 out of 6. The results demonstrate the superiority of microlearning over traditional lectures (total English-speaking scores, SMD = 1.43, 95%CI = 1.27?1.59, p < .05). In the meta-analysis, heterogeneity was revealed (total scores for English speaking, I2 = 66%, p < .01), with no publication bias. Microlearning significantly benefits English language teaching (ELT) and enhances EFL students’ English-speaking skills. However, limitations do exist. By addressing these limitations, educators may refine pedagogical practices for optimal ELT methods for EFL learning.

Using Adobe Connect application in an EFL context: Does it have an effect on learners' speaking skills

The main aim of the present study was to explore the impact of Adobe Connect on Iranian English as a foreign language (EFL) learners' speaking skills. Furthermore, the study investigated whether the learners' attitudes to language learning changed after using Adobe Connect. For that purpose, 100 upper-intermediate EFL students were chosen through the convenience sampling method. The selected students were randomly assigned to two classes. The experimental group applied the Adobe Connect application; however, the conventional teacher-fronted instruction was used for the control group. The results showed that the Adobe Connect class considerably outperformed in speaking skills in comparison to the control group. This demonstrated that the Adobe Connect application is effective in improving learners' speaking skills. The findings suggest that Adobe Connect has a positive impact on enhancing learners' speaking skills. The platform's interactive features promote engagement and collaboration, leading to improvements in fluency, accuracy, pronunciation, and confidence. The results also revealed that there was a difference in attitude change between the participants in experimental and control classes. Adobe Connect has enhanced EFL learners' attitudes toward language learning as well as speaking skills. Thus, it can be suggested that the Adobe Connect application is an effective online instrument that can be used by EFL teachers.

Shaping The Way to Teach? Exploring the Adoption of Digital Multimodal Texts As Instructional Tools in EFL Teaching Practicum

This research scrutinizes a case study conducted with 15 pre-service English as a Foreign Language (EFL) teachers in a microteaching class at the English Education Department at UIN Walisongo Semarang. The purpose of the study was to examine the forms, implementation, and reflection of digital multimodal instructional media utilized by pre-service teachers. Observations of classrooms and document analysis were employed to acquire data. Pre-service EFL teachers employ digital multimodal instructional media, including PowerPoint presentations, films, and songs, to enhance English language learning. These tools integrate text, images, video, and audio elements to teach language structures, vocabulary, and emotions effectively. Student portfolios showcase diverse educational strategies across different grade levels, using videos, songs, and PowerPoint presentations to engage students and reinforce language skills. Educator reflections underline the significance of digital multimodal media in simplifying complex topics, improving comprehension, and fostering a holistic learning experience. They also stress the importance of adequate equipment and resources for successful multimedia implementation, affirming the value of multimodal approaches in providing impactful and engaging English language education. The study highlights the potential for these digital tools to provide an engaging and interactive learning environment for EFL students. It is recommended that more research investigate ways for optimizing the use of digital multimodal media in diverse EFL teaching scenarios.

Acquisition of learning english through movies

Learning English as a foreign language (EFL) is a difficult task. Traditional methods of language learning such as textbooks, grammar drills, and memorization of vocabulary can be time consuming and ineffective. To increase the efficiency of English language learning, innovative methods have emerged, such as the use of films and television serials. This paper will examine the various ways in which films and television serials can be used to facilitate the learning of English by EFL students

TikTok: How the Application Became the Motivation for Online Learning for EFL Students During the COVID-19 Pandemic in Indonesia

This research aims to determine whether the social media application TikTok effectively increases the motivation for English as a Foreign Language (EFL) students to learn English using senior high school students in Tangerang, Indonesia, for the study. As 2022’s sixth most often used social media application in the world, TikTok provides many features that can be easily used for teaching and learning EFL. As a result, the researchers chose TikTok as a medium in the English teaching-learning process. A quantitative approach using a quasi-experimental design and data collection through pre-tests and post-tests was used by the researchers along with quantitative descriptive research used in the data analysis, normality test, homogeneity test, and hypothesis testing (Mann-Whitney U). The results can be seen from the pre-test and post-test analysis using the Mann-Whitney U test, namely sig < 5% (0.000 < 0.05), and H0 was rejected which means that there is a significant difference in students’ motivation when learning English between the experimental class who were taught using the TikTok application and the control class students who were not taught using TikTok.

The Influence of AI-Based Translation Tools on the Translation of Dr. Ghazi Al-Qusaibi’s Poetry by Saudi EFL Learners

This study examines the impact of artificial intelligence-based translation tools on English as a Foreign Language (EFL) learners' ability to translate a poem written by renowned Saudi Arabian poet Dr. Ghazi Al-Qusaibi from Arabic to English. Fifty Saudi undergraduate EFL students participated in the research and were divided equally into an experimental group that used AI tools and a control group that did not. Both groups were asked to translate one of Dr. Al-Qusaibi's poems, which was then evaluated based on parameters like accuracy, fluency, use of poetic devices, and adherence to genre conventions. Results of statistical analyses found the translations produced by students in the experimental group scored significantly higher on most parameters compared to the control group. While both groups demonstrated accuracy in conveying the core meaning, the AI-assisted group showed advantages in areas like producing more fluent and coherent translations with fewer syntactic errors. Within the limitations of focusing on just one poet, the study provides insights into how strategic integration of AI during the translation process could help learners overcome challenges inherent to translating poetry, which relies so heavily on cultural contextualization and creative interpretation of symbolic language. Further research expanding the sample size and variety of source texts could yield a richer understanding.

Exploring novel approaches to digital self-regulated learning: a study on the use of mobile applications among Polish and Turkish EFL pre-service teachers

AbstractThis study explores the digital self-regulatory practices of English as a Foreign Language (EFL) pre-service teachers via mobile applications in the post-pandemic era. The research is motivated by the need to address the absence of literature on the self-regulatory learning behaviours of EFL pre-service teachers in the aftermath of the pandemic-induced shift to online learning. The study participants were Polish and Turkish EFL students aged between 19 and 23, enrolled at state universities in Poland and Turkey. A validated online survey tool was developed and utilised for data collection based on the piloting phase of the study. The survey employed a combination of multiple-choice and 5-point Likert scale questions to examine participants’ interaction with different types of self-regulated applications after the pandemic. The findings revealed that Duolingo was the most widely used application. This underscored the importance of listening as the most frequently used language skill. The study also revealed a shift in learning patterns among participants following the pandemic as evidenced by the technologies available. Overall, the main findings of this study may serve as significant impetus for further research on pandemic-related changes in digital self-regulated learning practices among EFL learners globally. The results of the study might find broad implications for example for development of a new generation of MOOCs responding various needs of learners as well as incorporating elements of self-regulation into the traditional EFL class to increase its efficiency.

Exploring Student Agency in Narratives of English Literacy Events across School Subjects

In contemporary academia, English-language reading assignments are prevalent, even in contexts where English is not the primary medium of instruction nor the local language. This presents a challenge for students with English as a foreign language (EFL) who seek to pursue a university education in their home country. This study investigates the presence of English literacy events in Swedish upper secondary schools outside of English classes and explores their implications for university readiness and educational equity. Using survey data from 163 EFL students and qualitative content analysis, students’ written comments revealed a notable absence of English literacy events in non-English subjects, with limited exposure to written English texts and occasional use of multimodal English activities. The findings underscore disparities in students’ opportunities to engage with academic English literacy practices, primarily influenced by individual factors. This paper delves into the interplay between individual dimensions, and institutional and social practices, in shaping student agency in English academic literacy practices.

Investigating the role of teacher concern in EFL students’ motivation, anxiety, and language achievement through the lens of self-determination theory

While it is important for teachers to care about students' academic performance and mental health, controlling and overprotective behavior can have long-term negative effects on students. Despite extensive research on the relationship between student achievement and teachers' caring behavior, research has investigated students' actual experiences of the pressures they face from teachers' expectations and concerns. To this aim, 400 Iranian English as a Foreign Language (EFL) institute students participated in this study. EFL teachers were chosen for the challenges and anxiety that learning a language brings to the students. In many countries, English is considered important for academic and professional success, and as a result, students and teachers place high expectations and emphasis on performance in this area. Surveys were completed to examine student active and passive motivation, anxiety, and teachers’ level of concern. This study found that teacher concern was a significant predictor of student motivation, while teacher metapathy and empathy negatively predicted anxiety, and teacher apathy positively predicted anxiety. Furthermore, teacher apathy negatively predicted foreign language learning outcomes, whereas teacher concern, mediated by motivation, directly predicted foreign language learning outcomes. In conclusion, caring and supportive teachers who foster a sense of belonging align with self-determination theory, boosting student motivation and improving outcomes. This study highlights the important role of such teachers in student success and the need to integrate self-determination theory into educational practice.

A network approach to language learning burnout, negative emotions, and maladaptive emotion regulation strategies

Despite the growing recognition of the impact of affective factors on second/foreign language (L2) learning, there remains a paucity of knowledge regarding academic burnout in L2 learning. Moreover, the intricate interplay between L2 burnout, maladaptive emotion regulation strategies, and negative L2 emotions remains inadequately explored. Given the increasing acknowledgment of network analysis as an advanced and appropriate method for unraveling the complex relationships among psychological constructs in applied linguistics, the current study aimed to investigate the network structure of burnout, maladaptive emotion regulation strategies, and negative emotions among 841 Chinese undergraduates who were learning English as a foreign language (EFL). The results of the network analysis revealed that shame, emotional exhaustion, and avoidance emerged as the most central nodes within negative emotions, burnout, and maladaptive emotion regulation strategies, respectively; shame, emotional exhaustion, and avoidance were also the most powerful bridging nodes linking the aforementioned three constructs. Notably, the robust bridging association between emotional exhaustion and anxiety was observed. Overall, Chinese EFL students may experience high levels of burnout and negative emotions and apply counter-productive regulation strategies in English learning, but these reactions are intertwined rather than independent of each other. Students who are overwhelmed by anxiety and shame are more prone to burnout symptoms, while those dominated by anger are more likely to vent it out. Theoretical and pedagogical implications are discussed.