EFL Teachers Research Articles

Investigating EFL Teachers' Passion to Teach English at the Preparatory Level

Investigating EFL Teachers' Passion to Teach English at the Preparatory Level

Enhancing EFL Education: The Role of Metadiscourse in Language Assessment

This study was motivated by students' low ability to write and communicate effectively in English. This study aims to analyze the effect of metadiscourse on language assessment in the context of EFL (English as a Foreign Language) education. This study is a qualitative research. The subjects involved in the study were students learning English as a foreign language. The data collection method was through a robust literature review to establish basic knowledge of metadiscourse and its significance in language assessment. The review also included important works on metadiscourse language evaluation theory and research investigating the relationship between metadiscourse and language skills proficiency. Using a comparative perspective, the analysis of data from language assessment utilizes pass-linguistic and pass-cultural insights to complement the knowledge of metadiscourse in EFL education. By analyzing how metadiscourse operates in specific languages and cultural contexts, the researchers found widespread patterns in addition to particular language variations in the use of metadiscourse. The results showed that metadiscourse plays an important role in shaping students' language skills ability, discourse competence, and universal communicative effectiveness. In conclusion, integrating metadiscourse in language evaluation provides great hope for improving EFL training and promoting stronger language consequences.

A correlational study on teacher-student relationships and students’ engagement in EFL classes

This study aims to investigate the levels of teacher-student relationships (TSR) and student engagement (SE) within an English as a Foreign Language (EFL) context among general English (GE) level students enrolled in an English course at a private language school in Indonesia. This study also seeks to examine the correlation between TSR and SE in EFL classes. In finding the correlation between TSR and SE in EFL classes, this study attempts to fill a gap in the existing literature by employing a quantitative method, specifically a survey-based approach, to systematically collect and analyze data from a diverse pool of participants. The choice of quantitative method is grounded in the need for standardized data collection and analysis to determine the degree of relationship between TSR and SE among GE-level students. By administering surveys to GE-level students, this study seeks to gain insights into their perceptions of TSR and its impact on their engagement in EFL classes. This study found that the TSR and the SE levels were high. Moreover, this study found a statistically significant positive correlation between TSR and SE. The findings of this research endeavor to provide valuable insights into how TSR can catalyze SE and subsequently enhance language proficiency among EFL learners in Indonesia, with implications for both theory and practice in EFL education.

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.

Unveiling the relationships between language learning strategies and academic achievement among Moroccan EFL university students

This paper aims to examine language learning strategies and learning styles among EFL Moroccan undergraduate university students. It also investigates the interrelationships between learning strategies and academic achievement. The sample consisted of (N= 294) EFL undergraduate university students, enrolled in the Department of English Language at the Faculty of Arts and Humanities, University of Sultan Moulay Slimane, Beni Mellal. The participants were 151 (51.4%) females and 143 (48.6%) males, with 148 (50.3%) studying literature and 146 (49.7%) studying linguistics. The data were collected using Oxford’s (1990) Strategy Inventory to gather information on language learning strategies. The data were analyzed using descriptive statistics. The findings showed that participants used language learning strategies frequently, with metacognitive strategies being the most commonly used. Memory, compensation, cognitive, metacognitive, affective, and social strategies were the most frequently used strategies in descending order. Additionally, the study found a moderately positive correlation between language learning strategies and academic achievement. Ultimately, the study drew implications for EFL students, teachers, program administrators, and curriculum designers.

Empowering Learner Autonomy: EFL Teachers' Perspectives and Classroom Dynamics

In the last thirty years, learner autonomy (LA) has become a pivotal notion in language teaching, profoundly transforming instructional methodologies (Benson, 2011). The shift from behaviourist techniques, such as audiolingualism, to communicative methods has emphasised the importance of students taking responsibility for their learning. The viewpoints of educators, especially in public education, remain little examined, despite extensive research highlighting the advantages of Learning Analytics for language acquisition and lifetime learning. This paper examines the learning strategies utilised by English as a Foreign Language (EFL) professors in Moroccan institutions to foster language acquisition and their viewpoints on the matter. This study utilises both qualitative and quantitative methodologies. The data were collected via semi-structured interviews and classroom observations done with a purposive sample of Moroccan EFL instructors. The interviews examined the obstacles instructors encounter in fostering autonomy, the importance they attribute to learner autonomy, and their understanding of learner autonomy. Classroom observations clarified the practical application of LA techniques, enabling a study that links teachers' views with their teaching methods. The study aims to provide enhancements for pedagogical methods and to elucidate how classroom dynamics influence the advancement of LA. The findings enhance the understanding of teachers' responsibilities in promoting autonomy, therefore addressing a gap in the research about teacher perspectives in language education.

Self-regulated EFL learning through productive feedback in Iranian private language institutes: a case for sustainable lifelong learning outcomes

Various determinants contribute to the disappointing outcomes of the EFL programmes in non-Anglophone countries, thereby limiting citizens in these countries access to international academic and economic platforms. One such determinant is EFL teachers’ productive feedback practice. Productive feedback is embedded in a constructivist view of learning, follows a learner-centered approach to feedback, and supports self-regulation, and therefore plays a core role in the learning of any language. This paper reports on a sequential mixed-methods study investigating productive feedback practices in EFL programmes in the context of private institutes in Iran. An inventory previously developed by the authors, comprising seven productive feedback features grounded in the literature, allowed for measuring 177 participating EFL teachers' self-reported productive feedback practices. Follow-up individual interviews with ten teachers as a subsample of the larger sample focussed on outliers and extremes emerging from the quantitative data. An integrative approach to reporting our research findings on the quantitative and qualitative data as well as the literature, presents a picture of EFL teachers' productive feedback practices. The quantitative data confirmed that the participating EFL teachers rarely applied productive feedback approaches, while the qualitative data provided a deeper understanding of participant responses and possible determinants influencing their feedback approaches. The findings are of importance to stakeholders involved in EFL who have the responsibility to ensure EFL courses support anticipated learning goals, including lifelong learning opportunities and access to the global society.

Behind the Screens: Evaluating the Effectiveness of Zoom in EFL Learning and Teaching in Higher Education

This study examines the usage of Zoom platform features and functions in managing EFL classes from the perspectives of students and their instructors. The study used a mixed-method approach. Quantitively, a questionnaire was distributed to undergraduate EFL students enrolled in advanced English courses (B2) in the first semester of the academic year 2023/2024 in a Palestinian university. The questionnaire was complemented by interviewing nine EFL instructors who have utilized the Zoom platform in their EFL classes. The quantitative data were subjected to statistical analysis whereas the interview data were analyzed thematically to obtain qualitative insights. The findings of the study revealed that Zoom features and functions significantly boost the online language learning experience in the EFL classes according to the students’ views. The students highly appreciate the features of recording, raising hands, screen-sharing, mute/unmute controls, file-sharing, and chat box while learning the English language. The results also indicate that both male and female students have similar views on the efficiency of Zoom features and functions. The analysis of the qualitative data reveals that EFL instructors largely utilize Zoom features and functions in their EFL classes and appreciate the benefits of these tools. Nevertheless, the results demonstrate that the instructors encounter some challenges primarily related to technical issues. The findings provide valuable views to the field of language learning and teaching through building on the experiences of undergraduate students and instructors with the context of EFL.

Sociocultural Theory in Practice: Addressing Issues Affecting English as a Foreign Language (EFL) Teaching-Learning in Hail Remote Schools

Sociocultural theory aims to explain how physical and cultural environments shape learning. The research uses Vygotsky’s sociocultural theory as the lens to investigate sociocultural issues faced by EFL (English as a Foreign Language) teachers in remote areas. Teaching in these areas presents difficulties and obstacles due to geographic distance. This qualitative study was designed to investigate the difficulties encountered by EFL instructors from schools in isolated villages of Hail, Saudi Arabia. Using semi-structured individual interviews with eight EFL teachers, the research uncovers various obstacles affecting the efficacy of EFL teaching. The primary issues identified are religious conservatism and cultural differences, lack of support from family and environment, geographic distance and resource constraints, and lack of awareness of future opportunities. The study highlights how differences in educational quality are made worse due to geographic remoteness. The project seeks to improve EFL instruction in remote places by offering a deeper knowledge of these issues, ultimately working towards equity in learning environments.

‘Grades alone are insufficient!’ Chinese EFL student teachers’ perspectives on teacher written feedback on course essays

ABSTRACT Despite the important role teacher written feedback plays in student learning, it is still an under-researched area at tertiary education level, especially in the field of EFL (English as a Foreign Language) teacher education. Moreover, Chinese university students’ perceptions of teacher feedback have been left unattended. Therefore, this study sets out to uncover EFL student teachers’ perceptions of the current teacher feedback on their course essays and desirable teacher written feedback. Drawing on questionnaires and semi-structured group interviews conducted with 117 pre-service teachers in an undergraduate EFL programme in Central China, the study shows a low level of satisfaction with the current grade-alone feedback practice. High-quality teacher written feedback on course essays was considered as necessary to improve student teachers’ learning. Implications are drawn on how to enhance teacher educators’ written feedback.

The Influence of Technology-Enhanced Feedback on Saudi Female EFL Learners’ Writing Gains

The current study examined the influence of online peer feedback on the writing ability and self-efficacy of female learners of English as a foreign language (EFL) in Saudi Arabia. The participants were 78 learners divided into two experimental groups and one control group. The experimental groups used Google Docs to complete their writing assignments and exchange comments, whereas the control group received traditional teacher feedback. Pre-test and post-test self-efficacy ratings were collected on a scale of 1 to 5. The results yielded that the experimental groups improved significantly in self-efficacy compared to their counterparts in the control group. Based on these findings, using Google Docs for peer feedback is likely to assist in improving writing skills and substantially boost writing confidence. The present study thus contributes to the existing body of literature and to the field of EFL education by emphasizing the potential benefits of peer feedback through digital tools and platforms.

The VR-AI–Assisted Simulation for Content Knowledge Application in Pre-Service EFL Teacher Training

AbstractPre-service teachers (PSTs) of English as a Foreign Language (EFL) need extensive training, preparing them for challenges encountered in real classrooms. Such challenges include presenting the target content knowledge in front of the class and promptly responding to students’ questions on the content. High-immersion virtual reality (VR) is increasingly seen as technology facilitating teacher training. When integrated with Artificial Intelligence (AI), VR simulations can enhance teacher education by providing real-world practice opportunities. Drawing on cognitive flexibility theory (CFT), this case study investigated how pre-service EFL teachers (N = 17) in Poland interpret the VR-AI–assisted simulation designed to facilitate their content knowledge application. The results suggest that such simulations are valuable for professional development and reflective practice regarding content knowledge in pre-service EFL teacher training. The findings contribute to the broader understanding of the integration of VR and AI technology in language teachers’ training programs aiming to support the application of content knowledge in real-life classrooms.

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.

Exploring the Mediating Role of EFL Teachers’ Emotion Regulation in the Relationship Between Emotional Intelligence and Resilience

ABSTRACTResearch on English as a foreign language (EFL) teachers’ psychology has been increasingly focusing on emotional intelligence (EI), emotion regulation (ER) and resilience due to the significant challenges these teachers face. However, the complex relationships among these three variables in the EFL teaching field have received scant attention. To address this gap, this study was conducted to test hypotheses regarding the relationships between EI, ER and resilience and the mediating role of ER. A survey was administered to 1017 junior high school EFL teachers from mainland China using three distinct scales to assess their levels of EI, ER and resilience. The data were analysed using SPSS 26.0 and Amos 24.0. The findings revealed that the EFL teachers demonstrated high levels of EI, ER and resilience. Furthermore, structural equation modelling showed that EI significantly predicted resilience, and cognitive reappraisal in ER significantly mediated this relationship. These results emphasize the importance of cultivating EI in enhancing EFL teachers’ psychological well‐being. Evidently, EI is a key factor in improving teacher resilience, and ER plays a crucial mediating role in this process, thereby enabling them to address professional challenges.

Exploring the Interplay between Well-being, Mindfulness, Creativity, and Work Engagement among EFL Teachers

Engagement is universally recognized as a pivotal element contributing to the success of teachers. Consequently, significant emphasis has been placed on understanding this construct. Given the substantial impact of emotional aspects on the teachers’ educational path, it is postulated that other factors, such as well-being, mindfulness, and creativity, may play noteworthy roles in the academic context, despite their relatively unknown territory in research. For this purpose, a sample of 563 English as a Foreign Language (EFL) teachers, both male and female, involved in English education across diverse regions in China, willingly participated in the study. Subsequently, they were tasked with filling out four questionnaires related to engagement, well-being, mindfulness, and creativity in the EFL context. Structural Equation Modeling (SEM) was employed and this model revealed that there was a strong positive association between mindfulness and work engagement. Creativity and work engagement were found to be strongly positively correlated and in the same vein, well-being and work engagement were found to be strongly positively correlated. Ultimately, the study provides several suggestions for stakeholders in the realm of language teaching within the EFL context.

Critical Thinking and L2 Learning in the Persian Context: A Meta-analysis

Correlational studies are one of the rich literatures in Iranian English as a Foreign Language (EFL) studies. In the present study, an attempt is made to provide a systematic review of the correlational studies of Critical Thinking (CT) and Second Language (L2) conducted in Iran. The studies were retrieved from both English and Persian indexing sources such as Google Scholar, Noormags, Civilica, and the Scientific Information Database (SID). Thus, the gray literature was not included. The risk of bias in this systematic review was considered and computed. This review followed the fixed stages of the statistical systematic review, and 77 effect sizes out of 53 published studies were identified. After eliminating seven outliers, 70 studies were included in the meta-analysis (N=9,120). The findings uncovered that CT and EFL learning had a remarkable relationship in Iran. The results covered that language proficiency is complex and requires further investigation and distinct L2 learning-related skills were moderators among the included studies. Based on the findings, EFL learners of Master of Arts (M.A.) levels showed higher associations with CT. Since this meta-analysis can be considered one of the pioneers in internationalizing CT in EFL education, this study might be a cornerstone for subsequent steps in the teaching and research of CT in Iranian EFL educational fields. However, the high heterogeneity and potential publication bias underscore the need for cautious interpretation and further research.

Examining the relationship between language proficiency and self-efficacy among Cypriot teachers of English as a foreign language

The field of English language teaching (ELT) has undergone significant changes in the 21st century, evolving into a Lingua Franca and supplanting French as an official diplomatic language. The concept and practice of ELT have shed light on factors affecting the self-efficacy of EFL teachers. The objective of this study was to evaluate the impact of language proficiency on the self-efficacy of non-native English as a Foreign Language (EFL) teachers in English Language Teaching (ELT) in Northern Cyprus. This study utilized a mixed-method approach incorporating the Foreign Language Learning Anxiety scale as a theoretical framework and conducting interviews on teaching self-efficacy. The study was carried out utilizing online questionnaires and interviews and garnered responses from 45 English as a Foreign Language (EFL) educators, 12 of whom participated in the interviews. According to the study, the self-efficacy of EFL Cypriot teachers in ELT is impacted by their level of English language proficiency. Additionally, they demonstrate a favorable understanding of the relationship between language proficiency, self-efficacy, and ELT. The study revealed that misconceptions regarding attaining native-level proficiency have a detrimental impact on the confidence and anxiety levels of non-native educators. This emphasizes the necessity for professional development initiatives and inclusive educational policies to bolster teacher self-assurance and accommodate diverse linguistic backgrounds.

AI-powered EFL pedagogy: Integrating generative AI into university teaching preparation through UTAUT and activity theory

AI-powered EFL pedagogy: Integrating generative AI into university teaching preparation through UTAUT and activity theory

AI or student writing? Analyzing the situational and linguistic characteristics of undergraduate student writing and AI-generated assignments

Since the release of OpenAI’s ChatGPT, universities have faced the issue of whether there is still a place for written assignments in higher education. ChatGPT's capacity to mimic various written forms raises questions about the necessity of traditional assessments. Given this background, this study explores to what extent AI-generated assignments can replicate the situational and linguistic features of student-authored assignments. Using a corpus of undergraduate assignments from an English as a Foreign Language (EFL) context, we compare student responses with ChatGPT's outputs. Employing a register approach, we analyze the situational and linguistic characteristics of texts across three different registers—essays, critiques, and personal narratives. Our methodology follows Biber and Conrad’s (2019) framework, encompassing situational analysis, linguistic analysis, and functional interpretation. The findings aim to inform writing instructors and EFL teachers about the strengths and limitations of AI tools, enhancing their ability to guide students in integrating these technologies into their writing processes.

Chinese ELF Teachers’ Emotional Self-Efficacy, Job Satisfaction, and Self-Regulation

This study aimed to investigate the relationship among emotional self-efficacy, job satisfaction, and self-regulation among Chinese EFL teachers to propose a professional development plan for teachers to enhance college English teaching and learning. A descriptive quantitative method was employed with 385 Chinese EFL teachers through an online survey questionnaire. To ensure the reliability of the questionnaire, a pilot test was conducted, and indicated the reliability of the whole questionnaire. The findings of this research indicated an overall favorable attitude towards emotional self-efficacy, job satisfaction, and self-regulation among Chinese EFL teachers. In terms of emotional self-regulation, reflective of the respondents’ emotional regulation self-efficacy was strongly agreed by the respondents showing the strong confidence in their ability to control and regulate their emotions effectively. Teachers experienced a profound feeling of achievement and satisfaction in their roles, which was slightly higher than satisfaction with social support and autonomy. In the assessment of self-regulation, teachers’ self-monitoring was accepted of self-regulation. This suggested that educators diligently monitor and evaluate their instructional techniques and results. In addition, there are highly significant correlations among the three variables Additionally, a professional development plan is proposed to enhance Chinese EFL teachers’ professional development. Recommendations are forwarded concerning the school stakeholders to help EFL teachers enhance their profession.