EFL Teachers Research Articles

TEACHING EFL LISTENING IN MOROCCAN PUBLIC HIGH SCHOOLS

The listening skill is one of the most important, but challenging language skills to teach to EFL learners. However, the way it is generally taught in EFL contexts does not seem to be conducive to its acquisition. This study investigates the teaching of EFL listening in Moroccan public high schools. More specifically, it probes into how and how often the listening skill is taught. To this end, a mixed-method approach is adopted, which combines data from questionnaires, document analysis, interviews, and classroom observations collected from 158 teachers and 144 students who volunteered to participate in this study. The findings revealed that Moroccan public high school EFL teachers rarely teach listening due to various reasons. When they do teach it, though, they generally adopt a product-based approach that focuses mainly on testing comprehension. The study concludes with numerous pedagogical and research implications, such as the need for quality pre-service and in-service training in the teaching of EFL listening and the need for improving the quality and approach of listening materials and activities in the textbooks.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0738/a.php" alt="Hit counter" /></p>

Structural Analysis of Opinion Essays by Second-year EFL Teacher Training Students

This study examines the structural analysis of opinion essays written by second-year EFL teacher training students. In an era where written communication in second languages (L2) is indispensable across various fields, the demand for writing skills has become increasingly central to school and university curricula. Among different types of academic essays, mastering the genre of opinion essays is essential for students. This study assesses how effectively second-year EFL teacher-training students have learned to write opinion essays. Following a qualitative approach, opinion essays written by 40 undergraduate students were analyzed. The findings indicate that most students could effectively structure their opinion essays according to the prescribed format. Students successfully provided general statements followed by a thesis statement in the introduction, developed well-structured body paragraphs with clear topic sentences and supporting details, and offered practical conclusions. The study highlights the importance of teaching academic writing skills and provides educators with insights on effectively teaching opinion essay writing to EFL students. This research contributes to understanding how second-year EFL teachers train students to develop their skills in writing opinion essays. The findings underscore the importance of structured academic writing instruction and offer valuable insights for educators seeking to enhance the teaching of opinion essay writing to EFL students. Англи хэлний багшийн 2-р ангийн оюутнуудын үзэл бодлоо илэрхийлсэн эссэний бүтцэд хийсэн дүн шинжилгээ Хураангуй: Оюутнууд үзэл бодлоо илэрхийлсэн эссэг бичиж сурах нь зайлшгүй байна. Тус судалгаа нь Англи хэлний багшийн 2-р ангийн оюутнууд үзэл бодлоо илэрхийлсэн эссэг бүтцийн дагуу хэр үр дүнтэй бичиж сурч байгааг үнэлэх зорилготой. Тус судалгаа нь эссэнд бүтцийн анализ хийх чанарын аргыг ашиглаж англи хэлний багшийн 2-р ангийн 40 оюутны 70 эссэнд бүтцийн дүн шинжилгээ хийж үзэхэд ихэнх оюутнууд (70%) бүтцийн дагуу үзэл бодлоо илэрхийлсэн эссэг бичиж сурсан байна. Тус судалгаанд цөөн тооны жишээ эссэг харуулсан. Дийлэнх оюутнууд эссэний удиртгал цогцолборт сэдвийн талаарх ерөнхий мэдээлэл, гол санаа агуулсан мэдээллийг хангалттай үнэлгээтэй гаргасан байна. Мөн дэлгэрүүлэгч цогцолборт хөтөч санаа түүнийг дэмжсэн жишээ өгүүлбэрүүдийг мөн хангалттай үнэлгээтэй бичсэн байна. Дүгнэлт өгүүлбэрийг мөн заасны дагуу 2 аргаар бичиж сурсан байна. Үүнд гол санааг өөрийн үгээр илэрхийлж бичихээс гадна хөтөч санааг дурдаж бичсэн байна. Түлхүүр үг: удиртгал цогцолбор, дэлгэрүүлэгч цогцолбор, дүгнэлт цогцолбор

Exploring the Effects of Artificial Intelligence Application on EFL Students' Academic Engagement and Emotional Experiences: A Mixed‐Methods Study

ABSTRACTAs artificial intelligence (AI) gains prominence, its integration into second language (L2) /foreign language (FL) instruction has become a significant trend. Despite the considerable promise of AI for L2/FL learning, more research is still needed on its effects on student academic engagement in literature classes and the corresponding emotional experiences. This study, therefore, aimed to examine the effects of AI use on English as a foreign language (EFL) learners' academic engagement, and the emotional experience was also qualitatively explored. Students were allocated to the experimental group (N = 48), who received instruction integrated with AI, and the control group (N = 48), who received traditional instruction without AI assistance. Quantitative data were collected using an FL engagement scale, supplemented by individual semi‐structured interviews in the qualitative phase. The results indicated that integrating AI into EFL instruction has a positive effect on students' cognitive, emotional and social engagement. Moreover, the learners' emotional experiences were found to be abundant and dynamic, exerting influence on their academic engagement. This study provides valuable insights for language educators and researchers regarding integrating AI into EFL instruction.

EXPLORING KAZAKH EFL TEACHERS’ PROFESSIONAL IDENTITY: A QUANTITATIVE STUDY

This study's extensive quantitative research design to investigate the professional identities of in-service EFL teachers in Kazakhstan and Turkistan makes it stand out. A comprehensive survey, unparalleled in scope and exhaustiveness, was distributed to 470 English instructors in 45 state schools, offering an extensive synopsis of how these educators see their professional identities. The survey findings provide insights into several professional identity factors, including the propensity to teach, act as role models, and establish productive learning settings. The results show that participants' professional identities were generally average, with major exceptions for knowledge-sharing and role modeling. Simultaneously, less emphasis was placed on recognizing students' original language culture and establishing a favorable classroom atmosphere. The study also looks at how different professional identities are within qualification categories, and it finds statistically significant variances that highlight how teachers' self-perception and professional growth are influenced by their educational background. These findings have implications for teacher education and professional development initiatives and a deeper knowledge of the elements influencing EFL instructors' professional identities in Kazakhstan.

Enhancing EFL Learning Through Multimodal Integration: The Role of Visual and Auditory Features in Moroccan Textbooks

This study examines the impact of multimodal integration, particularly the combination of visual and auditory elements, on EFL learning through Moroccan textbooks, specifically English Spotlight 1 and English Horizons. It investigates how these educational materials rely on visuals, diagrams, and audio tools to foster comprehension, retention, and engagement among secondary school students in Morocco. Employing a mixed-methods approach that includes both qualitative and quantitative analyses, the study evaluates the effectiveness of these features from the viewpoints of students and teachers. The results indicate that visual components significantly and positively affect vocabulary acquisition and grammatical comprehension, while auditory elements enhance listening skills and pronunciation. The research emphasizes the necessity for more advanced multimodal content in Moroccan EFL education and identifies technological barriers that impede full integration. It recommends an increased emphasis on multimodal resources in textbook development and the improvement of technological infrastructure in educational institutions.

Attitudes of EFL Learners to the Implementation of the Area9 Lyceum Online Platform Based on the UTAUT Model

The advancement of technology has led to the creation of numerous platforms that could potentially be used for remote education. For example, the recent development of the English Diploma Programme at a top university in the Kingdom of Saudi Arabia (KSA) deploys a new platform known as Area9 Lyceum (Area9). Because the English Diploma Programme is a recent development, and especially given its use of a new platform, this proposed research will investigate learners’ attitudes to and acceptance of using the platform. Furthermore, it will look at how other universities could benefit from this experience to develop their own English as a Foreign Language (EFL) programmes along technological lines, specifically by deploying a survey tool based on the unified theory of acceptance and use of technology (UTAUT). The results reflect the positive attitude of the participants. Recommendations can be drawn from this study to help persuade stakeholders in higher education to adopt such platforms in the teaching of EFL or English as a Second Language (ESL).

Teachers’ perceived perspective and selfefficacy in teaching EFL using Intelligent Computer-Assisted Language Learning (ICALL): A rigorous analysis

This study aims to describe Indonesian EFL teachers’ perceived perspective and self-efficacy in EFL teaching using ICALL, reveal the prominent factor influencing each variable, and examine the effect of the perceived perspective on their self-efficacy. This study used a cross-sectional survey design with a quantitative approach. There were 284 Indonesian EFL teachers taught in secondary schools chosen using a voluntary sampling technique as the respondents. Data were obtained by employing a Perceptify-ICALL questionnaire with forty items using a six-point Likert’s scaling method (α = .839). Data were analyzed using descriptive statistics, hierarchical multiple regression, and MANOVA. Results showed that teachers’ perceived perspective was in a very high category, but not for their self-efficacy. The prominent factor influencing their perspective was the support and facilities provided by the school and government in succeeding EFL teaching using ICALL. Whereas the most influencing factor of their self-efficacy was their skills in operating computers and AI. Another finding was the fact that the teachers’ perceived perspective significantly affected teachers’ mastery experience. 2Pratama, Lestari, Kirkgöz & Imaniar: Intelligent Computer-Assisted Language Learning The JALT CALL Journal vol. 20 no.3 This study suggests that Indonesian EFL teachers’ perceived perspective in EFL teaching using ICALL is well constructed, but their efficacy is on the contrary due to lower skills in operating computers and AI-powered devices or programs. Future professional development programs in improving the teachers’ computer and AI-operation skills are suggested to be undertaken as well as bringing the ICALL-based approach to EFL learning.

Incorporating translanguaging in English instruction: teachers’ beliefs, practices, and influencing factors

ABSTRACT The question of whether and to what extent should the learners’ language repertoire (LR) be incorporated into the teaching of English as an additional language has been controversial for decades. The findings reported in this paper are part of a large-scale research project funded by the Israeli Ministry of Education aiming to introduce a new multilingual education policy. This study investigates teachers’ beliefs and reported practices on the use of their learners’ LR in the teaching of English as an additional language. The background and contextual factors associated with teachers’ use of their learners’ LR were examined as well. Utilizing a mixed methods approach, data sources included online questionnaires (N = 253) distributed to EFL teachers, semi-structured interviews (N = 56), and focus groups (N = 5) with teachers and stakeholders (e.g. inspectors, counselors). The findings revealed two contradictory beliefs intertwined with teachers’ reported practices: a monolingual paradigm and a bi/multilingual perspective. Differences in teachers’ beliefs and reported practices were identified as a function of factors related to the teachers’ background, their role, and contextual factors related to the school setting. Implications for language teacher-training programs in contexts where English is taught as an additional language are also discussed.

Digital Echoes: Crafting Chinese EFL Teacher Identity in the Era of AI-Enhanced Instruction—A Qualitative Exploration

This study examines the impact of artificial intelligence (AI) integration on the professional identities of Chinese tertiary English as a Foreign Language (EFL) teachers. It explores how these educators perceive and adapt to the incorporation of AI tools into their teaching practices, focusing on both the opportunities and challenges encountered. Through qualitative analysis of semi-structured interviews with 16 tertiary EFL teachers, the study identifies key factors influencing their professional identities, including institutional support, professional development, peer influence, personal attitudes towards technology, and ethical considerations. The findings indicate that AI integration enhances personalized learning and reduces the burden of administrative tasks. However, it also challenges teachers to reshape their roles and manage both technological and ethical complexities effectively. The study highlights the necessity for ongoing professional development and robust institutional support to effectively integrate AI in educational settings, ensuring it enhances rather than undermines the teaching and learning process.

Novice EFL Teachers’ Belief and Emotional Regulation in Response to Students’ Misbehaviors in the Classrooms

This research report shares the findings that emerged from a qualitative study in which the main objective was to discover whether or not novice EFL teachers regulate their negative emotions during their initial teaching practice and, if so, how they do this. Semi-structured interviews, recorded classroom observations, collected the data, stimulated recall interviews, and wrote journals for reflections and explanations of why they expressed and regulated their emotions in those incidents. The participants were three novice teachers who have been teaching English at the same university for about five years. Data collection of student-teacher interaction was carried out during their teaching. The research findings reveal that teachers often experience negative emotions triggered by students' conduct in the classroom, such as discipline issues, lack of engagement, and incorrect responses. Teachers successfully used techniques to redirect their attention and reassess the situation to counteract annoyance and disappointment. Ultimately, these strategies replaced negative emotions with a new outlook through substitute teaching activities. These observations provide EFL teachers with insightful advice on dealing with negative emotions effectively, resulting in a more positive classroom atmosphere where English is taught.

Examining the Role of Self-Determination Theory in AI-Enhanced Personalized Blended Learning Environments for Primary School Chinese EFL Learners

It is pertinent to mention here that EFL education in Chinese primary schools has emerged as an important focus of the last few decades due to rising globalization and development of economosaic(Cosmopolitic)eti fluence of China (Wang & Kirkpatrick, 2022; Li et al. , 2023). Today, Ministry of Education, China has laid policies to begin English learning from the third grade; this is an indication that learning should begin early in a childhood so as to learn the language and have the ability to communicate through it (Zhang & Liu 2024). However, many concerns still exist in EFL educational environment such as great class size, less opportunity to interact with real contexts, and curriculum stress on examinations (Chen et al. , 2023; Wu & Johnson, 2024). The literature review of the present study has also stressed on the fact that new strategies are being called for to tackle these issues. For example, Yang et al., (2023) stated that conventional paradigm C loses the interest of young readers and Zhao and Smith (2024) noted that more entertaining and user-centred learning approaches have to be established. In addition, Liu and Wang (2023) pointed out that the present EFL curriculum implemented in Chinese primary schools does not incorporate the sociocultural context and fails to provide authentic language practice to the learners which is essential for second language acquisition.

Effect of Dramatic Storytelling on Emergent Literacy in EFL: Evidence from the UAE Kindergartens

ABSTRACT Adopting a combination of quasi-experiment and formative research design, this study developed, implemented, and evaluated an intervention model that provided the kindergartners with intensive experiences with dramatic storytelling. The samples were 200 children from 10 classes of three kindergartens in Abu Dhabi, the UAE, with 107 in intervention classes, and 93 in control classes. The intervention program covered four English dramatic stories that were taught in 16 sessions in eight weeks. The dramatic storytelling sessions were characteristic of use of print copy of storybook and dramatization. Quantitative data were collected through structured observation of the child’s classroom activities and parent survey on the child’s learning EFL at home. General linear model repeated measures revealed that the main effects of group (intervention and control) and time (pre- and post-intervention) in predicting the mean scores of the composite of classroom activities and the child’s action to learn EFL at home were significant. This study offered a micro-curriculum model of a dramatic storytelling approach to EFL teaching, which may serve as a conceptual framework for developing kindergarten-based EFL curriculum in the UAE and similar contexts.

IRANIAN EFL TEACHERS AND CHALLENGES OF MANAGEMENT IN WRITING CLASSES

Classroom management is one of the most significant yet challenging issues in EFL settings, mainly when L2 writing, as a productive skill, is in focus. The present qualitative study explored EFL teachers’ challenges in managing their classes when instructing writing. Twelve Iranian university instructors selected based on purposive sampling volunteered to participate in the study. The data were collected through semi-structured interviews and thematically analyzed, resulting in four main themes in response to the study’s research questions. Two themes were related to teachers’ challenges: instructional challenges and students’ misbehavior challenges. One theme was associated with the participants’ negative feelings about managing writing classes, and the last theme included suggestions for better management of writing classes. The study highlights the problems EFL teachers encounter in their writing classes, hoping to attract policymakers’ and administrators’ attention to the teaching profession in EFL settings. The study has implications for teachers, teacher trainers, and educators.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0765/a.php" alt="Hit counter" /></p>

Exploring the influence of EFL teachers’ informal digital learning on creative classroom instruction: a cross-sectional study

This study addresses the limited exploration in the literature regarding the influence of EFL teachers’ informal digital learning of English (IDLE) on their creativity in Indonesian EFL classroom instructions. Using a cross-sectional survey design, data were collected from 244 Indonesian EFL teachers, encompassing both pre-service and in-service teachers. Through multiple regression analysis and Rasch modelling analysis, the study evaluated the association between teachers’ IDLE participation, demographics, and their teaching creativity. Findings of the present study revealed that Indonesian EFL pre-service and in-service teachers actively participate in Informal Digital Learning of English (IDLE), which impacts their teaching creativity. Nearly half (49.18%) engage strongly in activities like listening to English songs and watching YouTube videos, while 36.88% moderately engage in online educational content and social media conversations. A smaller group (13.93%) shows lower engagement in IDLE. The regression analysis revealed that while IDLE significantly predicted teaching creativity (p < 0.001), demographic factors did not indicate a substantial influence on creativity in teaching practices. Additionally, a Rasch-Wright map analysis unveiled that over half of the participants displayed strong creativity in teaching, with a notable inclination among younger teachers towards innovative and student-centered pedagogical strategies. The findings of the current study highlight the need for further exploration into the dynamics between informal digital learning, demographics, and creative teaching approaches, emphasizing the potential for fostering innovative pedagogical practices in language education.

A STUDY ON THE PERCEPTIONS AND PRACTICES OF ENGLISH-MAJOR STUDENTS ON AFFRICATE AND NASAL SOUNDS AT A UNIVERSITY IN THE MEKONG DELTA, VIETNAM

This study investigates the pronunciation challenges faced by first-year English major students at the School of Foreign Languages, Can Tho University, Vietnam, specifically focusing on affricate sounds (/dʒ/ and /tʃ/) and nasal sounds (/n/, /m/, and /ŋ/). Utilizing pronunciation recordings analyzed through the Elsa Speak Application, the research involved 31 proficient EFL students. They provided insights into their difficulties with 20 selected English words from their learning materials that included these phonetic elements. The findings reveal widespread mispronunciations, with many students struggling significantly with both affricate and nasal sounds. Based on the data, the study presents targeted recommendations for EFL students, teachers, and curriculum developers to enhance pronunciation instruction and address these specific challenges. This research contributes to understanding the phonetic obstacles faced by EFL learners and emphasizes the need for improved teaching strategies that focus on sound production. By identifying specific difficulties and offering actionable solutions, the study aims to facilitate better pronunciation outcomes for students, ultimately enhancing their overall language proficiency, particularly in listening and speaking English effectively.&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/soc/0723/a.php" alt="Hit counter" /&gt;&lt;/p&gt;

Formative assessment in artificial integrated instruction: delving into the effects on reading comprehension progress, online academic enjoyment, personal best goals, and academic mindfulness

This paper investigates the effects of formative assessment (FA) via artificial intelligence (AI) on EFL students’ reading comprehension development, online academic enjoyment, personal best goals (PBGs), and academic mindfulness. To achieve this, 80 Kuwaiti students were selected through convenience sampling and divided into the experimental group (EG) and the control group (CG). Pretests were conducted to assess the initial levels of the dependent variables. The EG received AI-based instruction through the Nearpod platform, while the CG received traditional face-to-face instruction. Both groups were taught ten reading passages, and post-tests were administered to measure reading comprehension progress, online academic enjoyment, PBGs, and academic mindfulness. ANCOVA test results revealed significant differences between the post-tests of the EG and CG, with the EG showing superior performance across all measures. These findings suggest that AI-based formative assessments can substantially enhance students’ academic and psychological outcomes, providing valuable insights for EFL instructors and material designers. Future research should explore the long-term effects of AI-based learning tools in diverse educational settings.

Exploring the language-culture-technology nexus through the lens of EFL Teachers in Chile

Modern Foreign Language (FL) instruction has recently called out for a language-culture-technology (LCT) nexus that could engage learners in transnational dialogue and interaction. This study focuses on the views of English as a Foreign Language (EFL) teachers in Chile and their classroom practices in relation to an LCT nexus. The Chilean EFL context was chosen due to a lack of integration between language, culture and technology in the national EFL curriculum that informs classroom practice. The study collected data through an online questionnaire (N=128 participants) that was distributed nationwide. Questionnaire results showed that although teachers recognised the significance of intercultural interaction and identity reflection, they struggled to incorporate these into their teaching practices, especially when using Information Communication Technologies (ICTs). Furthermore, the integration of language and culture as reported by teachers was often superficial, and technology was primarily used to support writing in English. The study suggests the need for a stronger theoretical and pedagogical basis for the national EFL curriculum in Chile and professional development to support a language-culture-technology nexus in FL classrooms.

Practices of EFL teachers in test construction

Practices of EFL teachers in test construction

Exploring EFL teachers’ beliefs and practices about translanguaging pedagogy: A qualitative study from Iran

In the past decade, research on EFL teachers’ beliefs about translanguaging has significantly grown. However, little qualitative research has been done on teachers’ translanguaging beliefs and practices and the congruity between them. To address this gap in the literature, the current study investigated Iranian EFL teachers’ beliefs and practices, and the correspondence between these beliefs and practices. Data was collected from ten teachers who taught English as a foreign language through semi-structured interviews and classroom observations (three per teachers). The data was analyzed based on the principles of thematic analysis. The results showed that the teachers perceived six dimensions of translanguaging, including diverse beliefs of translanguaging, perceived relevance of translanguaging, pedagogical beliefs and approaches, attitudes toward benefits, concerns and challenges of applying translanguaging, and student-centered approaches. In regard to their practice, the teachers practiced translanguaging in various contexts and through different instructional strategies in their classes. Regarding the correspondence between beliefs and practices, it was found that there was a mainly direct correspondence between beliefs and practices. The study provides implications for teacher educators in running professional development courses that enhance teachers’ awareness of using translanguaging in their classes.

Reflecting the voices of EFL teachers in the world of Intelligent Computer-Assisted Language Assessment (ICALA): an insight into teacher immunity, reflective teaching, job satisfaction, and L2-teacher grit

Artificial intelligence (AI) and Intelligent Computer-Assisted Language Assessment (ICALA) are transforming the educational landscape by radically changing how lessons are taught and students are evaluated. As the masterminds behind the curriculum, it is critical to consider the emotional and mental health of teachers who applied ICALA as part of their language instruction. To this end, this study’s primary objective was to examine the connections between ICALA, teacher immunity, reflective teaching, job satisfaction, and l2-teacher grit. To achieve this goal, 221 English as a foreign language (EFL) university teachers from Afghanistan participated in the current research. The research outcomes identified and quantified the influences of teacher immunity and reflective teaching on job satisfaction and L2 teacher grit by data screening utilizing confirmatory factor analysis (CFA) and structural equation modeling (SEM). According to the results, TI and RT are vital in implementing AI into language assessment by maintaining an uninterrupted JS and L2TG. The study’s ramifications are further elaborated upon.