University English As A Foreign Language Research Articles

Technology integration of using digital gameplay for enhancing EFL college students’ behavior intention

This abstract presents a research study that investigates the effects of technology integration (TI) through digital gameplay on English as a foreign language (EFL) college students’ behavior intention. The study employs a mixed-methods research design, combining quantitative and qualitative data collection and analysis methods. The quantitative phase involves a pre- and post-test design, measuring the behavior intention of EFL college students before and after engaging in digital gameplay activities. The qualitative phase involves in-depth interviews and focus group discussions to gather students’ perceptions and experiences with using digital gameplay in their language learning process. The findings reveal that TI through digital gameplay positively influences EFL college students’ behavior intention, including their motivation, engagement, and self-efficacy in language learning. The qualitative data provide insights into students’ perceptions of the benefits and challenges of using digital gameplay, highlighting its potential for improving language skills, fostering social interaction, and promoting autonomous learning. The implications of the study suggest that incorporating digital gameplay in EFL college classrooms can be an effective approach to enhance students’ behavior intention and contribute to their language learning outcomes. This study contributes to the existing literature on TI in language education and provides practical recommendations for educators and policymakers to leverage digital gameplay for enhancing EFL college students’ behavior intention.

Unraveling the Path to Success: Exploring Self-Regulated Language Learning among Chinese College EFL Learners

Self-regulated language learning (SRLL) plays a crucial role in the language development of Chinese college English as a Foreign Language (EFL) learners. This study presents a systematic literature review aimed at identifying the key variables associated with SRLL among Chinese college EFL learners. By conducting an extensive search of the Web of Science and Scopus databases, 88 relevant research articles were analyzed to gain insights into the effectiveness of SRLL in this context. Through a meticulous analysis of the target articles, this review uncovers the essential variables that shape the landscape of SRLL in the context of China’s tertiary education. To examine the interrelationship among these variables, this study utilized Partial Least Squares Structural Equation Modeling (PLS-SEM) for a comprehensive quantitative analysis. PLS-SEM enables a robust examination of multiple variables simultaneously, making it an ideal statistical technique for analyzing the complex dynamics of SRLL. By identifying the crucial factors that drive the SRLL process, researchers and educators can develop targeted interventions to enhance language learning outcomes among Chinese college EFL learners. Moreover, this research will shed light on the existing gaps in the literature and pave the way for future investigations in areas such as technology-assisted learning, individual differences, and the relationship between self-regulation and language proficiency. By unraveling the complexities of SRLL among Chinese college EFL learners, this study strives to empower educators and researchers with valuable insights to foster successful language acquisition and proficiency.

Identifying barriers faced by university EFL instructors in integrating mobile-assisted language learning

The present study aimed to examine the barriers faced by Taiwanese university English as a foreign language (EFL) instructors when incorporating mobile-assisted language learning (MALL) into their teaching, and to explore how these barriers are influenced by the instructors’ background characteristics. To assess the variables, a survey questionnaire was developed and administered to a sample of 350 university instructors. Additionally, interviews were conducted with a subset of instructors to complement and clarify the quantitative data. The findings indicated that university EFL instructors encountered moderate barriers when integrating MALL into their teaching practices. Furthermore, the study identified significant differences in the barriers experienced based on the amount of time instructors dedicated to MALL on a daily basis. Both quantitative and qualitative data highlighted the importance of time as a critical factor for successful MALL integration. As a recommendation, it is advised that university administrators consider reducing instructors’ workload to facilitate the seamless integration of MALL.

Examining Chinese University EFL Teachers’ Perceptions and Participation in an Academic Salon-Based Professional Learning Community

Abstract In the last three decades, Professional learning communities (PLCs) have spread rapidly in different countries and contexts. While much is known about PLCs’ potential to enhance teachers’ professional learning, less is known about factors influencing teachers’ sustained participation and the process concerning how PLC was built at an early stage, especially in higher education in China. This study, conducted at the School of Foreign Languages in a key teacher education university in China, examined 17 university EFL (English as a Foreign Language) teachers’ perceptions of the value of academic salon-based PLC and the factors influencing their participation. Drawing on data from semi-structured interviews, the results showed that most participants embraced and appreciated the significant role of salon-based PLC in breaking a sense of isolation, enriching general knowledge in research and publication, and enhancing beliefs of the significance of research in professional development. However, how salons were implemented hindered teachers’ sustained participation. Factors at the individual level (i. e., low motivation, heavy workload, etc.) and the institutional level (i.e., non-collaborative culture, hierarchy, etc.) also exerted great influence on teachers’ sustained engagement. Implications for university teachers’ development in the context of PLCs were discussed.

Practices, validity, and challenges of online formative assessment in Algerian higher education

Online assessment, whether formative or summative, appears to be a problematic issue for many English as a foreign language (EFL) university teachers. Formative assessment is crucial for improving the quality of teaching and learning. Therefore, it is highly significant to recognize the possible trends of online formative assessment offered in the Algerian university context. In this regard, this paper aims at exploring the online formative assessment practices of EFL university teachers including the type of formative assessment experienced, assessment and feedback techniques, and the validity of the assessment strategies employed virtually. It further seeks to identify the challenges faced in the process. To achieve this, a qualitative approach based on exploratory and descriptive research design was adopted. An online questionnaire was administered to 16 EFL teachers from 12 Algerian universities. The findings revealed that participants employ a variety of online formative assessment strategies for various purposes. The overall practices are, to a certain degree, valid. Keywords: English as a foreign language (EFL); formative assessment; online assessment; university teacher.

English Classroom Anxiety, Learning Style and English Achievement in Chinese University EFL Students

The present study examined the relationship between English classroom anxiety (ECA) and learning style and their predictive effects on students’ English achievement. In total, 691 Chinese university EFL (English as a foreign language) students answered the English Classroom Anxiety Scale, the Perceptual Learning Styles Preferences Questionnaire and a background information questionnaire. Major findings were: (a) the two scales were highly reliable and significantly inversely related to each other, (b) the respondents generally had a medium ECA level and selected auditory, kinesthetic, visual, tactile, group and individual styles as their minor preferences, (c) no significant differences occurred in ECA levels between students of varying genders and disciplines, (d) male students preferred group learning significantly more and individual learning significantly less than their female peers, and engineering students preferred group learning significantly more and individual learning significantly less than their peers of social sciences and humanities, (e) ECA was significantly negatively correlated with and predicted students’ English achievement, and (f) each learning style was significantly positively correlated with students’ English achievement, and visual and group styles significantly positively predicated the latter. These findings confirm the role of foreign language anxiety and learning style in second/foreign language learning.

Yet another look at strategies for learning grammar: Validating the Grammar Learning Strategy Inventory in the Iranian EFL context

This study aimed to validate the 70-item Grammar Learning Strategy Inventory (GLSI), originally developed in Poland, in the Iranian English as a foreign language (EFL) context. A heterogeneous sample of 605 Iranian EFL university students completed the GLSI. Results of exploratory and confirmatory factor analyses revealed a seven-factor model, allowing for the construction of a reduced version of the GLSI including 36 items. The underlying structure of grammar learning strategy (GLS) use corresponded to the classification that served as a basis for the GLSI. Thus, the division into metacognitive, social, affective, and cognitive GLS, the latter of which are further subdivided into focus-on-form GLS, explicit knowledge GLS, implicit knowledge GLS, and corrective feedback GLS, is conceptually valid in the Iranian context. However, the drastic reduction in the number of items might indicate that the actual nature of learning L2 grammar in the Iranian context might be different and that the GLSI may have failed to capture some GLS that Iranian students may draw upon. More research, preferably such that would combine quantitative and qualitative methodologies, seems indispensable for developing a research tool that can be more reflective of the specificity of GLS use in the context under investigation.

Iraqi EFL University Instructors' Attitudes Towards the Hybrid Learning Model in the Teaching and Learning Process

This paper describes the process of developing and validating a self-assessment survey that measures "technology pedagogical topic knowledge" among preservice instructors studying to teach English as a foreign language (EFL). The questionnaire, called "Technological Pedagogical Content Knowledge" )TPACK(, the study aims to provide an assessment tool for preservice foreign language instructors towards the hybrid learning model. The tool used a questionnaire survey. "The sample of the study consist of (30) instructors" (10 male and 20 female) from Baghdad and Tikrit Universities. The results indicate that instructors have superior content, pedagogical, and pedagogical content knowledge, but inferior technical and technological content knowledge. This might be attributed to the lack of digital classroom technology and information assistance in their educational institutions. In general, EFL instructors have favorable opinions on hybrid learning.

Empowering Subject Matter Awareness through Exploratory Practice: Embracing Practitioner Research in the AI Era

A noteworthy challenge encountered among university EFL (English as a Foreign Language) learners lies in their deficiency pertaining to subject matter awareness, a crucial dimension of self-directed learning. This deficiency mainly hampers their ability to effectively deploy critical thinking strategies. This issue has been further exacerbated by the prevalent trend of students heavily relying on Artificial Intelligence (AI) tools for various educational tasks. To address this multifaceted challenge, this experimental research was conducted within a Lebanese English medium university. The core objective of the study was to cultivate students' subject matter awareness by integrating the Exploratory Practice [EP] instructional approach into their writing classes. The research encompassed two distinct groups: an experimental group and a control group. In-depth exploration was pursued using a mixed-methods approach. The outcomes of the study highlighted a significant transformation within the experimental group's subject matter awareness. In conclusion, this study underscores the imperative of nurturing students' subject matter awareness. Through skillful incorporation of EP into writing classes, educators can cultivate a revitalized sense of self-directedness and cultivate critical engagement within learners. This strategic integration not only equips them with essential skills but also empowers them to navigate the complex educational landscape infused with AI.

Integrating Technology into Language Teaching Practice in the Post-COVID-19 Pandemic Digital Age: From a Korean English as a Foreign Language Context

The onset of the COVID-19 pandemic has prompted a transformation in the traditional teaching practices of language classrooms in the post-COVID-19 pandemic digital age. The surge of innovative pedagogical resources and options has played a significant role in this transformation. The integration of digital technology has been recognized as a crucial means of promoting digital literacy, which is regarded as an essential skill in the current climate. In the realm of language education, this paradigm shift has encouraged educators to adopt new technological components and incorporate them into their course contents and activities to cater to the needs of the new digital generation of learners. The purpose of this study is to identify the impact of integrating social networking services such as KakaoTalk and YouTube into mobile-assisted language learning (MALL) in supporting Korean English as a foreign language (EFL) university students’ language learning during the COVID-19 pandemic. Utilizing a mixed-methods research design, the study gathered quantitative and qualitative data through survey questionnaire, online interview and interactive presentation tool. The result of this study revealed that the integration of social networks and MALL could support EFL university students’ language learning experience and boost students’ motivation and engagement in their learning process. This study also suggested that the concept of MALL could contribute to cultivating positive dynamics of classroom interaction. The findings of the study highlight the benefits of incorporating technology in language education and the importance of adapting teaching methods to meet the evolving needs of learners in a rapidly changing post-COVID-19 pandemic digital landscape.

The Role of Humour in Motivating EFL University Students in Sulaimani City

A substantial body of research has been conducted on increasing EFL students’ motivation in EFL classes. Different pedagogical techniques have been defined, and humour is undoubtedly one of them. For English as a Foreign Language (EFL) classroom, various methods have been found effective, and humour is also one of the effective techniques to help the learning process in EFL classrooms. This paper is an extraction from the Ph.D. dissertation of the author, entitled “‘Investigating the Use of Humour in Teaching Kurdish EFL University Students in Sulaimani City’, in which it was attempted to investigate the role of humour on EFL students in Sulaimani City universities. The current article is based on the hypothesis that humour is a highly effective technique that motivates students and helps them in learning in EFL classrooms. The role of humour in EFL classrooms with Kurdish backgrounds needs more investigation. The current paper emphasizes the role of humour on motivation from the perspectives of EFL first-year students from Sulaimani Polytechnic University (SPU). A quantitative method was employed in which 100 students were given a 30-item questionnaire to explore their perspectives on the use of humour. The study finds that a considerably high number of the students were in favour of humour to be used by their teachers during their classes as they find it very helpful and motivational, which helps them in the language learning process.

Machine translation in language acquisition: A study on EFL students' perceptions and practices in Saudi Arabia and South Korea

AbstractBackgroundLanguage learners are taking advantage of the increased accuracy afforded by machine translation (MT) tools like Google Translate. There is a growing debate as to whether these tools support or hinder English as a foreign language (EFL) education. Some EFL students are drawn to MT tools to save time and energy when communicating, but how this use relates to second language acquisition needs to be clarified.ObjectiveThis study investigated the perceptions and practices of MT tools among university EFL students in Saudi Arabia and South Korea.MethodsThe study surveyed Saudi (n = 310) and South Korean (n = 160) university students to explore the use of MT tools in EFL learning. It used mean scores, correlation analysis, and structural equation modelling to understand the perceived benefits and limitations of MT tools and their influence on the use of translation websites. The findings were triangulated using content analysis of open‐ended items.Results and ConclusionFindings indicate students showed a high level of acceptance and utilization of MT tools. English avoidance behaviour (B = 0.43), benefits (B = 0.32), and foreign language proficiency (B = −0.19) predicted 61% of actual use of MT tools like Google Translate. Further, students frequently used MT tools despite the reported concerns about accuracy mistakes. Saudi students listed a more comprehensive array of why they use MT tools than Korean students, while Saudis and Koreans frequently used MT tools for individual word and sentence translations.ImplicationsStudents should edit MT output when writing and are encouraged to use the voice recording and other functions of MT tools to learn language skills. Instructors must prevent overuse and dependency on MT tools, especially among low‐proficiency students who want to avoid using English.

Investigating University EFL Teachers’ Perception, Practice, and Challenges in Self-Initiated Professional Development

The topic of self-initiated professional development has garnered increasing attention among English as a Foreign Language (EFL) teachers who are motivated to identify and address gaps in their professional development. This study aimed to investigate the perceptions, practices, and challenges of EFL teachers at Addis Ababa Science and Technology University with regard to self-initiated professional development. The participants consisted of 35 EFL instructors with 12 holding PhD degrees and the remaining 23 holding MA degrees at Addis Ababa Science and Technology University. The study adopted a concurrent mixed methods research design, utilizing both a questionnaire and semi-structured interviews for data collection. The study employed a total population sampling method and conducted semi-structured interviews with four randomly selected EFL teachers. Data analysis was performed separately for the questionnaire and interview data, followed by a mixed analysis to triangulate and corroborate the results. The findings revealed that the majority of the EFL teachers had a positive perception of self-initiated professional development, which was reflected in their practice of self-monitoring and analyzing critical incidents. However, the teachers did not engage in practices such as keeping a teaching journal, conducting action research, reflecting on their teaching, or developing a teaching portfolio. The challenges to self-initiated professional development were identified as lack of commitment, collaboration among colleagues, communication, and institutional support. This study highlights the potential of self-initiated professional development as an alternative means of addressing professional development needs among EFL teachers.

Metaphor use in describing English public speaking anxiety by Chinese university EFL learners

This study aims to explore English public speaking (EPS) anxiety among Chinese university students learning English as a foreign language (EFL) through mixed methods of analyzing elicited metaphors. Eight participants were invited to produce metaphors that presented their EPS anxiety in different speech types through journals and semi-structured interviews during one semester. Categorical data analysis and discourse analytic methods were employed to examine the relationships between the three-component construct of EPS anxiety, emotional valence, and speech types in participants’ metaphorical representations of EPS anxiety. There was no three-way interaction, but all three probable bivariate relationships between the three-component construct of EPS anxiety, emotional valence, and speech types were found to have possible significant correlations with corresponding effect sizes. The results indicated dynamic changes in the physiology, cognition, and behavior of students with EPS anxiety, reflecting varying attitudes towards EPS anxiety. It was found that students were more likely to describe their physiological experience by using metaphors in their first informative speech; they were more prone to employ metaphors to depict their cognitions in the following persuasive and commemorative speeches; descriptions of positive cognitions occurred more frequently than expected, and those with negative physiological depictions were overused. The study concludes with implications for improving the teaching of EPS courses in similar contexts.

Cultural Dimensions and Pragmatic Failure: The Case of Moroccan EFL University Students

This study examines the impact of cultural values on the production of three speech acts (complaints, apologies, and refusals) by Moroccan Learners of English as a Foreign Language (EFL). The study involves three groups of participants: Moroccan EFL learners (MLE), American speakers (AE), and Moroccan Arabic speakers (MA). The objective of this cross-cultural pragmatic study is to explore and identify the extent to which pragmatic failure can be attributed to the cultural value and dimensions of the learners rather than their linguistic incompetence. Participants were given Discourse Completion Task questionnaires to elicit their reactions to various situations. The results, based on Hofstede's cultural dimension framework (2010) and Hall's cultural specifications (1976), showed that culture has a significant effect on the performance of the speech acts under investigation. Findings suggested that cultural specificities do affect the pragmatic choices made by the interlocutors across the three groups of informants.

Saudi EFL Teachers’ and Students’ Perceptions Towards Using English-Arabic Code Switching as a Teaching and Learning Strategy

This study aimed to investigate EFL (English as a foreign language) teachers’ and students' perceptions towards using CS (code-switching) in teaching and learning English at Saudi secondary schools. It also attempted to identify EFL teachers and students' reasons for using CS in teaching and learning English in Saudi high schools. The sample of the study consisted of 100 teachers and 122 students who were randomly selected from secondary schools in the city of Riyadh. The data of the study were collected via a five-point Likert scale questionnaire. Moreover, this instrument was validated by ten university EFL professors, and its reliability was achieved by calculating Cronbach Alpha formula. The findings of the study revealed that teachers and students believed that CS was an effective strategy in helping students to understand unfamiliar topics, facilitating students’ learning of new grammatical structures, increasing student-teacher interaction, and enlivening the atmosphere of the class. Finally, teachers and students agreed that the most important reasons behind using CS were increasing comprehension, avoiding misunderstanding, eliciting better responses from students, and filling gaps in a classroom conversation.

EFL University Learners as Researchers: Teaching Process Advantages

The paper focuses on presuming teaching process advantages of university learners’ research in the context of English as a Foreign Language (EFL) training, comprising, in the author’s situation, English for General Purposes (EGP) and English for Specific Purposes (ESP), based on existing data. Research concept is defined and its characteristics are outlined in terms of student research relevance. Examples of EFL university student research tasks are provided. Students’ research benefits are considered mainly with respect to language awareness (LA) and learner autonomy (LrA) enhancement. Conclusion treats the expected connectedness between EFL learner research and learners’ communicative competence improvement.

Exploring self-regulated writing strategies: A comparison between paragraphs and essays

Writing requires a complex skill, and thus students need to regulate themselves in employing the appropriate strategies to achieve good writing performance. The present research investigated Self-Regulated Writing (SRW) strategies used by EFL (English as a Foreign Language) university students. It contrasted the students' strategies related to the complex structure of the texts (i.e., paragraphs and essays) and students’ writing performance. The data information came from two separate sets of self-regulated learning strategy questionnaire, as well as writing outcomes of the students. Descriptive statistics and the Mann-Whitney U test were utilized to evaluate the data. The six dimensions of SRW strategies were extensively utilized in paragraph and essay writings. The six dimensions include motive, method, time, performance, physical environment, and social environment. Interestingly, the social environment dimension had the highest mean score, showing that the students needed assistance from their peers and available learning resources. Meanwhile, the motive dimension obtained the lowest mean in both paragraph and essay writings. Furthermore, the analysis showed no significant statistical difference in using SRW strategies in writing paragraphs and essays except in the method dimension. The difference in strategy use based on achievement was also not significant. The results indicate that the students applied similar SRW strategies in paragraph and essay writings regardless of their proficiency levels. Pedagogical implications and recommendations for future research are also further discussed in the article.

Practices, validity and challenges of online formative assessment in Algerian higher education

Online assessment, whether formative or summative, appears to be a problematic issue for many English as a foreign language (EFL) university teachers. Formative assessment is crucial for improving the quality of teaching and learning. Therefore, it is highly significant to recognize the possible trends of online formative assessment offered in the Algerian university context. In this regard, this paper aims at exploring the online formative assessment practices of EFL university teachers including the type of formative assessment experienced, assessment and feedback techniques, and the validity of the assessment strategies employed virtually. It further seeks to identify the challenges faced in the process. To achieve this, a qualitative approach based on exploratory and descriptive research design was adopted. An online questionnaire was administered to 16 EFL teachers from 12 Algerian universities. The findings revealed that participants employ a variety of online formative assessment strategies for various purposes. The overall practices are, to a certain degree, valid.
 Keywords: English as a foreign language (EFL); formative assessment; online assessment; university teacher.

INVESTIGATING KURDISH EFL STUDENT’S TRANSLATION OF METAPHORICAL EXPRESSIONS AT THE UNIVERSITY LEVEL

The current study is an extracted paper from an MA thesis that relates to exploring the ability of Kurdish undergraduate students of English as a Foreign Language (EFL) to translate English metaphorical expressions into Kurdish Language and vice versa. Furthermore, it aims to highlight the most frequently applied strategies in translating English and Kurdish metaphorical expressions and the challenges that EFL students encounter in their translations. The study adopts three models: Lakoff and Jonson (1980), Larson (1984), and Farahzad (1992). Based on these models, a test is administered to 143 students to gather the quantitative data. Additionally, a semi-structured interview was conducted with six university lecturers to collect the qualitative data. The results show that the ability of Kurdish EFL students at the Colleges of Basic Education/English Department to translate English and Kurdish metaphorical expressions is very low and minimal. Moreover, the most frequently applied strategies are metaphor to another metaphor with the same meaning and transference of meaning without the metaphorical image for Kurdish and English metaphorical expressions, respectively. It also reveals that the majority of the students have difficulty in translating ontological types of metaphorical expressions, and the inability to find appropriate or near-like equivalents, insufficient Kurdish resources and cultural differences between the source and target languages are challenges that EFL university students face in their translations.