English As A Foreign Language Research Articles

Unfolding Transnational students’ Writing Challenges in Two Different Languages Across Borders

ABSTRACT This is a qualitative study that addresses writing challenges transnational students face as a result of the transition from an American educational system to a Mexican one. Seven transnational students from an undergraduate program in English Language Teaching (ELT) took part in the study. A case study design was adopted; students were taught for eight weeks how to write an introduction to a research paper following a modified version of Tardy’s (2019) genre pedagogy. Two semi-structured interviews and a focus group were conducted at different phases of the study. We also collected students’ drafts and the final version of the introduction to a research paper. This article, however, reports the results of the first interview that was analyzed by means of thematic analysis. Results reveal that students have some difficulties with the organization of texts in English despite their immersion in an English-speaking environment, and students acknowledge that some Mexican teachers overstress the use of grammar when teaching writing in English. This paper contributes to the English as a Foreign Language (EFL) field because it informs English teachers about some academic writing difficulties that transnational students face.

A sociocultural exploration of Iranian language teachers’ corrective feedback: why and how?

ABSTRACT This study aims to explore the types and reasons for teachers’ corrective feedback (CF) in English as a Foreign Language (EFL) classes from sociocultural perspectives. To do so, 12 Iranian EFL teachers were selected based on convenience sampling, and 18 sessions of their classes (one or two from each teacher) were observed to ensure that there were at least three CF occurrences in each teacher’s class. Then, the teachers attended stimulated recall interviews in which they answered questions about reasons for applying specific CFs in their classes. Different subthemes emerged from the data within the three sociocultural mediators’ themes, namely psychological, material and peer mediators. The results indicated that teachers use different CFs in their classes for various reasons such as scaffolding learning, enhancing noticing and exposure, and fostering learners’ agency. The study ends with suggestions and implications for teachers and teacher educators.

Contrasts between the practice and listening and reading skills teaching of English language

This paper analyses the difference between teaching and practicing listening and reading skills in the context of learning English as a second language (ESL). A systematic literature review examines recent studies published within the last five years on pedagogical approaches. The results indicate that active teaching, which includes keyword identification and inference strategies, is significantly more effective than repetitive practice, allowing students to apply these skills more effectively in real-life situations. It is concluded that structured instruction is key to fostering deep learning, while unguided practice may limit the effective development of these skills.

Comparing secondary school students’ foreign language anxiety and academic achievement in face-to-face and online settings: a case study in China

ABSTRACT The present study investigated foreign language anxiety (FLA) and foreign language (FL) achievement of 151 secondary school students in traditional face-to-face (F2F) and online English as a Foreign Language (EFL) classes. Quantitative and qualitative data were collected. The quantitative data revealed that the participants reported a lower leve l of FLA in online settings than that in traditional F2F settings, significantly in two dimensions (communication apprehension and test anxiety); and FLA was negatively correlated with FL achievement in online EFL classes, with better academic achievements due to decline of anxiety. The qualitative data revealed that FLA in F2F settings was primarily related to the participants themselves, such as bad performance in dictations, failure in quizzes, and poor homework, while FLA in online settings was more correlated with teachers (i.e. teacher questioning, teaching method and teacher’s roll call) and environment (i.e., camera monitoring, internet instability, and usage of teaching platforms). The factors contributing to such results have been thoroughly analysed and explored to offer pedagogical implications for online and offline EFL education.

Identity marginalization among EFL teachers in Iranian language institutes: a positioning analysis

ABSTRACT This study explores the marginalised identity of three Iranian English as a foreign language (EFL) teachers by analysing their narratives texts, using a three-level positioning approach to explore how participants positioned themselves and others in their narratives. Struggles to exercise agency, isolation (distancing oneself from colleagues), colleagues lacking specialist qualifications, and a perceived lack of appreciation influenced their professional identity development, leading to marginalised identity. The findings suggest how the positionality of participants regarding themselves and others was violated when they practised in private language teaching institutes. The persistent experience of being marginalised acted as a stimulus for them to reposition their identity within the ELT context by obtaining postgraduate qualifications to secure positions in academia.

Implementing active learning approach to promote motivation, reduce anxiety, and shape positive attitudes: A case study of EFL learners.

Active Learning (AL) represents a transformative instructional approach that departs from traditional methods by immersing students in experiential learning activities such as problem-solving, discussions, role-plays, interactive engagement, and case studies. Despite its widely recognized potential, the effects of AL on psycho-affective constructs in English as a Foreign Language (EFL) contexts remain underexplored. Hence, this study explored the impact of AL on EFL learners' motivation, attitudes, and anxiety in Iran. A sample of 110 pre-intermediate EFL learners from the Iran Language Institute in Borujerd City was recruited through random sampling. Following participant homogenization via the Oxford Quick Placement Test and outlier exclusion, 51 learners were randomly assigned to an experimental group (EG, n=26) receiving AL-based instruction, and a control group (CG, n=25) exposed to traditional lecture-based instruction. Over 18 one-hour sessions, conducted twice weekly, the groups underwent distinct interventions. The outcomes of independent samples t-tests revealed that AL-based instruction significantly enhanced the EFL learners' motivation, fostered more positive attitudes toward English language learning, and effectively reduced anxiety in the EG compared to the CG. The study's findings approved the pedagogical value of AL, specifically its capacity to create an engaging and emotionally supportive classroom environment that promotes learner confidence, sustained motivation, and a positive disposition toward English learning. Different stakeholders in EFL education are encouraged to integrate AL strategies into EFL curricula to improve psycho-affective outcomes.

Examining the effects of a diagnostic language test on learning

This study applied expectancy-value theory (EVT) to examine the impact of diagnostic language assessment (DLA) on the learning activities of a group of Chinese learners of English as a foreign language (EFL). A model of test impact on learning was conceptualized by integrating EVT and DLA theories. Structural equation modeling (SEM) was performed to explore how the test’s diagnostic power influenced remedial learning through subjective task value, which encompassed attainment and utility values. The results indicated that the test’s diagnostic power positively influenced students’ attainment value, utility value, and remedial learning. While utility value mediated the relationship between diagnostic power and remedial learning, attainment value did not. Additionally, a significant distal mediation was observed in the causal relationship among diagnostic power, attainment value, utility value, and remedial learning. The findings have implications for test development, classroom teaching, and research on test impact, particularly in the context of EVT and DLA.

Enhancing EFL learners' lexical alignment and vocabulary knowledge through an oral continuation task embedded with peer interaction

ABSTRACT Prior research has demonstrated the benefits of continuation tasks for second language (L2) vocabulary acquisition and highlighted the role of peer interaction in L2 learning. However, the potential benefits arising from integrating oral continuation tasks with peer interaction remain underexplored. This study investigated the impact of peer interaction on lexical alignment and vocabulary knowledge acquisition among Chinese English as a Foreign Language (EFL) learners, particularly within the context of the oral continuation task. Language-related episodes (LREs) containing target words were identified, and epistemic network analysis (ENA) was employed to explore potential ways to strengthen lexical alignment during peer interactions. A total of 47 freshmen from parallel College English classes at a leading Chinese university participated in the study. The results showed that alignment had positive and significant relationships with final L2 vocabulary learning outcomes, suggesting that the inclusion of a peer interaction session prior to oral production could facilitate a deeper understanding of reading materials and a more comprehensive engagement with different aspects of word knowledge. Specifically, it was revealed that peer interaction, when integrated into the oral continuation task, fosters heightened engagement with vocabulary in terms of pronunciation, meaning, and use, thereby potentially enhancing lexical alignment in learners’ oral continuations and strengthening their grasp of target vocabulary. The study concludes by offering pedagogical insights, providing valuable guidance for educators aiming to optimize the practical utility of oral continuation tasks for effective vocabulary learning in the classroom.

Students Perception of Roblox and Language Barrier in ESL

This study explores students' perceptions of Roblox to study English as a Second Language (ESL). Roblox provides a dynamic platform where players learn English through chat interactions, game instructions, and teamwork, fostering global connections that make language practice and cultural exchange easier. A mixed-method approach was employed, combining questionnaires and interviews. Questionnaire data were analyzed for validity and reliability, while interview data were examined using inductive, deductive, and comparative analysis techniques. Findings reveal that student’s perceive Roblox positively regarding its impact on English competence. Participants reported vocabulary improvement through exposure to new words and phrases during gameplay. However, challenges persist, particularly in grammar, as limited proficiency often hinders the clarity and precision of communication. Student’s highlighted the importance of grammar in ensuring that listeners effectively convey and understand messages. This study underscores the potential of online gaming platforms like Roblox as innovative tools for ESL learning, while also identifying areas for improvement to address language barriers more comprehensively.

The influence of large language models as collaborative dialogue partners on EFL English oral proficiency and foreign language anxiety

Collaborative dialogue is an important method for improving English as a Foreign Language (EFL) oral proficiency and reducing foreign language anxiety, but it is often influenced by the proficiency level of peers and whether they are native English speakers. With the support of artificial intelligence and automatic speech recognition language synthesis technology, Large Language Models (LLMs) have the potential to enhance EFL oral proficiency and reduce foreign language anxiety. However, there is limited empirical research on the impact of Large Language Models on EFL oral proficiency and foreign language anxiety. This study recruited 83 freshmen from China to participate in a 4-week LLM-assisted English oral proficiency learning activity, employing a randomized controlled trial. Participants’ oral proficiency, foreign language anxiety, willingness to communicate in English, and self-efficacy were assessed before and after the intervention. The results indicated that the LLM (GPT-4) significantly enhanced their oral proficiency. Furthermore, it significantly increased participants’ willingness to communicate orally in English and their self-efficacy, while significantly reducing foreign language anxiety. Semi-structured interview analysis revealed learners’ positive attitudes towards using LLM and their willingness to continue using them in the future but also highlighted occasional deviations from topics and feedback delays due to network speed during conversations, which influenced participants’ experiences to some extent.

Teachers’ Insights into the Efficacy of the ‘Reading Circle’ Project Using English Language Teaching Graded Readers

The Sustainable Development Goals Report 2024, published by the United Nations, highlights quality education as a priority goal, emphasising its essential role in facilitating the achievement of other goals. Although there has been modest progress since 2019, several areas require further advancement, including the development of reading skills. Extensive reading plays an important role in foreign language acquisition, as it not only significantly enhances students’ vocabulary, text comprehension, reading, speaking, and writing skills, but also fosters the development of sustainable learning and self-regulated learning skills. In order to substantially increase students’ reading opportunities, the ‘Reading Circle’ (RC) project was initiated, allowing teachers and their students to read five to eight graded readers during English as a Foreign Language (EFL) classes throughout the school year. During the school year 2023/2024, 45 teachers and 1328 students of Grades 3–11 participated in the 9-month project. The aim of this study was to analyse teachers’ perceptions on the efficacy of the ‘Reading Circle’ project and the most common teaching techniques. The data indicate that the most commonly used teaching techniques across all levels of language learning were the text discussions and the completion of ready-made exercises, while a significant difference across the levels emerged in the techniques of students reading aloud versus reading silently. The findings of this study reveal that teachers highly evaluated the benefits of the project and observed positive improvements in students’ reading motivation, text comprehension, and advancements in their reading and speaking skills, and the outcomes imply that the ‘Reading Circle’ project is an effective method of enhancing sustainable learning and self-regulated learning skills.

Teacher Scaffolding and Collaborative Learning in Public Speaking: Voices of Students

In spite of the prevalence of public speaking courses at tertiary level, it remains a challenge for many English as a Second language (ESL) learners. Collaborative learning strategies have been employed to support students in learning this skill. Various factors contribute to the success of collaborative learning in public speaking; however, the role teacher scaffolding has received limited research attention. As a response, this study examined undergraduate students in a Vietnamese university who took part in a 15-session public speaking course to investigate their perceptions of this issue. Drawing on semi-structured interviews and the process of theme analysis, findings indicated the role of teacher scaffolding and factors that influence its effectiveness in collaborative activities in a public speaking course from students’ perspective. The study also suggested pedagogical implications for enhancing the learning process.

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

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

Comparison of Immigrant Children in China and the United States

This paper will focus on comparing the situation of immigrant children in China and the United States (the U.S.). This paper will also explore the experiences of immigrant children in China and the U.S., comparing the challenges the two countries face and the support systems available. This paper will introduce Chinas Hukou system and the U.S.s English as Second Language (ESL) system. While Chinas migrant Children will have a rough time dealing with new situations in urban areas, the U.S. has an ESL system that helps immigrant children adapt to a new environment. Defining what method that the government will have towards immigrant children are a key discussion point in this paper. By examining these systems, this paper highlights the differing approaches and outcomes for immigrant children in both countries. This paper will highlight some sort of opportunities for improving policies to better address the needs of this vulnerable population

Exploring ESL teachers’ experiences about ICT-based 4Cs skills: a phenomenological study

This study examines the experiences of university-level English as a Second Language (ESL) teachers in relation to the integration of Information and Communication Technology (ICT)-based 4Cs (communication, collaboration, critical thinking, and creativity) skills in English language teaching and learning. The research aims to explore the impact of 4Cs skills on the teaching and learning process, particularly in the context of ESL education. Through a phenomenological study approach, data have been collected through semi-structured interviews with the five ESL teachers of a public sector university’s education department. The recorded semi-structured interviews were transcribed into verbatim form and analysed thematically to gain insights into the ESL teachers’ experiences and perceptions regarding ICT-based 4Cs skills. The phenomenological approach offered a rich and nuanced understanding of the five ESL teachers’ experiences by exploring the subjective meanings they attribute to their lived experiences. The findings provided valuable insights into the experiences of ESL teachers and emphasize the significance of ICT-based 4Cs skills in the twenty-first century. The results highlight the effectiveness of various teaching techniques in implementing these skills but also identify challenges faced by ESL teachers when teaching ESL learners. Overall, this research underscores the importance of integrating ICT-based 4Cs skills in ESL instruction and contributes to the understanding of their implementation in the field of education.

The Effect of Using Real-Time Magnetic Resonance Imaging on the Perception of EFL Vowels

This study investigated the influence of real-time Magnetic Resonance Imaging (rtMRI) videos as an innovative tool for enhancing learners' perception of English vowel sounds among Arabic-speaking learners of English as a Foreign Language (EFL). Utilizing a pretest-intervention-posttest design, the study involved forty participants who were equally divided into two groups: an experimental group and a control group. The experimental group received targeted perception-based instruction that incorporated rtMRI videos, delivered in three weekly sessions of thirty minutes each. In contrast, the control group underwent a similar instructional approach but without the use of rtMRI technology. To assess learners' progress, two tests were administered during both the pretest and posttest phases. The first test focused on the subjects' ability to associate vowel sounds with their corresponding articulatory features, while the second test evaluated their overall perception of vowel sounds. Analysis of the post-test results revealed significant improvements in the vowel-feature association test exclusively for the experimental group. Implications of these findings are discussed.

‘I want to become an IELTS teacher’: emotion labour and professional identity disillusionment in a novice Iranian public school EFL teacher

ABSTRACT Language teacher identity (LTI), and its essential component, teacher agency, are inextricably intertwined with emotion labour. This qualitative case study explored how the agency and LTI of an early-career Iranian female teacher of EFL (English as a foreign language) were affected by her engagement in emotion labour in two public schools. Data in the form of class observations and semi-structured interviews were collected, focusing on the emotional episodes of the participant’s practice at her previous and current workplaces, and then analysed through grounded theory procedures. The findings revealed that while the favourable emotional atmosphere of the first school helped the novice teacher to be at ease with her LTI, growing emotion labour caused by the deep-seated contradictions in the second school eroded her sense of agency and made her give her current job affiliation a second thought. Implications and suggestions for further research are discussed.

A Study on EFL Vocabulary Teaching for Non-English Major College Students in China Based on Multimodal Theory

In the era of global diversification and technological advancement, the vocabulary teaching of teaching English as a Foreign Language (EFL) faces new challenges and opportunities. Multimodal theory-based teaching has gained significant attention in academic research. This study addresses the challenges in EFL vocabulary acquisition among non-English major students by employing the Explanatory Sequential Design (ESD). Initially, this study conducted a quantitative semi-structured questionnaire involving 78 non-English major college students in China. It identified key vocabulary learning issues, including monotonous vocabulary presentation content, limited vocabulary teaching methods and tedious vocabulary tasks. To address these challenges, this research implemented a research practice at Wenzhou Business College (WZBC) for one semester with 20 non-English major students, focusing on pre-class, in-class, and post-class stages. This study collected data to evaluate the effectiveness of the intervention and conducted a follow-up interview with 5 students to gain deeper insights. This study shows that applying multimodal theory in EFL vocabulary teaching enhances vocabulary acquisition by engaging students with varied content, interactive methods, and customised tasks that build confidence, thereby boosting interest and participation in vocabulary learning. These findings offer valuable insights for advancing EFL educational practices.

The Effectiveness of Using ELSA App on Improving Saudi Students’ English-Speaking Skills

Speaking is a challenging skill for the majority of English as a foreign language (EFL) learners around the world. Therefore, experts are researching the potential affordances of Artificial Intelligence (AI) as a tool to develop speaking skills. The ELSA App is a prominent example of an AI application that can provide instant corrections to the user to improve their speaking skills. Although app reviewers claim it is effective for enhancing speaking skills, there is minimal research confirming its effectiveness as a tool for enhancing key English-speaking skills, such as pronunciation, fluency, cohesion, and expanding lexical resources. To contribute to the literature in this area, this study sought to evaluate the efficacy of the ELSA App as a tool to develop Saudi high school students’ speaking skills. In addition, it aimed to explore their perceptions with regard to using the ELSA App to develop their English-speaking skills. In total, 30 high school students from Saudi Arabia were selected as the research sample. The participating students were divided into two groups, comprising 15 in the control group and 15 in the experimental group. A mixed-methods study design was used to answer the study questions. Data were collected using two research tools: a pre- and post-test speaking test, and a closed and open questionnaire. The students’ tests were corrected using IELTS rubrics. The questionnaire was arranged into two sections: closed questions based on a five-point Likert scale that was analyzed statistically, and open questions analyzed using content analysis. The results indicated that students in the experimental group experienced positive improvement at varying levels in terms of pronunciation, fluency, coherence, grammatical range and accuracy, and lexical resources in speaking skills. Moreover, the students had positive opinions about using the ELSA App to practice and develop their English-speaking skills. Thus, it appears the ELSA App in general had a significant positive impact on the Saudi student participants’ speaking skills, offering them a fertile interactive environment. This finding has valuable implications and prompted recommendations for teachers and EFL learners.

A Review on Project Based Learning in Enhancing English Writing Skills

Writing is a complex skill requiring cognitive, linguistic, and creative capacities, particularly challenging for English as a Foreign Language (EFL) learners. This review explores the effectiveness of Project-Based Learning (PBL) in enhancing English writing skills, emphasizing its potential to address common challenges faced by learners. PBL promotes active engagement, critical thinking, collaboration, and creativity through real-world, student-centered tasks. By integrating interdisciplinary approaches and authentic materials, PBL fosters practical language use and improves linguistic competencies, including grammar, vocabulary, and organizational skills. The review synthesizes findings from studies conducted in various educational contexts, highlighting the multifaceted benefits of PBL. Research demonstrates that PBL significantly enhances students' writing skills, including their ability to structure ideas coherently and apply genre-specific conventions. It also supports the development of essential 21st-century skills, such as problem-solving, time management, and teamwork. Furthermore, PBL has been shown to increase learners’ confidence and motivation, transforming writing tasks into meaningful and engaging experiences. While PBL presents notable advantages, challenges such as time constraints, resource limitations, and the need for teacher training remain. Addressing these barriers requires strategic implementation, adequate teacher preparation, and the use of clear project guidelines. Despite these challenges, the evidence supports PBL as a transformative pedagogical approach for enhancing writing skills. This review underscores the value of integrating PBL into EFL instruction to prepare learners for academic and professional communication demands while fostering linguistic proficiency and critical life skills.