English As A Foreign Language Research Articles

Empowering English as a Foreign Language Education With the Production-Oriented Approach: A Systematic Review

<p style="text-align:justify">The field of English as a Foreign Language (EFL) instruction has gained recognition worldwide, particularly in non-native English-speaking countries. However, traditional teaching methods fall short of meeting the needs of today's EFL learners. In response, the Production-Oriented Approach (POA) has emerged as a new pedagogical approach to address these challenges. Despite its significant impact on EFL education, there is a lack of reviews on the POA. This study conducted a systematic review to explore the POA's effectiveness, challenges, and future trends. Using the PRISMA framework, 31 articles from reputable databases (Web of Science, Education Resources Information Center, Scopus, and Google Scholar) were analyzed, covering the years 2018 to 2023. The study's comprehensive analysis, employing Nvivo, revealed that the POA has immense potential for enhancing English learners' language skills, particularly in reading, speaking, writing, and translating. Moreover, the study highlighted the POA's positive influence on learners' affective factors, including motivation, confidence, critical thinking, and self-directed learning abilities. Nonetheless, the POA faces challenges for both teachers and learners, particularly during the transition from traditional methods and the associated increase in workload. Despite these challenges, this study unequivocally establishes the POA as an effective pedagogical approach for teaching EFL. Additionally, it identifies research gaps that must be addressed to sustain and improve EFL education in the future through further development of the POA.</p>

The effect of digital game-based language learning mobile application on the development of complexity, accuracy, and fluency in foreign language monologic oral production among Chinese learners of English as a foreign language

The study reported the effect of a digital game-based language learning (DGBLL) mobile application “Speaking English Fluently – An Automated Scoring Artificial Intelligent Tutoring System on Spoken English” on the complexity, accuracy, and fluency in foreign language (FL) monologic oral production among 31 second year Chinese university learners of English as a foreign language (EFL). The participants’ monologic oral production was measured in the first (week 1) and last week (week 21) of a semester using the same narrative picture description task. The oral production was audio-recorded and transcribed. Both the transcripts and audio-files were analyzed on the complexity, accuracy, and fluency dimensions. The complexity was measured using the number of Mean (M) words per T-unit, the accuracy dimension was measured using the number of repairs and errors per 100 words; and the fluency dimension was measured via speech rate (i.e., number of words per minute), and M length of pauses. Students were required to download the mobile application and followed the monological practice section twice a week for 30 minutes each time. Using paired sample t-tests, we found that even though the participants’ repair rate and speech rate remained unchanged, they produced more complex monologic speech, had significantly fewer errors, and reduced average length of pauses after 20 weeks treatment using the mobile application, demonstrating a positive effect of the DGBLL mobile application on FL learners’ monologic oral production.

Mobile learning and speech technology for language teachers’ professional development

This study aims to investigate the use of mobile learning to provide pronunciation training for lecturers of English as a Foreign Language (EFL) from Vietnamese provincial universities. Mobile learning offers a potential solution for the delivery of professional development to lecturers based outside major cities thanks to its capacity to enable learning anytime, anywhere. Mobile learning and speech technology are expected to facilitate lecturers’ self-direct learning to fulfil their professional development needs using their own devices. This paper reports results from a pilot study which serves as the first phase of an ongoing design-based research project. The pilot study was carried out to explore the feasibility of an online pronunciation course and identify potential problems for future course iterations in the context of participants living outside major cities in a developing country. The objectives of the project are to establish and test a set of fundamental principles for mobile learning to be an effective way of providing online professional development for lecturers based outside major cities and to shed light on the necessary adjustments in course design to make it a scalable model for future education planning. In this study, both qualitative and quantitative data were collected during two iterations of an online pronunciation professional development course for EFL lecturers from Vietnamese provincial universities.

Gamification as a Didactic Motivator in Low-Resource Public English as a Foreign Language (EFL) Classrooms in Ecuador

The present article explores the feasibility and impacts of Gamification as a motivational tool in classrooms within low-resource public institutions in Ecuador, particularly in teaching English as a Foreign Language. By integrating game design elements into the educational process, teachers tend to enhance student motivation, thus creating a more effective environment for language learning. Traditionally, educators in Ecuadorian public institutions face challenges in engaging students in their classes, often due to outdated teaching methodologies and limited access to educational and technological resources. This study focuses on how gamification can increase student motivation and foster a more stimulating and enjoyable learning environment in low-resource settings concerning English as a Foreign Language instruction. Through the incorporation of gaming elements, teachers can improve language acquisition, student engagement, and encourage collaborative learning, as evidenced by previous studies. The utilization of a qualitative-deductive approach allowed for data collection through an extensive literature review across various educational contexts. Results suggest that Gamification offers a promising perspective for overcoming challenges in traditional education, promoting active student participation. Additionally, the findings highlight the potential of Gamification to revolutionize teaching practice and enrich the entire educational experience.

E‐learning anxiety and satisfaction with online EFL courses in times of COVID‐19: A moderated mediation model of positive coping and gender

AbstractThis study proposed and statistically examined a research model to understand university learners’ satisfaction with online English as a foreign language (EFL) courses during the pandemic. Variables including e‐learning anxiety, positive coping, and gender were under investigation. These variables did not receive much attention in the previous literature, and yet they are considered essential to understanding satisfaction with online EFL courses. A total of 439 undergraduate EFL learners from a university in Taiwan participated in the present study. The technique of structural equation modeling was adopted to test the hypotheses in the moderated mediation model. This study discovered: (1) e‐learning anxiety had a negative impact on EFL learners’ satisfaction with online EFL courses; (2) positive coping was able to reduce the negative impact of e‐learning anxiety on satisfaction with online EFL courses; (3) males used more positive coping strategies than females, and they had better satisfaction scores as well. The results can enrich the current applied linguistics literature by providing an insight into the dynamics of these variables.

Broadening Perspectives and Possibilities: Learners’ Pathways to Digital Multimodal Composition (DMC) in ESL Context

In this paper, we delve into the experiences of 60 English as a Second Language (ESL) undergraduate learners who actively participated in distinct multimodal instructional units within their writing curriculum. Drawing upon a qualitative analysis encompassing design interviews, written reflections, and video observations, this research elucidates the principal themes that emerged from the learners' perspectives related to the potential of Digital Multimodal Composition (DMC) in the ESL context. These themes encompassed the exceptional opportunities afforded by this approach, which included the capacity to conceptualise ideas through the incorporation of visuals and auditory elements, the ability to communicate in novel and inventive manners, the platform it provided for the authentic expression of personal identities, and its effectiveness in the contextualising topic within their learning journey. Furthermore, this research highlights the primary challenges and constraints voiced by the learners, which encompassed a gamut of technical issues and the quest for the most suitable mode of expression within the multimodal framework. Leveraging these insights, the study culminates in a discussion of implications for both research and practice, particularly about the integration of digital multimodal composition in the multilingual classroom setting.

Error logs in the second language classroom: Exploring the relationship between learner engagement with written corrective feedback and improvements in writing accuracy

This classroom-based study investigates how engagement with written corrective feedback (WCF) through the completion of error logs is related to improvements in linguistic accuracy in new pieces of writing. Conducted over eight weeks in a Hong Kong secondary school English as a foreign language (EFL) classroom with 20 student participants, the study involved learners completing error logs after receiving metalinguistic WCF on their written texts. The error logs required learners to record each error and type, their corrections, and explanations for each correction. Using a pre-test, post-test design, the study compared learners' linguistic accuracy before and after the error log intervention, and explored the relationship between accuracy gains and successful error log completion. Learners' attitudes towards using error logs were also assessed through questionnaires and interviews. The findings indicated that linguistic accuracy significantly improved from pre-test to post-test, there was a significant positive correlation between accuracy gains and level of success in explaining corrections, and that learners generally held positive attitudes towards using error logs. The positive perceptions stemmed mainly from learners’ recognition that the error logs raised their awareness of common errors and fostered their linguistic development.

Informal digital learning of English and EFL learners’ willingness to communicate: investigating the mediating role of L2 grit

ABSTRACT Informal digital learning of English (IDLE) has recently become a heated debate in the realm of computer-assisted language learning. Despite the potential benefits of IDLE, the mediating role of English as a foreign language (EFL) learners’ domain-specific grit in the relationship between IDLE and willingness to communicate (WTC) has yet to receive due attention. Therefore, the current study explored how L2 grit mediated the relationship between IDLE and WTC. A sample of 313 Iranian EFL learners filled out three questionnaires. The results of the mediation model analysis conducted with AMOS indicated that L2 grit fully mediated the association between IDLE and WTC. In other words, it was figured out that IDLE impacts learners’ L2 WTC indirectly through their grit. The findings of this study implied that enhancing perseverance and passion for pursuing long-term goals can help EFL learners benefit from IDLE-based activities for communicative purposes. Ultimately, suggestions for future research are offered.

Seeing to understand better? The interplay between cognitive traits and nonverbal visual cues in L2 video comprehension

This study delves into the relationship between the cognitive traits of L2 learners and nonverbal visual scaffolds, specifically beat gestures and facial articulatory features, embedded in training materials. These scaffolds have been proven to enhance L1 comprehension. The research further investigates how this relationship impacts the effects of these scaffolds on learners' comprehension performance post-training. For this purpose, the study recruited 120 English as a Foreign Language (EFL) learners aged 20–24, all at the B2 level of English proficiency, for a 4-week hybrid instructional period. The findings suggest that working memory (WM) plays a significant role in L2 learners' processing of nonverbal visual cues. High-WM learners showed improved comprehension with facial cues, while low-WM individuals leaned towards treatments with fewer nonverbal cues. Additionally, learners’ modality preferences were pivotal for their comprehension. Auditory verbalizers—those who prefer spoken texts—favored treatments emphasizing auditory elements. In contrast, textual verbalizers—those inclined towards written texts and with high working memory—benefited more from exposure to rich nonverbal cues. This study highlights the importance of a balanced instructional strategy that integrates both verbal and nonverbal cues, tailored specifically for learners with distinct cognitive traits and preferences.

An Exploratory Study of Vocabulary Learning Strategies by Saudi Female First-year EFL University Students

The aim of this exploratory study is to investigate the vocabulary learning strategies (VLSs) used by 55 Saudi female freshmen students studying English as a foreign language (EFL). The participants were enrolled in their second level of English (ELI 112) in the university’s foundation program. To provide rich detailed data, the study integrated two research instruments to collect the data: a closed/open-ended questionnaire that adapted Schmitt’s (1997) taxonomy of VLSs, and a vocabulary diary learning log. The overall results of this study show that the participants used all the different VLSs at different rates. Participants tended to resort more to memory VLSs followed by determination, cognitive, social, and finally metacognitive strategies.

English proficiency of Japanese third-age learners: A Quantitative Inquiry

The EFL (English as a Foreign Language) participation and engagement of third-age learners, whose ages range from 50 up to 70 and above has received global attention. Japanese third-age learners' pursuit of English competence exhibits broader societal trends and personal desires for lifelong learning. Utilizing a descriptive-correlational approach, the study assessed the level of English language proficiency (ELP) of 59 Japanese third-age learners registered in the 2023-2024 EFL program in five cities of Aichi prefecture, Japan, when they were taken as a whole and when they were demographically grouped by sex, age, educational background, and weekly average study time. The results show that on average, third-age learners in Japan achieve an intermediate level of English proficiency or B1, with variances observed attributed to demographic criteria such as sex, age, educational background, and weekly English study time. The study found a significant relationship between ELP and the respondents’ demographic, indicating that ELP levels are influenced by sex, age, educational attainment, and the number of hours spent learning English per week, with males showing higher proficiency and older learners generally showing higher levels. The study underscores the need for tailored English language instruction for third-age learners, taking into account their specific demographics. It also considers the policy implications of institutionalizing programs for third-age learners in Japan, aiming to promote active aging, social integration, and overall well-being. Researchers, teachers, and curriculum designers may use this study as one of the bases for developing tailored curricula and instructional materials for third-age learners.

The importance of seeking feedback for benefiting from feedback: A case of second language writing

AbstractThis study explored the role of feedback‐seeking behaviors (FSB) in how English‐as‐a‐second language (ESL) learners benefit from written corrective feedback (WCF). Seventy‐six learners enrolled in an ESL writing course at a major university in the United States completed an FSB questionnaire, wrote a narrative essay, received WCF on their essays, and were given the opportunity to seek further feedback while revising their essays. Five writing measures were used to assess the quality of the revised essays and code the WCF provided. Paired‐samples t‐tests showed that the students made statistically significant improvements in all but one (content) of the target measures. Multiple regression analyses showed that WCF predicted improvements in only one measure (language use), whereas the learners’ feedback monitoring (an implicit feedback‐seeking strategy involving attending to, processing, and using feedback) predicted the organization, vocabulary, language use, mechanics, as well as the overall quality of the students’ revisions. The results suggest that students benefit from WCF only if they seek, process, and use it. These findings confirmed the importance of feedback monitoring in how students benefit from WCF and support a learner‐centered perspective that views students as proactive agents in the feedback process. Theoretical and pedagogical implications are discussed.

The Effectiveness of the Incentive Autonomous Learning Strategies (IALS) Module to Improve Chinese Non-English Major Undergraduates’ EFL Speaking Proficiency

Very limited research has examined the application of the Incentive Autonomous Learning Strategies (IALS) module to improve the speaking proficiency of English as a foreign language (EFL) among Chinese non-English major undergraduates at a public university in China. Thus, this study attempted to bridge this gap by incorporating autonomous learning with incentive strategies to enhance Chinese non-English major undergraduates’ EFL oral performance. Utilising a quantitative research approach, this study adopted a quasi-experimental design to carry out a 14-week intervention. The participants were purposively sampled with the experimental group undergoing the IALS speaking intervention, while the control group received conventional in-situ teaching approaches. A pretest and post-test were conducted on both groups to examine any changes in their speaking proficiency before and after the intervention. Results obtained from the paired-sample t-test demonstrate a statistically significant increase in the experimental group’s EFL oral performance, rising from a mean score of 50.52 before the intervention to 71.60 after the intervention. The control group’s mean score also improved from a pretest mean score of 51.08 to a mean score of 54.98 in the posttest. These results suggest that the IALS module has proven to be efficacious in improving Chinese non-English major undergraduates’ EFL speaking proficiency. It is hoped that the results of this study might provide insights into the effective strategies to enhance English speaking skills among Chinese non-English major undergraduates in EFL contexts.

Higher Education Student Support Program Expansion: A Decade of Progress and Success for English as an Additional Language (EAL) and International Students

One method to support English as an additional language (EAL) students in higher education is through the development of an extracurricular support program catered to the specific academic and psychosocial needs of post-secondary EAL students within an individual faculty. In 2009, the Mount Royal University (MRU) EAL Nursing Student Support Program (NSSP) was created to support the EAL student population within MRU's Bachelor of Nursing (BN) faculty. Following over a decade of support program success documented in a series of scholarly publications, this study aims to capture the longitudinal impact of EAL NSSP on the continued success of its alumni within the academic, professional, and personal domains. A hermeneutic approach to phenomenology was used to measure the perceived impact of the student support measures on their professional and personal development. Participant interviews revealed six themes: (a) skills and knowledge obtained from membership in the support program, (b) continued engagement in professional development and leadership opportunities following support program involvement, (c) accomplishments attained following support program membership, (d) future goals, (e) eagerness to help future generations of EAL students, and (f) the need for continued EAL student support. The findings from this study demonstrate the importance of EAL student support in higher education, showcasing the profound, long-term impact that an effective and intentional EAL student support program design can have.

Exploring Writing Anxiety during Writing Process: An Analysis of Perceptions in Chinese English as a Foreign Language (EFL) Learners

Writing anxiety has been identified as a significant obstacle for English as a Foreign Language (EFL) learners in China, with previous studies indicating that it can negatively affect writing performance. Despite this, most research on writing anxiety in the Chinese EFL context has focused on the relationship between writing anxiety and writing performance, with limited attention paid to exploring writing anxiety during the writing process and its sources in depth. This study applied a qualitative method to explore Chinese EFL learners’ writing anxiety in the writing process. Thematic analysis was used for analyzing data collected through semi-structured interviews with 18 Chinese EFL learners. The results revealed seven primary themes, including lack of knowledge about the writing topic, inexperience with the genre, challenges with brainstorming or coming up with ideas, trouble with structuring or arranging information, difficulty with integrating sources, linguistic difficulty, and negative or no feedback from instructors. The findings indicated that writing anxiety accompanies throughout the writing process. EFL learners need strategies to alleviate writing anxiety, including clear instructions on how to approach writing tasks, provision of appropriate resources, individualized feedback, and a supportive learning environment.

Foreign Language Learning Boredom: Refining its Measurement and Determining its Role in Language Learning

Abstract This cross-sectional and longitudinal study sought to refine the measurement of foreign language learning boredom (FLLB) and examine its links with overall/skill-specific second and foreign language (L2) achievement (curriculum-based course exam scores) and proficiency (Cambridge English test scores). In Substudy 1, we developed and validated an 11-item Foreign Language Learning Boredom Scale–Short Form among secondary and tertiary English as a foreign language (EFL) learners in China (n1 = 2,223, n2 = 504, n3 = 934, n4 = 1,109). The scale showed sound psychometric properties (i.e., construct/criterion/convergent/discriminant/predictive validity, reliability, and measurement invariance across time and groups). In Substudy 2, structural equation modeling results show that FLLB had a consistent modest negative effect on overall and skill-specific (vocabulary and grammar, listening, reading, and writing) L2 achievement and proficiency (n4 = 1,109). Substudy 3 was a 12-month three-semester longitudinal investigation (n4 = 1,109). Cross-lagged panel modeling results show that L2 achievement predicted subsequent FLLB negatively, while FLLB did not predict subsequent L2 achievement.

The Literature Course Mapping in the Undergraduate Curricula of EFL Education: A Case Study in Several Countries in Asia

This study aims to map the literature course in the undergraduate curricula of English as a Foreign Language (EFL) education in Asia, particularly in Indonesia, Thailand, and Taiwan[1], and analyze the literature course mapping in the Indonesian, Thai, and Taiwanese undergraduate curricula of EFL education. The significance of the study lies in its contribution to the structure of the undergraduate curriculum of EFL education, addressing global higher education challenges in the twenty-first century. This research employed a case study approach in Asia involving quantitative mapping of curricula documents from several universities in Indonesia, Thailand, and Taiwan, followed by qualitative analysis of curricula documents. The results indicate that, on average, the twelve target universities allocate 6% of the total obligatory completed semester credits to the literature course for a Bachelor of Teaching degree. Most of these universities position the literature course at a moderately low level with their curricula. Ideally, the literature course allocation could be increased to 15% if the linguistics and general language skills course group is also set at 15%, while the elective course group should be at 6%. Since the data were validated using time triangulation, future research should explore additional data validation techniques, such as in-depth interviews or questionnaires. [1] Taiwan is a part of China.

A Corpus-Based Study on Cohesion Development in Writing by EFL Novices

This corpus-based study explored the development of cohesive devices in the writing of Chinese beginner learners of English as a foreign language (EFL) over a three-year span. Quantitative analysis utilizing the Tool for Automatic Analysis of Cohesion (TAACO) was conducted on a longitudinal learner corpus comprising over 500 exam essays. Lexical, syntactic, semantic, and discourse features were examined to identify reliable indices for tracking learners’ progressive mastery of cohesion. Results revealed that pronoun-related features, including pronoun density and repetition, significantly differed across year pairs and robustly predicted writing development. However, most lexical and connective indices showed ambiguous trajectories over time. The findings highlight the vital role of pronouns in building coherence for novice writers and underscore persistent difficulties in acquiring sophisticated content words and their collocations. This study contributes data-driven insights into the nonlinear processes and enduring challenges shaping EFL beginners’ cohesive competence. It demonstrates the value of computational tools and learner corpora in exploring discourse acquisition.

Exploring language assessment literacy: A case of perceived needs of two stakeholder groups in Egypt

AbstractStakeholders in exam‐driven countries are responsible for developing test‐related tasks to assess the quality of English as a Foreign Language (EFL) teaching and learning. Hence, the language assessment literacy (LAL) of different stakeholders has to be investigated. This mixed‐methods study explored the required LAL competencies among two groups of Egyptian EFL supervisors and teachers and examined the impact of participants' demographic profiles on choosing LAL competencies. The groups prioritized their needs for assessment in language pedagogy. While supervisors were highly demanded to develop and administer language assessments, teachers were highly interested in developing their skills at assessment scoring and rating. Teachers' selection of LAL competencies was influenced by age, educational degree and professional training; whereas supervisors' LAL was impacted by experience and educational degree. The findings of interviews shed light on participants' perceived needs for LAL knowledge and skills, the challenges of achieving LAL, and ways for improvement.

Enhancing ESL Education with AI: Innovations in Teaching Methods and Au-thentic Materials

This article explores the integration of Artificial Intelligence (AI) in English as a Sec-ond Language (ESL) education, focusing on innovative teaching methods and authen-tic materials. AI-powered gamification is discussed, highlighting the use of AI tools like ChatGPT to enhance the gamification of key terms and concepts in ESL educa-tion. The interactive and enjoyable nature of gamified learning, combined with AI-driven content curation, deepens student understanding, critical thinking skills, and retention. By personalizing the learning experience, AI tools cater to individual stu-dent needs, allowing for flexibility in difficulty and fostering a love for the subject. Reflection and self-assessment play a crucial role in solidifying knowledge and pro-moting deeper learning. The article also discusses the importance of authentic materials in ESL education, emphasizing the use of AI-driven content curation to select and organize relevant and meaningful language content. AI-powered tools can analyze vast amounts of data, un-derstand patterns, and make accurate predictions, enhancing the user experience and delivering content that is most relevant and valuable to each individual student. The integration of AI in ESL education offers numerous benefits, including increased engagement, improved retention and application of key terms and concepts, personal-ized learning experiences, and enhanced critical thinking skills. By embracing AI-powered gamification and content curation, educators can create dynamic, interactive, and engaging learning experiences that foster a love for language learning and pro-mote deeper understanding.