English As Foreign Language Learners Research Articles

Exploring the Effect of Arabizi on English Writing by Arab English Learners

The study explores the impact of the Arabizi phenomenon on English writing by Arab English Learners. Due to the popularity of social networks, Arab students combine Roman numbers and letters to produce a new writing code with unconventional rules. The study is significant because most researchers studied the impact of Arabizi on the Arabic language. In contrast, this study focused on the effect of Arabizi on English writing by Arab learners. The study sample consisted of twenty sophomore female students majoring in the English language at one of the Jordanian governmental universities. The main research questions are how Arabizi affects English writing and the justification behind the continuity of this new writing code. The researcher analysed samples of the intervention of Arabizi on writing in English to answer the first question. To answer the second question, the researcher interviewed the sample members to investigate the reasons for the continuity of this new writing code. The study results concluded that not all English foreign language learners use Arabizi, while others use it regularly for several reasons, although it affects their English writing. By the end of the study, the researcher presents recommendations for linguists and English language teachers.

The effect of animated movies on speaking skills among motivated English foreign language learners: Elementary level

AbstractTechnology has become an integral part of our daily lives, permeating every aspect. One area where technology has shown potential to enhance English as a Foreign Language (EFL) learning is through the use of animated movies. Despite the growing significance of technology in education, research is scarce in this specific area. Therefore, the aim of this study, conducted in 2023, was to investigate the impact of animated movies on the development of speaking abilities among motivated EFL learners. A total of 370 elementary students studying EFL in various institutions participated by responding to questionnaires. A multiple‐stage cluster sampling approach was employed to select the participants. The students were divided into two groups: the experimental group (EG) and the control group (CG). The selection of 15 animated films from a pool of 50 was performed using the Lawsh CVR (content validity ratio) and CVI (content validity index) algorithms, following validation by professionals. The study was designed as an experiment, and descriptive statistics and the ANCOVA test were employed to analyse the quantitative data. The findings revealed a significant difference between the pre‐test and post‐test results of the EG in English‐speaking skills, vocabulary learning, English pronunciation skills, understanding and recognition. According to the study, animated movies have the potential to aid teachers and EFL students in enhancing their speaking skills. This research sheds light on the benefits of incorporating animated movies into language learning environments, offering valuable insights for both educators and learners alike.

Examining Chinese EFL learners’ online self-regulated learning: A mixed-methods approach

This mixed-methods study examined Chinese English-as-foreign-language (EFL) learners' online self-regulated learning (SRL) within Zimmerman and Moylan's (2009) SRL Model. It first investigated the learners' online SRL through validating the Chinese version of the Online Self-regulated Learning Questionnaire (COSLQ) via confirmatory factor analysis and descriptive analysis with a sample of 422 participants. Then with the assistance of ChatGPT in coding the learners' responses to semi-structured interviews with a deductive thematic analysis approach, it explored factors impacting the learners' online SRL. Results show that the Chinese EFL learners did not actively engage in online SRL. Their lack of competence in using the SRL strategies under investigation and the negative influence of the online learning setting were the two main factors affecting their online SRL. The study adds empirical evidence in support of Zimmerman and Moylan's (2009) SRL Model and enhances our understanding of SRL in the context of foreign language education. Pedagogical and methodological implications of the study for improving EFL teaching, learning and researching are also discussed.

Effects of flipped English learning designs on learning outcomes and cognitive load: Workload of out‐of‐class activities versus during‐class activities

AbstractBackgroundSome studies have researched the correlation between flipped learning and cognitive learning outcomes; however, there is a paucity of research elaborating on the effects of flipped language learning on cognitive load (CL).ObjectivesThis study investigates the effects of using flipped learning designs (student‐led, teacher‐led and collaboration‐led) on learning outcomes and CL management during out‐of‐class activities versus during‐class activities.MethodsA mixed methods research was used to concurrently triangulate different strands of data on the effects of flipped learning designs on English as foreign language (EFL) learners' learning outcomes and CL. A total of 122 EFL learners were randomly assigned to either the control or experimental group and participated in the study. The interpretations were made based on running one‐way analysis of variance between four groups.Results and ConclusionThis study evidenced the efficacy of the interactive use of collaboration‐led flipped learning design over student‐led and teacher‐led designs for improving learning outcomes and lowering CL during computer‐assisted language learning (CALL) course.Pedagogically, CALL practitioners need to develop and integrate a well‐organized combination of student‐led and teacher‐led flipped learning activities for during‐class and out‐of‐class phases with respect to the CL and learning material complexity, while also considering the specific contexts and goals of their instructional settings. Theoretically, the results indicate the necessity of merging active learning and sociocultural theories into an instructional design to take advantage of the identified affordances of flipped language learning approach in terms of psychological effects (CL management) and learning effects (CALL outcomes).

Investigating Kurdish EFL Learners' Perceptions of Cognitive Grammar Learning Strategies

English has become the language of science and technology, trade, instruction, politics, and tourism. A person who knows this language may have the opportunity for many jobs. Thus, it is crucial to motivate students to acquire this language in a suitable manner. This study aimed to investigate the strategies for learning English as a foreign language and learning grammar in particular. The aim was to update and adopt new strategies for learning English as a foreign language. The current study attempted at finding out why some Kurdish students make grammatical mistakes and errors despite the fact that they study English for a reasonable number of years. It investigated the perceptions of Kurdish learners of English as a foreign language in using grammar learning strategies with the variables of: gender, proficiency level, in public and private universities. It was conducted at three universities: Dohuk, Newroz, and Jihan. The population covered about 125 teachers and learners. This study used a mixed method: it utilized questionnaire and interviews as instruments and two different levels of proficiency were chosen: second- and fourth-year learners. The questionnaire included 100 learners of English as a foreign language. The interviews included 25 teachers and learners of English from public and private universities in Duhok city. The data analysis revealed that Kurdish English language learners use a number of strategies in learning and also in using grammatical structures. However, Kurdish English foreign language learners believed that strategies of grammar learning are important in the process of language learning. The findings showed differences in learning strategies between proficiency-levels, but no significant difference in terms of gender. The study ended up that grammar learning strategies have a significant effect in the spoken and written performance of learner.

The role of critical experiences, positioning, and agency in the dynamic, emergent construction of heritage speaker selves

Previous research has proposed a crucial role for critical experiences in language learning to better understand how learners understand and discursively construct their self-concept (Mercer, 2011, 2016; Serafini, 2020a; Thompson, 2020). However, studies have mainly explored critical experiences in the narratives of foreign language learners of English with little attention to how heritage speakers of languages other than English (LOTE) draw on critical experiences in discursive constructions of self. To address this gap, this study aims to explore the impact of critical experiences in university heritage Spanish speakers’ self-narratives. Twenty heritage Spanish students completed a background questionnaire and peer-facilitated, video-recorded interview. Emergent, recurring themes were identified in transcribed interview data following tenets of grounded theory (Charmaz, 2006; Glaser & Strauss, 1967). Findings underscore the key role of positioning (Davies & Harré, 1990) in dynamic conceptions of self, particularly how heritage speakers (re)imagine and discursively construct past, current, and future self-states. Positioning was also linked to agency (Ahearn, 2001) in relation to students’ critical reflections on experiences of racialization and resistance to, or reproduction of, dominant language ideologies. Overall, the study provides valuable insights for (heritage) language educators seeking to enact critical pedagogical principles in their classroom and curriculum.

The Effects of Integrated Feedback based on AWE on English Writting of Chinese EFL Learners

Through a two-semester experiment on the English writing of 64 Chinese EFL learners, this study examines the effects of three types web-based feedback (automatic feedback (AF), automatic feedback with teacher feedback (TF), automatic feedback with peer feedback (PF)) based on Pigai website. The results show that all the three modes of feedback can promote the writing of the English as Foreign Language (EFL) learners with different English proficiency ((high level: F = 2.672, P = .132; low level: F = .388, P = .766). The results also reveal that there is a significant difference in the high-level group between the automatic feedback + peer feedback group and the automatic feedback group (I - J = - 6.636, P = .000) as well as between the automatic feedback + teacher feedback group and the automatic feedback group (I - J = - 6.220, P = .001; I - J = - 5. 100, P =. 001), which indicate that automatic feedback + manual feedback (PF+TF) can promote the improvement of high-level learners’ English writing more than single AF. In the low-level group, between the AF + PF group and the AF group (I - J = -1.221, P = .925) and between the AF +TF group and the AF + PF group (I - J = 6.227, P =. 097). There is no significant difference, but there is a significant difference between the AF group and the AF + TF group (I - J = - 5.122, P =. 032), indicating that AF + TF is of great help in improving the English writing of low-level English learners.

Neural correlates of processing active and passive sentences: proficiency-dependent event-related potential evidence in Chinese English foreign language learners.

We explored whether and to what extent the neural mechanisms of second language sentence processing resemble those of native speakers by investigating the temporal dynamics of syntactic processing in terms of active or passive voice in reading English sentences by Chinese English Foreign Language (EFL) learners with high or low English proficiency. Participants were divided into two groups based on their proficiency levels in English. Three types of sentences (active, passive and ungrammatical) were presented to participants when their event-related potential responses were recorded at the verbs and the final words. The results showed that high-proficiency participants exhibited a greater anterior negativity at the verb position for ungrammatical sentences compared to active sentences. Furthermore, passive sentences elicited a larger frontal positivity than active sentences at the final word position. Additionally, greater P600 effects were observed for both passive and ungrammatical sentences than active sentences at the final word. The low-proficiency group exhibited a greater anterior negativity at the verb (but not the final word) position. In conclusion, these findings emphasize the role of proficiency as a modulating factor in the processing of English active and passive sentences among Chinese EFL learners. Furthermore, the processing of English active and passive sentences by these learners can be conceptualized as a three-stage process: prediction, correction and integration, representing the underlying cognitive mechanisms. This study provides novel insights into the understanding of the cognitive mechanism involved in second language sentence processing.

Why do Moroccan English Foreign Language learners experience more Peace of Mind (外语平和心态) than Chinese EFL learners and how does it affect their performance?

AbstractThe current study considers the effects of the Chinese low arousal emotion Foreign Language Peace of Mind (FLPOM) and the medium-to-high arousal emotion of Foreign Language Enjoyment (FLE) on the performance of 400 Chinese and 502 Moroccan English as a Foreign Language (EFL) learners. The database consists of two merged datasets collected with the same instruments from learners with comparable profiles for English. The data on Chinese EFL learners was collected and used in Zhou et al. (Applied Linguistics Review, 2023a) while the data on Moroccan EFL learners was used in Dewaele and Meftah (Journal of the European Second Language Association, 2023); Dewaele et al. (Annual Review of Applied Linguistics, 2023a). The comparison revealed that all students reported higher levels of FLE than FLPOM. Moroccan students scored significantly higher on FLPOM and FLE than their Chinese peers. They also had significantly higher scores on the FLE Personal dimension. Finally, FLPOM was more strongly associated with performance than FLE among the Moroccan EFL learners, confirming the pattern in Zhou et al. (Applied Linguistics Review, 2023a). FLPOM did explain slightly more variance in the performance of Chinese EFL learners. Pedagogical implications are presented.

An Exploratory Study on the Derivation of Ironical Implicatures by English Foreign Language Learners: Could Culture Play a Role?

Literature on cross-cultural communication has demonstrated that communication breakdowns are more likely to occur among speakers from different cultural backgrounds (Keenan 1976; Devine 1983). This kind of assumptions constituted the departing point of further studies, such as that of Bouton (1988), where he tested the communicative habits of non-native speakers of English and contrasted them with those of English native speakers. The results of these studies have proved that the derivation of implicatures by English non-native speakers differs if compared with that of English native speakers and that ironical implicatures are among the most difficult ones to grasp for English non-native speakers. What is more, culture has been regarded as a possible variable influencing the derivation of implicit meanings (Bouton 1988; Liddicoat 2009). In view of this literature and applying the approach on High Context and Low Context cultures (in accordance with Hall 1976; Würtz 2005; Min 2016; Hornikx and le Pair 2017), this exploratory study aims at analysing if culture plays a role in the derivation of ironical implicatures by English foreign language learners. For current purposes, the present study aims to analyse, first, whether a group of English foreign language learners derives pragmatically felicitous ironical implicatures or not; and, secondly, if culture as a bidirectional factor has an impact on participants’ interpretations. In order to do so, an exploratory sample of twelve English foreign language learners (all of them belonging to a High Context culture) filled a questionnaire, which was used to gather data. The questionnaire contained fifteen questions: ten multiple-choice questions and five open questions, each of them giving rise to an ironical implicature. The results suggest that participants show a high tendency to derive pragmatically felicitous ironical implicatures and that culture as a bidirectional variable has an impact on their interpretations. This leads to the conclusion that culture as a bidirectional variable seems to play a role in the derivation of ironical implicatures by the English foreign language learners in our sample.

Individual Factors Affecting Learner’s Willingness to Speak in EFL Classroom

This qualitative study aims at investigating what individual factors affecting learners Willingness to Communicate (WTC) in EFL classroom. Data were gernered using reflection which were distributed to 15 learners of the fifth semester at the English Education program in one of universities in Southeast Sulawesi. The researcher analyzed the learners’ reflection using thematic analysis (TA) through coding the data by underlining code and conceptual framework of WTC. The study result shows that several individual factors were identified as having an influence on learners’ willingness to speak, including perceived opportunity to communicate, emotions, interest, anxiety, feeling of insecurity, self-confidence, L2 proficiency and personalities. This study implies that these nine individual factors were found to be influential in effecting students’ WTC in English in this particular study, and the teachers need to pay more attention to these factors in providing instructions in EFL classroom.Keywords: English foreign language classroom; English foreign language learners; individual factors; willingness to communicate.

Does multilingualism affect foreign language classroom anxiety and foreign language enjoyment?

Multilingual foreign language learners have been found to typically experience less Foreign Language Classroom Anxiety (FLCA) and more Foreign Language Enjoyment (FLE) than their less multilingual peers. Since most existing research was based on single databases, authors had to be careful to avoid sweeping generalisations about the positive effect of multilingualism. In order to increase validity, the current paper will investigate the link between the degree of multilingualism and two learner emotions using three different existing databases that contained relevant data but where multilingualism was not part of the research questions in the subsequent papers. Participants who contributed to the first database were 360 FL learners in a Kuwaiti university, the second database included data from 502 English Foreign Language (EFL) learners in secondary schools and universities in Morocco, and the third database included data from 181 pre-teen EFL learners in secondary schools in France. Separate statistical analyses of the three databases confirmed that multilingualism was linked to significantly higher FLE in all three databases and to lower FLCA in two out of the three databases. This suggests that knowing more languages contributes to more positive and fewer negative emotions in the FL class.

How motivation and enjoyment spread their wings during English Foreign Language learning: A pseudo-longitudinal investigation into Moroccan learners

The current study uses a pseudo-longitudinal design to investigate the trajectory of three lower-order dimensions of Foreign Language Enjoyment (FLE): FLE Teacher, FLE Personal and FLE Social (Botes et al., 2021) as well as 11 items/scales reflecting attitudes and motivation in the mini- Attitudes/Motivation Test Battery (Tennant & Gardner, 2004) of 85 Beginner, 322 Intermediate and 95 Advanced Moroccan English Foreign Language learners. Data were collected through an online questionnaire. One-way ANOVAs revealed a significant but non-linear increase for the values of three FLE dimensions across skill levels. Further one-way ANOVAs showed that the values of seven positively oriented motivation scales increased significantly and that the two anxiety scales decreased significantly across skill levels (very small effect sizes). Scheffé post-hoc tests confirmed that the strongest increase happened between Beginner and Intermediate levels for the FLE dimensions before levelling off at an Advanced level. This non-linear pattern was less clear-cut for the motivation scales. Correlation analyses revealed stronger relationships between the FLE dimensions and motivation scales at higher skill levels. We argue that FLE and motivation gradually reinforce each other at high skill levels. Some pedagogical implications are formulated.

REDUCING STUDENTS’ COMMUNICATION APPREHENSION THROUGH GROUP WORK AS THE INTERACTIVE LEARNING ACTIVITY AT UNIVERSITAS PGRI SUMATERA BARAT

The high level of communication apprehension is one of the most frequent problems for the students as the English foreign language learners, somehow giving the appropriate interactive learning activities could be good solution for these problems. Therefore, this research was aimed at finding out the students’ responses on the using of group work as the learning activities to reduce their communication apprehension. The research was conducted on the second year students of English Department at Universitas PGRI Sumatera Barat. The total number of respondents in this research was 21 students from 2022 B class selected purposively based on the subject matter; speech that use group work as the learning activities. This research was qualitative in nature since it used observation and an interview to collect the data. Students’ positive responses on using group work as the interactive learning activities to reduce their communication apprehension while speaking reached 90 % based on the interview, while data from the observation showed most of the students had positive engagement, good motivation and eager to practice their speech in their own group bravely with high self-confidence. This, the conclusion can be stated that group work as interactive learning activities can help the students to reduce their communication apprehension

The Iraqi EFL Learners' Awareness of the Role of Reading Literature in their Creative Writing

This study examines the extent of awareness among Iraqi English foreign language learners about the potential impact of reading literature on developing their creative writing abilities. Furthermore, this study investigates the relationship between those who partake in literature reading and their academic skills. It examines the participation of 120 Iraqi EFL learners currently enrolled in the faculties of Arts, Education, and Education in Qurna, affiliated with the University of Basrah. It employs a mixed methods approach, including a questionnaire and semi-structured interviews. The results demonstrate a significant correlation between reading literary texts and developing creative writing skills. Several literary elements enhance creative writing, including a comprehensive understanding of figures of speech, cultivating critical thinking skills, engaging in literature courses, practicing paraphrasing poetry, and exposure to various literary genres. The findings also demonstrate that EFL learners profoundly understand the impact of engaging with literary texts on their academic abilities.

The Effectiveness of YouTube in Developing and Improving English Foreign Language Learners’ Speaking Skills

This study investigates the competence of employing YouTube videos in teaching speaking skills among EFL Turkish students in Turkey. The study comprised 40 students attending general English-speaking classes in a language school in Istanbul, Turkey. The participants were divided equally into an experimental group and a control group of 20 students each. The traditional method was employed in teaching speaking for the control group, while YouTube videos were used for the experimental group. Both groups were given an oral pre-test and post-test to track their development. Four experienced English teachers rated the participants’ speaking performance using TOEFL independent speaking descriptors, which consist of four primary classifications: general description, delivery, language use, and topic development. The study's outcome showed that both groups' speaking performance was developed. However, the experimental group demonstrated a better speaking improvement than the traditional one. Delivery and language use were noticeably advanced in the experimental group's performance using YouTube videos during speaking classes.

Factors Affecting English Foreign Language (EFL) Learners’ Acceptance of Content-Based Language Application for Language Learning

In recent years, investigating factors affecting learners’ acceptance has gained prominence. However, little is known about the effect of behavioural intention, and interactivity and engagement as mediating variables, particularly in the use of technology-based content application for language learning. This study explored the relationships among variables on learners’ acceptance of Content-Based Language Application (CBLA). The Unified Theory of Acceptance and Use of Technology (UTAUT) construct reveals a strong correlation with both self-efficacy and attitude. Performance expectancy demonstrates a positive correlation with attitudes, indicating that learners’ beliefs about favourable outcomes and performance in language learning influence their attitudes positively. Social influence exhibits a critical correlation with behavioural intention, highlighting the role of social factors in shaping learners’ intentions to engage in language learning activities. Effort expectancy shows a positive direct correlation with self-efficacy and attitude. Social influence significantly affects self-efficacy and attitude, and these effects are mediated by behavioural intention, as well as interactivity and engagement. These findings underscore the important role of social factors in shaping learners’ self-efficacy beliefs and attitudes, which in turn influence their behavioural intentions. Facilitating conditions have a substantial direct effect on behaviour, while interactivity and engagement act as mediators in the relationship between facilitating conditions and self-efficacy and attitude, highlighting their significance in shaping users’ attitudes and intentions to adopt and use content-based language application. Future research can investigate the suitability of the suggested model in other linguistic settings for broader applicability of the results. In light of the ever-evolving nature of technology and language learning, longitudinal studies could offer valuable insights into the lasting effects and stability of the observed relationships over an extended period.

Assessing the relationship between self-regulated strategies in digital writing and L2 grit for EFL learners

The development of digital tools has been reshaping students’ writing experiences in their second language (L2). However, writing can be a challenging task for English as foreign language (EFL) learners and more study needs to investigate how this highly effort-demanding experience is related to their grit. This study investigates the relationship between self-regulated strategies in digital writing and L2 grit for EFL learners. A total of 128 undergraduate students from China participated in this study. Drawing on the self-regulated learning theory with data from Writing Strategies for Self-Regulated Learning Questionnaires, stimulated recall methods, and semi-structured interviews (n=8), this study revealed that one aspect of grit, perseverance of effort, was a positive predicator for self-regulated writing strategies. Moreover, students perceived this relation while also noted other influencers (e.g., demands for high scores). Pedagogical implications regarding L2 writing in this digital age will be discussed.

Extra-linguistic Factors Affecting Learner's English Speaking at the Tertiary Level in Bangladesh

This study investigates the primary speaking difficulties encountered by tertiary-level English as Foreign Language (EFL) learners in Bangladesh and explores the influence of extra-linguistic factors on their English-speaking abilities. The research involves 77 participants from six Bangladeshi universities who have completed at least one English-speaking course. Utilizing a Likert-scale questionnaire encompassing 13 closed-ended questions, the study employs a quantitative approach. The findings reveal that speaking challenges are prevalent among EFL learners, with major difficulties including lack of conceptual knowledge, fluency, vocabulary, confidence, and grammar. Additionally, cultural, psychological, educational, and social factors significantly influence speaking proficiency. The cultural influences encompass pronunciation, communication styles, and idiom comprehension—where psychological factors like confidence and fear of making mistakes play a vital role. Educational factors, including classroom environments and feedback mechanisms, play a vital role. Engagement with English media and real-life English interactions also affect speaking skills. The study suggests cultural sensitivity, psychological support, improved learning environments, feedback mechanisms, media engagement, and increased real-world contacts to boost speaking proficiency in EFL learners. IUBAT Review, 6(2): 92-105

USING YOUTUBE AS A LEARNING MEDIUM FOR EFL STUDENTS TO ENHANCE LISTENING AND SPEAKING SKILLS

The purpose of this study was to investigate a method for integrating English foreign language learners with YouTube media to enhance listening and speaking skills. This analysis uses a qualitative method by adopting a survey research design. Data collection involved the distribution of questionnaires via Google Forms to English as a Foreign Language (EFL) students at both high school and university levels. The researchers aimed to investigate the acquisition of English, focusing on listening and speaking abilities, through the use of the YouTube app. A total of 79 respondents, comprising 23 men and 56 women, participated in this study. The research included an exploration of YouTube media as a tool for English language instruction to enhance listening and speaking skills. The procedures in this study include searching for data from online forms as well as various opinions from respondents which are useful for finding accurate research results. These findings are to be useful because they can give teachers and administrators a practical and theoretical understanding of undergraduate EFL learners perception of using YouTube as a supplemental resource for language acquisition.