English As Foreign Language Learners Research Articles

Assessment of English Foreign Language Learners: MOOC Material Resume and Review of Online Professional English Network (OPEN)

As a personal research note, this paper presents the summary and review of the course material "Assessment of English Language Learners" from the author's participation in the Massive Open Online Course (MOOC) program offered by the U.S. Department of State as the Online Professional English Network (OPEN). This article is suitable for practical tests for ESL/EFL teachers in classes where students learn English as a second language. It aims to fill the lack of literature on assessing English Language Learners, especially regarding meaningful and purposeful assessment studies in L2 language classes. This paper serves the information as a contribution to 1) determine a meaningful assessment; 2) collect and use data to use the right assessment; 3) select the types of alternative assessment; 4) foster students' motivation and engagement through assessment; and 5) making assessment fun. This paper's contributions will supplement teachers in determining the most appropriate assessment in line with their students' needs. In addition, assessment should act as an evaluation tool and be turned into something fun in the classroom so that students can get many benefits at once, namely learning experiences and learning outcomes. This article is recommended for practical assessments for EFL teachers in English second language learning classes.

المعرفة الاستيعابية والإنتاجية للطلب من قبل متعلمي اللغة الإنجليزية كلغة أجنبية في جامعة الكوفة

إن فعل الطلب هو احد أهم الأفعال الكلامية في اللغة وان استخدامه بشكل الدقيق من قبل المتعلمين للغة الانجليزية إنما يدل على اكتسابهم القدر اللازم من المعرفة. إلا أن عدد كبير منهم لا يعكسون ذلك فيما يخص استخدام فعل الطلب. إذا جاءت هذه الدراسة لتحديد ما هي الأنماط المختلفة للطلب التي يستخدمها طلبة الجامعة, بينما تبرز أوجه الصعوبات في طرح واستيعاب هذا الفعل الكلامي من قبلهم, وتقييم استخدامهم له, و فيما إذا كان هناك أي تأثير للغة الأم_ أي العربية _على ذلك. وتفترض الدراسة لأجل ذلك كله إن الطلبة العراقيين كمتعلمين أجانب للغة الانجليزية, لا يمتلكون القدر اللازم من المعرفة لاستيعاب و طرح فعل الطلب في اللغة الانجليزية هذا أولا. ثانيا إن مستوى أدائهم أفضل في استيعاب فعل الطلب من ما هو الحال في طرحه. و تفترض الدراسة أيضا إن هؤلاء الطلبة ومهما اختلف الموقف يكررون استخدام ذات الأنماط للتعبير عن الطلب, لإلمامهم بعدد محدد من أنماطه. ولبرهنت مدى مصداقية هذه الفرضيات من عدمها تبنيت الدراسة الإجراءات التالية: (1) عرض الإطار النظري لنظرية فعل الكلام و مبادئ التأدب اللغوي ومحاور أخرى ذات صلة بفعل الطلب. (2) إدارة اختبار ذو شقين لقياس مستوى طلبه جامعه الكوفة/ كليه الآداب/ قسم اللغة الانجليزية في استيعاب وطرح فعل الطلب. (3) إجراء عدد من العمليات الإحصائية التي تبرهن صحة الفرضيات أعلاه أو تدحضها. وفي الختام تم التوصل إلى عدد من الاستنتاجات والتوصيات العلمية.

Using Mobile Devices for Vocabulary Learning Outside the Classroom: Improving the English as Foreign Language Learners' Knowledge of High-Frequency Words.

The present study investigated the impacts of mobile assisted vocabulary learning via digital flashcards (DFs). The data were collected from 44 adult English as Foreign Language (EFL) learners in three intact classes in a private language teaching institute in Iran, randomly assigned to experimental (N = 27) and control (N = 17) learning conditions. The experimental group used a freely available DF application (i.e., NGSL builder) to learn items from a recently developed corpus-based word list for high-frequency vocabulary in English (NGSL). The treatment was implemented as out-of-the-classroom learning activities where the EFL learners used DFs to augment their vocabulary knowledge, and their learning gains were compared to the control group that received regular English language education. The participants’ vocabulary knowledge was tested in pre-, post-, and delayed post-tests, and the findings indicated that using DFs for outside the classroom vocabulary learning contributed significantly to short- and long-term improvements in the knowledge of high-frequency words. The study provided empirical evidence for the affordances of mobile assisted vocabulary learning for learning a considerable proportion of core vocabulary and has some implications for addressing the vocabulary learning needs of EFL learners.

Irregular Verb Acquisition Among EFL and ESL Learners in Cameroon: Peculiarities of Group 4 and 5 Verbs

Acquisition patterns of irregular verbs by Second and Foreign Language learners of English in Cameroon present remarkable peculiarities that emanate from the country’s unique linguistic identity, where French, English and a multiplicity of local languages are spoken. Following on a previous study (see Ngasu Betek 2020) this study documents these peculiarities, but with a focus on Group 4 and 5 irregular verbs, to ascertain the mastery of English irregular verbs. From a population of nine hundred (900) students from six selected schools in Cameroon, samples of their production in English irregular verb usage were collected. The specific classes were Forms One, Three, Five, (of the Anglophone sub-system of secondary education), and Sixième, Quatrième and Seconde students (from the Francophone sub-system of secondary education). Using Simple Random Sampling Technique, completion tasks were administered and the results analysed to identify and map traceable frequency patterns of use by students. A comparative analysis of the two leaner clusters was carried out which revealed ESL and EFL learners of English in Cameroon both exhibited challenges in using irregular verbs either through overgeneralizations or through morphological distortions of irregular verbs especially at the past tense. This paper thus informs on best practices for successful learning, specifically in the acquisition of irregular verbs by L1 and L2 learners in schools in Cameroon.

Understanding Individual Differences in Metacognitive Strategy Use, Task Demand, and Performance in Integrated L2 Speaking Assessment Tasks.

This study investigated the concept of individual differences (IDs) in the use of metacognitive strategies (planning, problem-solving, monitoring, and evaluating) and its relationship with task demand and learner performance within Kormos’ Bilingual Speech Production Model from the lens of Chinese English-as-foreign-language (EFL) learners in the context of integrated L2 speaking assessment. To measure metacognitive strategies, we administered an inventory on 134 Chinese EFL learners after they completed four integrated L2 speaking assessment tasks. Descriptive analysis and multiple linear regression were adopted for data analysis, and results show that: (a) IDs displayed variance in Chinese EFL learners’ metacognitive strategy use; (b) among the four metacognitive strategies under investigation, problem-solving was reported to be used the most frequently in sharp contrast to monitoring, which had the lowest frequency; (c) metacognitive strategies worked interactively, responding to task demands involved in the four integrated L2 speaking assessment tasks; and (d) Chinese EFL learners’ use of metacognitive strategies, in individual and interactive working modes, had no relationship with their speaking performance. These results are expected to present some insights into the role of IDs in metacognitive strategy use during L2 speech production under assessment conditions, which will add robust evidence to the existing literature on L2 speaking, in particular on metacognitive strategy use in L2 speaking assessment. In the meantime, the findings will provide some empirical validation support for Kormos’ model, which will further provide some implications for L2 speaking instruction and L2 assessment.

Students' Speaking Anxiety during Online Learning: Causal Factors and Strategies to Overcome Them (A Narrative Inquiry Study at Islamic Senior Secondary School (MAN) Insan Cendekia Gowa)

Anxiety has been considered as one of the obstacles in learning English and a common issue in the EFL teaching and learning. In speaking, it also debilitates the opportunity of English Foreign Language (EFL) students to speak English. Several studies have been conducted to discover the causes and straegies to overcome them in traditional classroom. To date, not many studies have focused on students’ anxiety in online learning. Therefore, this study was designed to reveal the causal factors of the students’ speaking anxiety and strategies to overcome them during online learning at Islamic senior secondary school setting. The study employed narrative inquiry approach and used interview as the main instrument of data collection. Four students of Islamic Senior Secondary School (MAN) Insan Cendekia Gowa whom selected to be the participants of the study using purposive sampling technique. The result of this study establishes two main findings. Firstly, the causal factors of students' speaking anxiety during online learning were divided into internal and external factors. The internal factors consisted of lack of confidence, shyness, fear of making mistake, and feeling insecure. The external factors consisted of lack of preparation, limited vocabulary, friends or classmates, embarrassment, teachers’ teaching style. The study found that the external factors are indicated as the most dominant causes of students' speaking anxiety. Furthermore, the study highlights several strategies used by the students to overcome their speaking anxiety, namely: good preparation (lecture note), peer seeking, keeping silent or calm, practice speaking at home, turning the camera off, using ‘google translator’, and limiting speaking duration.

Exploring the applicability of virtual reality- enhanced education on extrovert and introvert EFL learners' paragraph writing.

During the past decade, Virtual reality (VR)-enhanced education has been adopted as a pedagogically new learning approach to smooth the learning progress. With the rise of VR-enhanced activities, investigating the effect of personality types of EFL learners on their writing performance to use VR-based instruction for learning may be a crucial factor influencing their achievement. This study was an attempt to research the impact of VR- enhanced classes on paragraph writing of extrovert and introvert English foreign language (EFL) Learners. To achieve the purpose of the study, first, the Preliminary English Test (PET) was administered for ensuring the homogeneity of the sample. Once the homogeneity was established, a total of 52 EFL intermediate students were selected and placed into two comparative and two control groups, with 13 participants in each group. Four groups took part in the study, with two groups undergoing treatment with the non-VR teaching approach of paragraph writing and two groups undergoing treatment of VR-enhanced education. Among these four groups, two consisted of introverts and two extroverts that were identified through Eysenck Personality Inventory. The two comparative groups received 12 sessions of VR-enhanced education in online classes (instead of drawing pictures and sharing them within their group, they watched the process activities in the VR environment.), but the control group received learning writing paragraphs through using instructor’s instructional materials. After 6-weeks of treatment sessions, all participants of the study took the post-test. According to the results, the VR-enhanced education was more effective than the non-VR teaching approach in developing paragraph writing of both introverts and extroverts. Moreover, the results of the research showed no significant differences between the performance of the introverts and extroverts, meaning that both had the same performance. The results of this study may pave the way for teachers to use VR-based technology in online and traditional classes without worrying about how learners with different personality traits respond.

Urdu English Foreign Language Learners Voices Learning English Online During the COVID-19

The unprecedented closure of institutions and schools due to the current epidemic has renewed interest in entirely online education. During the COVID-19 outbreaks, this survey aimed to discover how Urdu EFL students felt about online learning. Written reflections were used to collect qualitative data from 40 Pakistani undergraduate students majoring in English, with five of them selected for a semi-structured interview on purpose. Because it was regarded appropriate during the current epidemic, the student participants had positive attitudes toward online learning. However, according to qualitative data analysis, they preferred to learn English in face-to-face classrooms. In addition, an unstable internet connection, a lack of contact and teacher explanations, and potential distractions impeded their online English learning. Participants also made recommendations, and a debate was held on the educational implications. Keywords: COVID-19, online learning, EFL learners, Reflections.

Analyzing Context in English as Lingua Franca (ELF): A Discourse Analysis in an Indonesian Higher Education Institution (HEI)

English as English as Foreign Language (EFL) in Indonesia makes the learners get the difficulties in exposing themselves to Native English Speakers (NESs) environment. Hence, EFL learners in Indonesia are only exposed to the Non-Native English Speakers (NNESs) condition that make use English as Lingua Franca (ELF) when talking using English. Furthermore, in using ELF, the learners should engage all context in their mind to smoothen the communication built using ELF. The context that the learners have is core context regarding their First Language (L1) instead of NESs. Hence, in the communication running, the learners attach emergent context in order to overcome the miss-communication found in the conversation. In order to see the process of emergent context, this study in “analyzing context in ELF: A Discourse Analysis in Indonesian Higher Education Institution (HEI)” is run by using discourse analysis on corpus data taken from two HEIs learners’ conversation in Indonesia. The data taken is analyzed, and the result is divided into reformulation and given/new. Furthermore, based on reformulation and given/new categories, it is shown that context especially Emergent context is appeared in two ELF used situation. They are in learning and in communication using ELF.

Extending a learning ecology with virtual reality mobile technology: oral proficiency outcomes and students’ perceptions

ABSTRACT Purpose This paper aimed to explore the potential of virtual reality (VR) to develop the oral proficiency of English as Foreign Language (EFL) students and their perceptions of using VR mobile technology in EFL learning. Design/methodology/approach Drawn from an ecological perspective utilizing a mixed methods design, 23 students in an undergraduate English language program were invited to take part in a VR intervention with pre- and post-test assessments on oral proficiency, followed by individual face-to-face interviews. Findings and originality/value The quantitative findings showed that there were significant changes in overall oral proficiency, with notable differences in fluency and coherence, lexical resource, and pronunciation, and a slightly significant difference in grammatical range and accuracy. Interviews with the students revealed detailed affordances of VR in supporting the language learning process. Findings also indicated potential challenges and limitations that can arise from the use of VR mobile technology in EFL classrooms.

Speed-Reading Technique to Boost English as Foreign Language Learners’ Text Comprehension

Nowadays, many English as Foreign Language (EFL) learners still have problems comprehending the texts they are reading. This article aims at reviewing the speed-reading technique as one of the techniques to boost EFL learners’ text comprehension. A qualitative descriptive research design was applied for the present study. The data were obtained through a documentation study and used state-of-the-art sources in the related studies. Furthermore, the literature review was used to elucidate the findings from the previous studies and related to the present review. The data were analyzed qualitatively by describing how the speed-reading technique can boost learners’ text comprehension. It initiates with information about a brief of speed reading, the development, and trends of speed reading, then describes the speed-reading purposes and movement. The speed-reading techniques to be acquired by the EFL learners are described thoroughly. Besides, the benefits and several implications of speed reading for the Indonesian EFL learners in the classroom practice are highlighted. Finally, this article provides some conclusions and recommendations on what teachers, students, and government can do to boost EFL learners’ text comprehension.

Improving EFL Students’ Reading Comprehension and Critical Thinking Skill through Directed Reading Thinking Activity

Abstract. Reading comprehension and critical thinking skills are pivotal skills which can trigger academic achievements of students in the English Foreign Language Learning. This study was conducted to improve those students’ reading comprehension and critical thinking skills by implementing Directed Reading Thinking Activity (DRTA). The researcher conducted the study by following the classroom action research approach that consists of four steps in each of its cycles consisting of planning, action, observation, and reflection. The researcher used pre-test, post-test, and questionnaire to collect the data. The data from the result of tests were analyzed quantitatively while the observation results were analyzed qualitatively. The study results show that the implementation of DRTA can improve students' reading comprehension and critical thinking skills. DRTA can improve students reading skills and critical thinking because the DRTA strategy focuses on student engagement with the text. Hence, students have to predict and prove when the students read, and it makes the learning process more interactive and the students more active. Thus, the researcher recommends DRTA for those teachers who find similar problems in improving students’ reading comprehension and critical thinking. Keywords: Critical Thinking, Directed Reading Thinking Activity, Reading Comprehension

Utilizing Reading Progress Feature In Microsoft Teams To Improve Speaking and Listening Competence Of English Foreign Language Learners

This study investigated whether the Reading Progress Feature substantially improves speaking abilities. This study used a quasi-experimental design using non-equivalent pretest-posttest control groups or comparison groups, and the population of this study comprised all undergraduate students of Universitas Prof Dr Moestopo Beragama. Purposive sampling was used to select 78 English Foreign Learners as the sample. The findings revealed a significant improvement in the EFL learners speaking comprehension after being evaluated using Reading Progress Feature to those who were not. There was also a significant mean difference in the EFL learners speaking comprehension after being evaluated using Reading Progress Feature than those not. On the other hand, technological Knowledge in Microsoft Team influences EFL learners speaking ability, and the evaluation from the Reading Progress Feature contributes to the speaking comprehension. Fluency contributed to speaking skills (aspects) to overall speaking accomplishment. As a result, it is possible to infer that employing Reading Progress Feature considerably improves EFL Learners' speaking abilities. The research's pedagogical conclusion is that instructors should consider Microsoft Team, including academic training in the English language online classroom since this might increase EFL learners' desire to speak and write by exposing them to real intriguing materials

Insights Into the Processing of Collocations During L2 English Reading: Evidence From Eye Movements.

We report an eye movement experiment that investigates the effects of collocation strength and contextual predictability on the reading of collocative phrases by L2 English readers. Thirty-eight Chinese English as foreign language learners (EFL) read 40 sentences, each including a specific two-word phrase that was either a strong (e.g., black coffee) or weak (e.g., bitter coffee) adjective-noun collocation and was either highly predictable or unpredictable from the previous sentence context. Eye movement measures showed that L2 reading times for the collocative phrases were sensitive to both collocation strength and contextual predictability. However, an interaction effect between these factors, which appeared relatively late in the eye movement record, additionally revealed that contextual predictability more strongly influenced time spent reading weak compared with strong collocations. This was most likely because the greater familiarity of strong collocations facilitated their integration, even in the absence of strong contextual constraint. We discuss the findings in terms of the value of collocations in second language learning.

Meaningful Learning in English as a Foreign Language Classrooms: A culinary experience as Comprehensible Input

Foreign Language educators and researchers still refine meaningful instruction and engagement to motivate secondary education students. This research aims to enhance learning environments and analyze students' exposure to English vocabulary through a collection of culinary videos as Comprehensible Input in English as foreign language (EFL) classrooms. The participants were high school students from a public educational institution in Manta-Ecuador. This study is ascribed to the post-modern paradigm, using a hybrid approach and audio-visual technology research as a teaching resource. The instrument used is the students’ motivation for learning of Acevedo, et al. (2022). The techniques for determining this research were non-random sampling and data collection with surveys, interviews, and class observations. The research results demonstrated that learners recognize foreign language vocabulary when creating a cooking recipe or when the teaching process is authentic, dynamic, and innovative. Moreover, exposing learners to an artistic experience increases participants' motivation to practice a foreign language. It is concluded that EFL learning environments can be more meaningful when instructors use videos as Comprehensible Input.

Problems and Diffculties Encountered by EFL University Students in Using Adjective Intensifiers

Adjective intensifiers play an important role in the process of communication in conveying the attitude of the speaker or writer. They are used to focus the reader’s attention as well as to enhance the meaning of adjectives in their writing. The main problem is that English foreign language learners lack the ability to use these intensifiers in relevant register. Also, these intensifiers may perform syntactic and semantic functions and it may overlap and cause ambiguity. This study aims at highlighting the importance of using these intensifiers in written discourse. This study hypothesizes the following:1. English foreign language learners use adjective intensifiers in their writing.2. English foreign language learner’s vocabulary is insufficient, and thus they try to use the intensifiers in order to hide their lexical insufficiency.3. Misuse of intensifiers may lead to semantic or pragmatic misunderstanding and affects negatively on communication.4. The grammatical proficiency of English foreign language learners does not confirm the appropriate use of intensifiers in written production.This work is limited to the fourth-year students in translation department, college of Arts, Tikrit University. The researcher takes the following procedures:1. Constructing T-Test.2. Dividing the test into: a Pre-Test, and a post test.3. Calculating the mean score statistically in both of the two tests.4. The researcher discusses the results of both test in order to prove the hypotheses.In this study, the researcher adopts Quirk et al. (1999) model concerning the intensifiers.

Hip-hop and English Education for Korean EFL Learners: An Investigation of Hip-hop English Content on YouTube

The majority of English as Foreign Language (EFL) practitioners think hip-hop and English education in South Korea are incompatible, partly due to the lack of academic discussion about the use of hip-hop for EFL education. This paper examines how hip-hop is utilized in online discourse to teach Korean learners English. This study’s findings showcase that hip-hop provides Korean EFL learners with unique opportunities to learn the English language and culture in an original way that may look different from the public English education method. In terms of language, hip-hop content is used to teach hip-hop community vocabulary, localized English, the translanguaging of vocabulary pronunciation, English expressions in certain contexts, and rap poeticism via rhyming. Regarding culture, hip-hop content is used to explain the tension between Asians and Black Americans in the US, and provides an Asian woman’s narrative of Black culture. The findings suggest that hip-hop benefits Korean EFL learners in many ways. There is a strong need for more in-depth research on the best ways to utilize hip-hop for Korean EFL curriculum and to provide practical guidelines to practitioners.

ENGLISH AS A FOREIGN LANGUAGE LEARNING PROCESS OF 2-5 YEARS KIDS IN BANGLADESH

With the growing demands of the English language in the globalized world, parents in Bangladesh have become more concerned about English as Foreign Language (EFL) learning by their children during early childhood. This study aims to throw light upon the process of two- to five-year-old childrens EFL Learning in Bangladesh. This study also analyzes the factors and other mechanisms that influence childrens EFL Learning. The researchers have used mixed methods and data collected through surveys and interviews from childrens parents to know childrens language learning process. The research findings reveal that childrens EFL learning is significantly impacted by media content, especially YouTube content. Kids are learning Basic English communication through cartoons, rhymes, etc. However, parents have expressed concerns regarding the inappropriate messages delivered through different contents. Also, childrens addiction to the digital device is another concern of the parents.

Using literature to enhance language skills for EFL learners

The integration of literature contributes to the development of the thinking process as well as to the cultural background of learners. This paper aims to investigate the role of literature in enhancing and developing language skills; reading, writing, speaking, and listening. As an attempt to make learning effective, a student-centered approach will be adopted. The paper first explores the reasons for choosing literature as a source for language learning, and then the challenges that face English Foreign Language learners in classrooms. As an attempt to facilitate learning, some creative ways will be included. The findings reveal that developing language skills through literature depends on the techniques and strategies that teachers use in the classroom. The study suggests that teachers should plan a new curriculum that places learners at the core of the learning process. Keywords: challenges; EFL learners; language skills; literature.

Developing multiple perspectives with EFL learners through facilitated dialogue about images

ABSTRACT This article reports on a case study investigating how Norwegian upper secondary EFL learners develop multiple perspectives in facilitated dialogue about images before and after being familiarized with critical visual literacy (CVL) practices. Focus group interviews were conducted with learners before and after a 16-week intervention in which CVL was introduced as an approach to teaching about culture in the English foreign language (EFL) classroom. An in-depth analysis of the interactions during pre-interviews demonstrates how through the dialogue, facilitated by authentic and critical questions, the learners explored several different perspectives, thus expanding the images’ meaning-making potential even without any prior CVL instruction. Furthermore, the analysis of the post-interviews shows how the learners display agency in taking up a critical stance when familiarized with CVL practices. These findings suggest that given the right time and space, EFL learners can engage reflectively and critically with images even as a one-off event, but also that engaging in CVL practices over time supports EFL learners to become socialized into critical inquiry, enabling them to take a critical stance more independently.