Female English As A Foreign Language Research Articles

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.

The Impact of a Simple Channel Factor on Vocabulary Learning of Iranian EFL Learners Across Genders

The concept of channel factors was introduced by Kurt Lewin to the field of psychology as seemingly unimportant circumstantial changes that could affect the trajectory of an endeavor. The primary goal of the present study was the examination of the impact of using a timeslot on Iranian English as a Foreign Language (EFL) learners' performance on vocabulary, and the respective comparison based on gender. A total number of 180 male and female upper-intermediate EFL learners participated in this study. They were divided into six classes: two classes were not provided with the channel factor, two of them received it from the outset, and the other two were exposed to it in the middle of the semester. The participants, all of whom took three tests (pretest, mid-test, post-test), were categorized into six types based on their gender and the existence and timing of the channel factors. The results of data analysis through Analysis of Variance (ANOVA) revealed that the channel factor positively impacted the performance of participants regardless of gender. However, its impact was stronger on males in the short run but more endurable among females.

An Investigation into Iranian English Language Learners’ Investment in Imagined Communities

Unlike communities of practice, previous studies on imagined communities of practice are scarce, yet enlightening. The present research was conducted in an English as a foreign language (EFL) context in order to provide more insight into how language learners perceive their imagined communities (ICs). It was based on Norton’s (2000; 2001) conceptualization of ICs which connected the notions of imagination and imagined community to second language (L2) learning and classroom practice. To this end, 945 male and female EFL learners from different cities in Iran belonging to different age groups and language proficiency levels were recruited for this study. The instrument for data collection was a validated 57-item questionnaire. The findings of the study showed that the participants possessed a moderate level of investment in their ICs. Moreover, t-test results indicated that there was a significant difference between male and female learners in the extent of investment in their ICs. Furthermore, the significant differences in the extent of investment in ICs were shown between teenagers and adults and between learners in low proficiency (LP) and high proficiency (HP) groups. These findings contribute to more in-depth understanding of language learners' ICs in an EFL context. Pedagogical implications of the study are discussed and some suggestions are made for future research.

Language Instructors’ Perceptions on the Utilization of English as an International Language in English-Speaking Instruction

This study examined the attitudes of English as an International Language (EIL) instructors in Saudi Arabia and its impact on their beliefs. A blend of qualitative and quantitative approaches was used. The collection of quantitative data was done through a Likert scale questionnaire, while the collection of qualitative data was done through semi-structured interviews. For the quantitative data, participants responded to around 50 % of the questions, viewed a short film, and then responded to the remaining questions. The short film introduced the participants to the notion of EIL. The sample comprised 66 university-level English as a Foreign Language (EFL) teacher teaching in a Saudi university. Then, to get a deeper comprehension of the responses, four participants, consisting of two male and two female EFL instructors, were interviewed. The quantitative data were analyzed by using SPSS. The qualitative data were analyzed manually. Findings from this study indicated that most participants had positive views about EIL, with 74.2% agreeing they received enough English instruction for EIL training and 68.3% considering EIL in classroom activities. In addition, academics appeared receptive to EIL speaking training, arguing that English is a communicative language regardless of the accent. The study suggests that exposure to EIL-speaking instruction positively affects teaching practices and increases students' confidence. The findings suggest that instructors should be introduced to the EIL concept to enhance pedagogy, encouraging students to focus on developing their speaking skills in general.

Arab EFL Students’ and Instructors’ Perceptions of Errors in Mechanics in Second Language Paragraph Writing

English as a Foreign Language (EFL) learners face various challenges when writing, including mechanics such as spelling, punctuation, and capitalization. If the mechanics are incorrect, understanding a text can be difficult, and the meaning can be distorted. Moreover, understanding how EFL students and instructors perceive these errors is vital for enhancing language instruction and providing targeted feedback. This study explored the perceptions of EFL students and instructors regarding mechanical errors in paragraph writing employing a mixed-methods approach, combining qualitative and quantitative surveys. According to the findings, instructors and students had different opinions about mechanical errors. Male and female EFL learners also differed in their perceptions. Their perspectives on spelling and punctuation diverged. Students thought their spelling issues were the most severe, but their instructors believed that punctuation was the biggest problem, including commas and full stops. Furthermore, EFL instructors provided potential reasons and suggested strategies to address these issues. The results offer practical implications for curriculum development, instructional design, and instructor training in EFL contexts .

Assessing Gender Differences in Technological Pedagogical Content Knowledge (TPACK) among EFL High School Teachers in Inner Mongolia

This study examines gender differences in Technological Pedagogical Content Knowledge (TPACK) among 437 English as a Foreign Language (EFL) high school teachers in Inner Mongolia, China. Quantitative data revealed significant TPACK disparities between male and female teachers, with males exhibiting higher levels. The findings suggest that male teachers demonstrate greater confidence in integrating technology into their English classrooms. To address the TPACK gender gap, it is recommended that female EFL teachers receive specialized training through mentorship programs, online communities, and workshops. Policy changes are urged to create a collaborative, supportive, and inclusive digital environment for effective technology integration.

Validation of a Screening Tool for Dyslexia in English among Arabic-Speaking University Students in the Gulf Area

When teaching English for Academic Purposes (EAP) in an English as a Foreign Language (EFL) context, at times, dyslexic students may confound instructors at the lack of improvement in their English language ability. Such students may not have the specialist diagnostic assessment to access support services. A simple but inexpensive measure to screen for dyslexia would facilitate a more inclusive and equitable educational environment. This study examined whether an Arabic-translated version of a widely-used English L1 (first language) dyslexia checklist could identify Arabic L1 students who exhibited difficulties in English. Participants were 734 female EFL undergraduates studying EAP in one gulf university. The participants completed Arabic versions of the checklist. Using prescribed cut off scores, participants were divided into three groups: non-dyslexic, mildly dyslexic, and dyslexic. To validate the checklist, a subsample of 110 students were randomly selected for further assessment of dyslexia using the following indicators: word reading, pseudoword reading, spelling ability, phonological awareness, and rapid automatized naming skills. Results showed significant differences among the three groups for nearly all measures, suggesting that the Arabic translated checklist can be an easily administered, useful screening tool to identify Arabic L1 students who are at-risk of dyslexia in EFL.

The Effects of English File Coursebook on Enhancing Listening Comprehension Skills in the IELTS Proficiency Test

This research investigates the intricate realm of language learning, with a specific focus on the challenging domain of listening skills for Kurdish EFL (English as a Foreign Language) learners. Listening, an essential component of language learning alongside speaking, reading, and writing, poses a significant cognitive challenge for individuals acquiring a second language, particularly English. Using a pre-experimental one-group study design, this study aims to uncover the impact of English course books on the enhancement of listening skills among Kurdish EFL learners. In pursuit of this objective, a group of 24 first-year university students, comprising 14 females and 10 males, engaged in both pre-tests and post-tests to evaluate their listening proficiency, and conducting the survey questionnaire. Employing the Statistical Package for the Social Sciences (SPSS) for data analysis, the research utilized various statistical tests to explore the effects of supplementary materials and the perspectives of learners on the English File course book. Furthermore, a Paired Samples T-Test was employed to measure the degree of change between the pre-test and post-test scores. Remarkably, the findings from this analysis suggest that the use of English File course books led to improved listening skills among Kurdish EFL learners. These improvements are vital, emphasizing the significance of considering individual learning journey. Notably, gender-based differences in perceptions were explored, and the results revealed a surprising consistency in the perceptions of male and female EFL learners within the Kurdish context. These insights contribute to our understanding of language acquisition and underscore the importance of tailored instructional interventions in enhancing listening skills.

Learning-Oriented Assessment (LOA) Implementation in EFL Tertiary Contexts: Towards a More Task-based Learning (TBL) Environment

Over the past decade, learning-oriented assessment (LOA) has gained increasing attention as an emerging approach to classroom-based assessment. LOA prioritises learning and focuses on engaging learners actively in assessment and feedback activities. To enhance the learning environment in higher education, it is crucial for teachers of English as a foreign language (EFL) to be aware of and implement innovative assessment methods that support student learning, such as LOA. The purpose of this mixed-methods study was to investigate the knowledge, use, and challenges of LOA in tertiary contexts. A total of (93) male and female EFL teachers teaching in tertiary education participated in the study. An adaptation of The Teachers' Learning-Oriented Assessment Questionnaire survey (Alsowat, 2022) and items from semi-structured interviews (Fazel & Ali, 2022) were used to collect the data for this study. The findings of this study show that EFL teachers had good knowledge of LOA concepts but suggest that they need further focused training on the implementation of LOA. The study also shows that the teachers faced pedagogical, practical, attitudinal, and institutional challenges that prevented the better implementation of LOA practices.

Instrumental Analysis of English Vowels Produced by Male and Female Zilfaawi Arabic Speakers

Arab and non-Arab English as a foreign language (EFL) students continue to have difficulty pronouncing English vowels accurately. To examine this, our study analyzes how male and female Saudi EFL students pronounce English monophthongs when compared to native speakers assessed in previous research. Gender-related variations between male and female Arab English speakers are also explored. Formant frequencies (F1 and F2) are employed to evaluate vowel quality, with vowel duration measured to investigate vowel length. Learners’ pronunciations of English words containing vowels of interest are used to collect data. Five male and five female EFL learners produced English monophthongs in the /hVd/ context. We then compare the results with previous data on native English speakers and conduct acoustic analysis. Regarding duration, male non-native English speakers’ data are compared with previous results for male native speakers, revealing that the vowels of Saudi learners are shorter than those of native English speakers, and those of non-native men are longer than those of non-native women. Moreover, the low vowels produced by Saudi and native men are longer than their non-low vowels. Regarding vowel quality, men produce lower vowels than native speakers. Women, however, produce lower and more front vowels than native women. Statistically, this study reveals significant differences between male and female Saudi EFL learners in producing English vowels. Saudi men’s vowel space is more centralized than Saudi women’s space. Both men and women overlap low vowels. Saudi learners’ mispronunciations of English vowels indicate that L1 interference is not the only cause of mispronunciations.

Exploring Saudi EFL Teachers' Perceptions of Using Reflective Practice as a Tool for Professional Development

This study aimed to investigate the perceptions of male and female English as a Foreign Language (EFL) teachers regarding using reflective practice as a professional development tool and the obstacles that hinder them from adopting reflective practice. To achieve this, a quantitative approach was employed to collect data. A questionnaire with a study sample of 73 teachers was utilized as a research instrument. The findings showed that EFL teachers have positive perceptions towards reflective practice in general and that they believe it is a helpful tool to enhance their professional development. However, it was evident from the data that teachers rarely implemented the reflective tools such as reflective journal, lesson reports, and peer observation. Female EFL teachers were found to be more involved in reflective practice than male teachers. The results also revealed that the biggest obstacle that hinder EFL teachers from utilizing reflective practice was related to the institution fixed policies. Based on these findings, this study provides some implications and recommendation that will hopefully foster Saudi EFL teachers understanding and use of reflective practice.

The Role of Ideal L2 Self in Motivating Students to Verbally Communicate in L2 Speaking Classes

EFL (English as a Foreign Language) learners' willingness to verbally communicate in language speaking classes remains an intriguing issue for many advanced learners. Many preparatory year students in Saudi Arabia exhibit low levels of willingness to communicate (WTC) in a second language (L2) classroom context, where English is used as a medium of instruction. This study aims to highlight the issue by investigating the Saudi female EFL preparatory year students' willingness to verbally communicate in L2 speaking classes, focusing on the Ideal L2 Self as a higher/ individual factor of the motivation self-system. The study used a quantitative method consisting of a questionnaire instrument to determine the correlation between the Ideal L2 Self and willingness to communicate. The questionnaire was electronically administered to 123 participants, and the data collected were analyzed statistically. The findings of the study show a significant moderated correlation between students' WTC and their Ideal L2 Self. Furthermore, the results reveal that relating the Ideal L2 Self to speaking classes positively affects students' willingness to communicate verbally in the Saudi context, especially if they recognize their Ideal L2 Self early. Therefore, the study attempts to offer an insight into the impact of the Ideal L2 Self in enhancing EFL students' willingness to verbally communicate using English in L2 speaking classes and construct a meaningful difference in teaching EFL speaking skills.

Incorporating reading strategies for EFL undergraduate learners in Saudi Arabia: A think-aloud study.

In language learning, reading is a skill that enables interaction with a text inwhatever field of knowledge thelearner is pursuing. Readers tend to use strategies such as comprehension, interpretation and conception of decoding written language and texts to enhance their reading capacity. This research explores the reading strategies applied by Saudi English as a Foreign Language (EFL) learners and compares the reading abilities of male and female EFL students. The study interviewed three EFL students about the reading strategies they applied while reading passages and texts. Then an International English Language Testing System (IELTS) reading test was handed over to 26 randomly selected students. The study found that the reading strategies used by the students interviewed involved skimming, scanning, guessing the meaning from context, identifying the mean idea, and summarizing the body of the text in question. Moreover, the study revealed that both male and female students scored low in the IELTS tests that the researchers conducted. The average mean score they reached was 7.15 out of 20. However, even in the low scoring ratio, female students (M=7.69) outperformed male students (M= 6.62) and the difference between them remained significant, P=.000. The study recommends that the language instructors help EFL learners in developing their reading strategies and applying them every time they read any text.

Complaint Responses in Business Emails: An Interlanguage Pragmatic Study of Thai EFL Learners

The study's primary objective is to investigate how Thai EFL (English as a Foreign Language) learners use politeness and complaint response strategies similarly or differently in email communication. Email data are collected from 30 male and 30 female Thai EFL learners. The learners' complaint response strategies for handling complaints include gratitude, apology, explanation, offer, appeal, and guarantee. The study shows that complaint response strategies differ among Thai male and female EFL learners. Compared to the female group, the male group uses the offer and appeal complaint response strategies more frequently. More often than the male group, the female group opts for the complaint response strategy of guarantee. Additionally, the chi-square analysis reveals that the use of the politeness strategy of the hedge is significantly different between the male and female Thai EFL learners with varying levels of English proficiency. The employment of the indirect politeness strategy is another crucial difference between male and female students in the high group. However, there is no significant difference in how male and female English language learners with high and low competence levels utilize the direct politeness strategy.

Incorporating reading strategies for EFL undergraduate learners in Saudi Arabia: A think-aloud study.

In language learning, reading is a skill that enables interaction with a text inwhatever field of knowledge thelearner is pursuing. Readers tend to use strategies such as comprehension, interpretation and conception of decoding written language and texts to enhance their reading capacity. This research explores the reading strategies applied by Saudi English as a Foreign Language (EFL) learners and compares the reading abilities of male and female EFL students. The study interviewed three EFL students about the reading strategies they applied while reading passages and texts. Then an International English Language Testing System (IELTS) reading test was handed over to 26 randomly selected students. The study found that the reading strategies used by the students interviewed involved skimming, scanning, guessing the meaning from context, identifying the mean idea, and summarizing the body of the text in question. Moreover, the study revealed that both male and female students scored low in the IELTS tests that the researchers conducted. The average mean score they reached was 7.15 out of 20. However, even in the low scoring ratio, female students (M=7.69) outperformed male students (M= 6.62) and the difference between them remained significant, P=.000. The study recommends that the language instructors help EFL learners in developing their reading strategies and applying them every time they read any text.

An Empirical Study of ClassPoint Tool Application in Enhancing EFL Students’ Online Learning Satisfaction

Keeping in view the basic necessity of the time, integrating Information and Communication Technology (ICT) in teaching-learning practices has become an integral part of higher education. In relation to English as a foreign language (EFL) learning, several forms of interactive platform have been applied to enhance students’ engagement, interest and learning satisfaction. Likewise, this quasi-experimental study was designed to investigate the role of ClassPoint tool integrated activities in strengthening e-learning satisfaction of undergraduate female EFL learners in Saudi Arabia. The intervention, i.e., the ClassPoint tool-integrated instruction for the experimental group, lasted for around a month, whereas the students from the controlled group received non-ClassPoint integrated instructions. Subsequently, the data from both groups was analyzed statistically via a t-test. Based on the analysis, the use of ClassPoint tool activities showed a significant increase in the e-learning satisfaction enrichment of EFL learners compared to the non-ClassPoint traditional instruction. Therefore, the study suggests using the ClassPoint tool at all educational levels in all modes of learning to keep learners stay engaged, motivated, and satisfied with their learning.

Shaping English Language Policies in Academia: Female Saudi English as a Foreign Language Learners’ Perspectives

English in Saudi Arabia is an English as a Foreign Language (EFL) context which offers very limited opportunities for language practice. The literature suggests that English education in Saudi higher education suffers from weaknesses in English language learning outcomes, leading researchers to explore ways to mitigate this concern. Hence, English language policies (ELPs) can play a significant role in compensating for the lack of limited language practice opportunities outside the classroom and within academic settings. Therefore, this study addresses the necessity of introducing ELPs in academia from learners’ perspectives. A mixed method approach was employed to collect data using an online survey (n = 257) and semi-structured interviews (n = 10). The participants were female Saudi EFL learners undertaking undergraduate and post-graduate academic programs in Saudi higher education English departments. The main findings of the study suggest that ELPs do not exist in these departments, and that students are highly motivated to engage in designing these policies. The implications of this study are also discussed.

The effect of the model of contingent teaching on improving Iranian EFL learners’ essay writing

Regarding the three main features of scaffolding, namely, contingency, fading, and the transfer of responsibility, contingency entails the assistance adjusted to a learner’s existing level of understanding. The present study investigated the effect of the model of contingent teaching on improving Iranian English as a foreign language (EFL) learners’ overall writing performance (opinion essays), and in terms of writing components; namely, task response, coherence and cohesion, lexical resource, and grammatical range and accuracy. Moreover, the study aimed at investigating which component was mostly affected by the model. Based on convenience sampling, 60 female EFL learners of English in a language school between the ages of 20 and 30 were chosen from four intact classes. After conducting the Oxford placement test to ensure the homogeneity of the learners, the participants were then randomly assigned to one of two groups: experimental or control. The findings of the MANCOVA test revealed that the model of contingent teaching fostered EFL learners’ opinion essay writing performance. Besides, the model of contingent teaching improved task response and the lexical resource more significantly. The study offers some practical implications for teacher trainers, teachers, and EFL learners which are discussed.

Saudi EFL Learners’ Speaking Skills: Status, Challenges, and Solutions

This study focused on Saudi female English as a foreign language (EFL) learners, second-year level, English Department, College of Arts, Bisha University. Most the learners are exposed to the English language at a late stage, which is one of the challenges they encounter. The main objective of this study was to identify the main challenges faced by the Saudi female EFL learners in English-speaking skills. Main question of this research was what are the Saudi EFL learners’ main challenges in English-speaking skills in and outside the classroom? The significance of this study was to get a benefit both learners and teachers. This study contributed to finding solutions to the challenges encounter the Saudi English as a foreign language (EFL) learners in the English-speaking skills. This study used only one of the academic research methods, which was the students’ questionnaire. The study concluded that the Saudi English as a foreign language (EFL) learners need enough time to practice English-speaking skills in the classroom and they should be motivated to speak English with anyone in and outside the classroom. The syllabus and teaching materials of the English-speaking skills courses need development to match the needs of the learners in their daily lives and to meet the demands of the labor market. The recommendations and solutions would help to tackle the current status and challenges in learning English-speaking skills.

Exploring Female EFL Teachers' Professional Agency for Their Sustainable Career Development in China: A Self-Discrepancy Theory Perspective.

A large and growing body of literature has investigated the role of teachers’ agency in their career trajectories. However, far too little attention has been paid to English as a Foreign Language (EFL) teachers’, especially female EFL teachers’, professional agency for their career development in the Chinese higher education setting. To address this gap, this study explores female EFL teachers’ professional agency from a self-discrepancy theory perspective, namely, how the participating teachers have perceived discrepancies in their professional development and how they have enacted their professional agency to realize sustainable development. Based on a metaphor investigation of 167 teachers and interviews with nine of them, the current study found that (1) there are certain discrepancies between female EFL teachers’ self-guides and actual selves concerning their professional identity construction; (2) female EFL teachers’ professional agency is manifested in the continuum of iteration, practical evaluation, and projectivity processes, as well as in the entity of personal and environmental factors; and 3) female EFL teachers’ professional agency and gender identity are closely intertwined with each other. This study can offer implications for teacher agency research and female teachers’ sustainable development at large.