Foreign Language Context Research Articles

Some Reflections on Reference in the Teaching of French as a Foreign Language Context

Abstract Grammatical and lexical cohesion are necessary conditions to guarantee a text’s coherence (Halliday and Hasan 1976). Grammatical cohesion is classified into four types of relation: reference, conjunction, substitution, and ellipsis. This study aims to investigate the use of the cohesive device of reference in written discourse produced by users/learners of French as a foreign language, to explore the kind of references they prefer and to highlight the difficulties they come across. Our study is based on a learner corpus composed of written productions of Greek-speaking users/learners of French who participated in National Foreign Language Exam System (Κρατικό Πιστοποιητικό Γλωσσομάθειας, ΚΠΓ). We used a sample of texts produced by candidates who participated in the examination willing to be certified at the levels B (Independent user) and C (Proficient user) of language proficiency according to the 6-level scale of the Common European Framework of Reference for Languages (Council of Europe 2001).

Some Reflections on Reference in the Teaching of French as a Foreign Language Context

Abstract Grammatical and lexical cohesion are necessary conditions to guarantee a text’s coherence (Halliday and Hasan 1976). Grammatical cohesion is classified into four types of relation: reference, conjunction, substitution, and ellipsis. This study aims to investigate the use of the cohesive device of reference in written discourse produced by users/learners of French as a foreign language, to explore the kind of references they prefer and to highlight the difficulties they come across. Our study is based on a learner corpus composed of written productions of Greek-speaking users/learners of French who participated in National Foreign Language Exam System (Κρατικό Πιστοποιητικό Γλωσσομάθειας, ΚΠΓ). We used a sample of texts produced by candidates who participated in the examination willing to be certified at the levels B (Independent user) and C (Proficient user) of language proficiency according to the 6-level scale of the Common European Framework of Reference for Languages (Council of Europe 2001).

English language teachers’ engagement in and preference for experiential learning for professional development

Experiential learning is an assertion in the professional development of teachers. However, there is a scarcity of studies exploring experiential learning from the integrative perspectives in the English as a Foreign Language (EFL) context and at the level of a primary school. This study, therefore, aimed to assess primary school EFL teachers’ engagement in experiential learning from these perspectives. A concurrent mixed research design was adopted to explore the cases. 186 teachers were selected for the questionnaire while eight teachers were selected for interviews. Questionnaires, document analysis, and interviews were used to collect data. The data were analyzed both quantitatively and qualitatively. The results indicated that most primary school English language teachers were mostly engaged in professional learning and development activities. Besides, they applied cognitive experiential learning strategies and preferred diverger experiential learning styles dominantly. These findings indicate a deviation from the scope, focus, and major aims of experiential learning and constructivist premises. As a result, the study suggested that the teacher development programs for primary school teachers in the EFL context should incorporate activities that lead to the self-directed and autonomous learning of teachers.

Effect of Teaching Metacognitive Reading Strategies on Reading Comprehension of Engineering Students

This experimental research investigates the impact of teaching metacognitive reading strategies on the reading comprehension of engineering students in the English for Science and Technology(EST) context. This research is the first empirical study of its kind in Libyan English as a Foreign Language (EFL/EST) context. The study utilizes the Survey of Reading Strategies (SORS) and a reading comprehension achievement test extracted from ‘Oxford English for Computing’ by Boechner and Brown (instruction manual). The treatment incorporates the explicit teaching of metacognitive strategies to the participants in the experimental group via the Cognitive Academic Language Learning Approach (CALLA) model. Paired-samples t-test results signify a considerable treatment effect among the experimental group. In conclusion, the findings support previous research indicating that explicit instruction effectively improves Libyan EST students’ metacognitive awareness and produces statistically significant gains in reading comprehension.

Investigating the pleasure reading habits of EFL learners in lower secondary schools

Reading literacy is significant for learners’ academic success, and high levels of reading literacy can be established through strong engagement in pleasure reading. It seems that the advancement of competing media, such as television and computer games and the fluctuating socio-cultural contexts have made a significant influence on learners’ pleasure reading habits. The purpose of this study was therefore to investigate lower secondary school learners’ pleasure reading habits using descriptive survey design. The data were collected from 377 randomly selected learners in North Wollo Zone, Ethiopia, using a survey questionnaire. Descriptive and inferential (independent samples t-test) statistics were used to analyze the data. The findings of the study indicated that majority of the learners’ habits toward pleasure reading was poor. The findings of the study also showed that the students’ mostly read for academic purposes. It was also found that there was no significant difference (p > .05) between gender and age of learners regarding their pleasure reading habits. Lack of reading materials, low English ability, and lack interest in reading are the major factors that affect learners’ pleasure reading habits. Based on the results, it can be suggested that integrating pleasure reading programme in the curricula, being accessible to a wide range of books (based on the learners’ level and interest) in the school libraries, and establishing school reading clubs in input-poor English as a Foreign Language contexts like Ethiopia is essential to promote learners’ pleasure reading habits. 

Teaching Intercultural Communicative Competence in the Asian EFL Context: A Systematic Research Synthesis

In the 21st century, intercultural communication is inevitable owing to cutting-edge technologies and transportation. Thus, over the past decades, there has been an ever-increasing interest in and attention to intercultural communicative competence (ICC) in English language teaching and learning. This study reports findings from a systematic research synthesis of 20 empirical studies regarding learning and teaching ICC in the Asian English as a foreign language (EFL) context. The research questions incl ude: 1) In what contexts was ICC investigated?; 2) Who were the participants in the reviewed studies?; 3) What kinds of ICC topics were explored?; 4) What activities and tasks were involved in ICC teaching and learning?; 5) What suggestions are recommended for future research on ICC? The findings expand upon learning contexts, participants, ICC-related topics, activities involved in ICC teaching and learning. Furthermore, this paper provides preservice and inservice teachers with valuable insights as well as suggestions and recommendations for teaching ICC in teacher education. This systematic research synthesis would be of value in developing and improving ICC-focused teaching and learning in English education.

Constructing Gendered Identities and Agency through Classroom Discourse in a Foreign Language Learning Context

This study investigates constructing gendered identities and agency through classroom discourse in a foreign language context by drawing on data collected through semi-structured interviews and classroom observations in two Foundation Institutes in the Arabian Gulf. Informed by poststructural feminism, Foucault’s (1972) power relations, and Butler’s (2004) performativity theories, the article investigates how students’ behaviors in the Gulf tertiary classroom affect their academic performance and their personality construction. The findings suggest that the students’ gendered identities were shaped as an effect of their cultural construction, which remarkably affected the way they learn. The findings also illustrate how modern education has a positive influence on learners as a means to mitigate gender sensitivity issues inside the classroom. These findings have implications for educators and curriculum designers that the learner’s identities and agency must be acknowledged in the first place, and the prior knowledge of gender influence on learning can enhance the educational process to be more effective.

Effects of the longest pause, its location, and pause variance on successful EFL writing performance across writing tasks with diverse degrees of complexity

The present research attempts to unveil information about students' cognitive efforts during writing tasks in a foreign language context by exploring (n = 126, mean age: 19.3, SD: 0.47) Iranian EFL (English as a Foreign Language) undergraduate students' pausing behavior across four writing tasks with diverse degrees of complexity. Cognitive efforts have been examined through three process measures (the longest pause, the longest pause location, and the variance indicator). The results indicate that, in general, the longest pause, the longest pause location, and the variance indicators have statistically significant relationships with successful writing performance; nevertheless, our findings show that the associations of the indicators are moderated by task complexity. The three-way interaction effects among the indicators illustrate that they are linked to successful EFL writing performance in an interconnected way.

The use of social media inside and outside the classroom to enhance students' engagement in EFL contexts.

It could be claimed that without any doubt the Internet has revolutionized the educational system to a great extent. Even though some are still interested in traditional ways of teaching and learning and also face-to-face classes, technological advances, in particular, social media have changed the English as a foreign language (EFL) contexts in a way that they will not be compatible with any other methods that have long been utilized before. Despite the fact that some studies have been conducted in different learning contexts, to the researcher’s best knowledge, attention has not been focused on the importance of social media inside and outside the classroom on EFL students’ indulgence. Therefore, the aim of this review is to synthesize the findings of the previous studies to highlight the role of social media in EFL students’ engagement throughout class and outside the class in both face-to-face and online classes. To reach this goal, this review first discusses the impact of social media on engagement, and then engagement and its classifications are dealt with. Next, the relationship between using social media and students’ engagement is discussed. And finally, some implications are proposed.

Examining the relationship between perceived teacher support and students' academic engagement in foreign language learning: Enjoyment and boredom as mediators.

As an important contextual factor influencing various aspects of students’ learning, teacher support has been widely explored in general education but largely overlooked in the English as a Foreign Language (EFL) context. Given its potential positive role in students’ academic performance, the present study intended to investigate the relationship between perceived teacher support, enjoyment, boredom, and academic engagement in the EFL context. In so doing, 1094 Chinese high school students were recruited to complete the online questionnaire of the four variables. SPSS and PROCESS macro were used for descriptive, correlational, and mediation analyses. The results showed that students had moderate levels of perceived teacher support, enjoyment, and academic engagement and a low level of boredom. Further correlation analyses indicated medium to large correlations between perceived teacher support, enjoyment, boredom, and academic engagement. Enjoyment and boredom collectively mediated the relationship between perceived teacher support and academic engagement. Directions for future research and implications for researchers and educators are presented at the end.

The Effect of Using Input Enhancement Technique on Collocation ‎Learning of Iraqi EFL Students

Collocation can be defined as two or sometimes more than two words that often go together for example, impose punishment, do homework, and save money. This study is an attempt to explore an effective method to improve collocations presenting in an English as a Foreign Language (EFL) context. Learning collocation is of fundamental importance in both written and spoken English communications. The reason behind selecting collocation is that collocation is a vital constituent of English vocabulary. Two groups were involved in this study. The experimental group that followed the input enhancement technique received short passages whose 40 collocations were printed in boldface type. While the control group received a text with the same list of collocations represented without enhancement. The study adopted a quantitative research method utilizing a non- randomized experimental design, which involves conducting pretest, and posttest with experimental and control groups. The findings of this study showed that the input enhancement technique can assist in teaching collocation.

Revisiting English as a foreign language teachers' professional identity and commitment in social media-focused professional development.

These days, technology advancement has inspired a large number of educators to employ social media in the English as a foreign language (EFL) context. But, some EFL educators are yet unwilling to use such chances, because they are left untrained. Therefore, applying professional development (PD) in this field appears necessary as it is regarded as the main cause of improving educators’ education activity, and proposing new education approaches. To strengthen the academic investment in educators’ professional learning, comprehending elements affecting educators’ performance of learning from PD is vital. Lower commitment degrees were specified as an element that impedes EFL educators from employing social media in EFL education. Moreover, developing the professional identity (PI) of educators is an important issue that straightly pertains to educators’ performance, which assists educators both in comprehending their professional lives and presenting them with a framework to elucidate, expand and contemplate their professional activities. Stimulated by the interest in research on social media-focused courses, this review inspects how teachers’ commitment and identity affect EFL teachers’ implementation of social media in PD. In a nutshell, implications for stakeholders of the study are presented. Indeed, the social media as an impotent device should be incorporated in PD programs to develop both teachers’ commitment and identity. Faculty members should establish workshops, and seminars to arrange for a platform for teachers to use social media to support learning.

The Effect of Using Input Enhancement Technique on Collocation ‎Learning of Iraqi EFL Students

Collocation can be defined as two or sometimes more than two words that often go together for example, impose punishment, do homework, and save money. This study is an attempt to explore an effective method to improve collocations presenting in an English as a Foreign Language (EFL) context. Learning collocation is of fundamental importance in both written and spoken English communications. The reason behind selecting collocation is that collocation is a vital constituent of English vocabulary. Two groups were involved in this study. The experimental group that followed the input enhancement technique received short passages whose 40 collocations were printed in boldface type. While the control group received a text with the same list of collocations represented without enhancement. The study adopted a quantitative research method utilizing a non- randomized experimental design, which involves conducting pretest, and posttest with experimental and control groups. The findings of this study showed that the input enhancement technique can assist in teaching collocation.

Indonesian EFL teachers� intercultural profiles in Indonesian universities

Being a foreign language and an intercultural educator in an English as a Foreign Language (EFL) context is full of complexities. With diverse sociocultural aspects in a context, it would be na�ve to implement a set of global profile of culture to all contexts. Therefore, the present study is held to start to investigate complexities on teacher individual level in the implementation of intercultural approach to EFL in Indonesian context. The study strives to interlink between the teacher belief and the characteristics of an intercultural teacher to indicate a teacher personal positioning toward the intercultural pedagogy. Through the method of narrative inquiry and narrative analysis, the teachers� narratives were collected by interviews and scrutinised. The study revealed that ambivalence and contradiction appeared in the teachers� beliefs about intercultural pedagogy. It has premises that a teacher�s positioning is affected by learning and teaching experiences, professional development, and personal experiences. Teaching context plays a central role in shaping the practices. The results show capacity building must be advocated and the identical studies must be replicated focusing on how a teacher develops intercultural communicative competence in order to bring quality of intercultural EFL pedagogy in Indonesia.

Becoming an Autonomous Learner in Nepalese EFL Context An Autoethnographic Study

This autoethnographic study explores the researcher’s own perceptions on learner autonomy in English as a Foreign Language (EFL) context of Nepal. I collected the data from my experiences of learning English at Master’s level education in a campus from Kailali district under Tribhuvan University of Nepal. Using the autoethnographic research design of qualitative research, I conducted the study. More specifically, the data consisted of seven diaries written from March 2018 to April 2021. This study substantiates Vygotsky’s (1896-1934) socio-cultural theory as the main theoretical base. Furthermore, I also consulted Holec’s (1981) learner autonomy and Knowles’ (1975) self-directed learning to strengthen my experiences to reveal how I became an autonomous EFL learner. The findings of this study reveal that close academic connection with the professors and universities is essential for becoming an autonomous learner in learning EFL in the researched context. Moreover, the learner’s personal effort and rigour in the process of learning seem to be paramount for the continuation of learner autonomy.

The effects of recasts on L2 grammar: a meta-analysis

ABSTRACT The present meta-analysis investigated the effects of recasts along with a number of moderating variables on L2 development by meta-analysing the results of 24 primary studies. The findings revealed an overall medium effect size for the effectiveness of recasts (g = 0.70, 95% CI = 0.48-0.93). Furthermore, the findings indicated that recasts are equally effective for the development of L2 explicit and implicit knowledge. The results also yielded strong effect sizes for the short-term and long-term effects of recasts in foreign language (FL) compared to second language (SL) contexts where weak effect sizes were obtained for both long-term and short-term effects of recasts. Contrary to expectations, the findings did not indicate a significant difference between the effectiveness of partial and full recasts. The findings of the present study, therefore, shed further light on the effectiveness of recasts and suggest that recasts are effective techniques for the development of implicit and explicit L2 knowledge in FL contexts. The findings indicate that instructional context plays the most significant role in the efficacy of recasts. The implications of the study and considerations for interpreting the results will be discussed in the paper in the light of some theoretical justifications as well as a number of limitations of the present meta-analysis.

Group-Directed Motivational Current Within an EFL Higher Education Context in Saudi Arabia: A Case Study

The study investigates the use of a Directed Motivational Current (DMC) framework in a Saudi Arabian English as a foreign language (EFL) context. It explores the development and induction of a DMC in a higher education blended learning environment. It is based on a constructivist, descriptive, longitudinal case study. Data were gathered from female students enrolled in an English language master’s program and encompassed three data sources: weekly student diaries, a focus group, and an online follow-up survey. The results reveal that the motivational behavior experienced by the students was linked to long-term identity goals, a prominent facilitative structure, and the generation of positive emotionality. The study emphasizes the importance of structuring engaging and autonomous learning environments that promote strong social well-being, clear group vision, and L2 competence. It also found that multiple initial triggering stimuli can provide the impetus to help ignite a group-DMC. The evidence also suggests a need for teacher-initiated re-triggers such as the use of games throughout the project as they create motivationally enhanced eudaimonic sensations that help sustain a DMC and enable the success of a project. The research highlights the educational value of using a DMC in EFL learning environments.

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.

Self-determined learning in EFL classroom: a trajectory for the future research

The development of technology has rapidly affected the growth complexity of the 21st century's work environment which also influences educational environment. Thus, approaches in teaching and learning such as self-determined learning has been considered relevant to enhance the quality of learning. Researchers and educators have been pursuing to accomodate the praxis of self-determined learning. The purpose of the study was to uncover research trends and try to bridge the gap of future research of self-determined learning (SDL) in the English as a foreign language (EFL) context. Using meta-synthesis, 13 selected articles were examined drawn from a single database from the last five years between 2017 and 2021. The articles were systematically selected through several criteria using the query "Self-determined Learning+AND+EFL" in the Sopus database. They contributed to the growing interest related to research and practice of heutagogy or SDL. Results showed that research areas of SDL had been widely investigated in different levels of students; primary (23%), secondary (23%), and university (54%). In addition, a few research studies were conducted to examine students' language skills and language components (listening and vocabulary) (15%). It implicated that many EFL research area could be investigated from different levels and focus in the future.

Teachers’ Perceptions of Oral Corrective Feedback in Form-focused Language Classrooms: Why do they Correct the Way they do?

This study focuses on Saudi teachers’ motivations regarding their choice of oral corrective feedback (OCF) forms, such as recasts, elicitations, and metalinguistic feedback in foreign language (FL) contexts. Many previous studies of teachers’ choices of OCF forms, and motivations for these choices, have been conducted in more communicative contexts where recasts are most commonly used, with the aim of keeping the communication going. The current study, in contrast, aims to explore teachers’ choices of, and motivations for, OCF forms in a more accuracy-focused context. The study uses rigorous methods to investigate 207 Saudi teachers’ perceptions of OCF, including 100 classroom observations, and 100 stimulated recall (SR) sessions with 10 teachers to further investigate their choices of, and motivations for, particular types of OCF, with reference to their learners’ uptake. The findings demonstrate that the teachers consider recasts to be the most effective method of correction for their students’ learning, especially in the case of pronunciation errors, in a context where the emphasis is placed on accuracy rather than on maintaining the flow of communication. This is in contrast to previous studies of OCF in more meaning-focused contexts, where recasts were used to maintain the flow of communication. The current study concludes by offering insights into some challenges that teachers in FL contexts might face and suggests some possible implications for teachers’ practice in these contexts.