Foreign Language Learning Research Articles

TEACHER MULTILINGUAL BELIEFS AND PRACTICES IN THE ENGLISH CLASSROOM: IMPLICATIONS FOR COURSE DEVELOPMENT

The CEFR and the Companion Volume to the CEFR (Council of Europe, 2001, 2020), as the main language policy documents in Europe, intend to improve the standard of language teaching, learning and assessment. These documents among other things proclaim students’ diverse linguistic repertoire as an asset in the language classroom. In this light, the promotion of multilingual education initiatives and enhancing students’ plurilingualism is an educational requirement. Teachers, language teachers included, are seen as agents of change who can foster multilingual approaches in their language classrooms (Krulatz et al., 2022). Although previous studies have found that many language teachers hold favourable views on multilingualism, they face challenges when implementing multilingual approaches in the (foreign) language classroom. Teachers’ beliefs on multilingualism in (foreign) language teaching and learning and how these impact their teaching practices have not been investigated in the Ukrainian education context, which has always been multilingual. The purpose of the article is to share and discuss the results of a quantitative study designed to investigate Ukrainian teacher beliefs in learning English and whether these beliefs are reflected in teaching practices. Data were collected using an online questionnaire administered to 73 English as a foreign language (EFL) teachers from 12 Ukrainian universities. The research questions were ascertained using descriptive statistics and Pearson correlation analysis. The collected insights helped to identify areas that require a more careful consideration in the multilingual education in Ukraine. The outcomes reveal complex and uneven relationships between teacher multilingual beliefs and the implementation of multilingual practices in EFL classrooms in Ukraine, with discrepancies in their perceptions and practices. The main finding suggests that the majority of Ukrainian language teachers have a favorable perception of multilingualism, yet they lack the required expertise and confidence to effectively build on their students' linguistic resources in teaching English. In addition, there are some critical gaps in teacher understanding of fundamental concerns about multilingualism. Suggestions will be made for a scenario-based approach to a teacher professional development course.

Exploring the Advantages and Disadvantages of Using Pair Work in the Foreign Language Learning Classrooms at Salahaddin University-Erbil

Exploring the Advantages and Disadvantages of Using Pair Work in the Foreign Language Learning Classrooms at Salahaddin University-Erbil

The Role of Perceived Ease of Use in the Adoption of Quizlet for Vocabulary Acquisition in Chinese EFL Contexts

This study investigates the perceived ease of use of Quizlet among Chinese college English as a Foreign Language (EFL) learners, focusing on vocabulary acquisition. Utilizing a mixed-methods approach, the research combined quantitative data from a survey (n = 95) and qualitative insights from semi-structured interviews (n = 24) following an 8-week Quizlet intervention. The quantitative results revealed high satisfaction with Quizlet, evidenced by a mean score of 3.96 on a 5-point Likert scale, highlighting its intuitive interface and multimedia features. Qualitative findings supported these results, identifying key themes such as user-friendly navigation, ease of becoming proficient and effective vocabulary learning through interactive modules. The study emphasizes the critical role of user-centered design in educational technology, suggesting that well- designed tools like Quizlet can significantly improve vocabulary acquisition and learner engagement. These insights advance the understanding of digital tool adoption in EFL contexts and offer practical recommendations for educators and developers.

Trait emotional intelligence and foreign language performance: associations with academic self-efficacy and foreign language anxiety

Recent years have witnessed extensive research examining the influences of positive psychological factors in foreign language learning. Building on these endeavors, the current study was specifically designed to examine how positive psychological factors including trait emotional intelligence (TEI), academic self-efficacy, and foreign language anxiety (FLA) exert influences on foreign language performance in college students who are learning a foreign language. To this end, 203 Chinese college students (141 women), recruited through snowball sampling, completed three validated questionnaires to measure their TEI (Trait Emotional Intelligence Questionnaire - Short Form), academic self-efficacy (the Chinese version of the Academic Self-Efficacy Questionnaire), and FLA levels (the Chinese version of Foreign Language Classroom Anxiety Scale). Additionally, an in-house self-rating questionnaire assessed their self-perceived foreign language performance. Mediation analysis was used to determine whether and how academic self-efficacy and FLA levels contribute separately and interactively to the relationship between TEI and foreign language performance. The results showed that: (a) there were moderate to strong associations between TEI, academic self-efficacy, FLA levels, and self-perceived foreign language performance; and (b) academic self-efficacy and FLA levels played separate and sequential mediating roles between TEI and self-perceived foreign language performance. Together, these findings highlight how TEI, academic self-efficacy, and FLA levels contribute to foreign language performance in college students. They also suggest the potential application of these positive psychological factors in mitigating anxiety elicited by learning a foreign language and improving language performance.

Integrating augmented reality in EFL reading comprehension: a mixed-methods study

Reading comprehension presents persistent challenges for English as a Foreign Language (EFL) learners, yet augmented reality (AR) tools offer promising opportunities to augment reading support. This mixed-methods study investigated the efficacy of AR applications for improving reading comprehension among 98 intermediate-level EFL students (ages 22-36). It also explored six EFL teachers’ perspectives on their use of AR in the classroom through semi-structured interviews. One-way ANCOVA was used to quantitively examine the effects of AR applications on learners’ reading comprehension and thematic analysis was utilized to analyze the data of the interviews. The quantitative results showed the effectiveness of thoughtfully designed AR applications for enhancing EFL reading comprehension. The qualitative findings of the interviews indicated that teachers valued AR technology as an effective and beneficial tool for EFL learners. They recognized its potential for facilitating deep learning of language skills, enhancing learners’ positive attitudes, and increasing their willingness to use AR-based approaches in EFL classes. However, teacher perspectives highlight the complexities and challenges of implementing emerging AR technologies in EFL contexts. The findings of the study called for adopting AR technology to enhance language learning experience, increase learners’ engagement, and create a more favorable environment for language learning. Practical strategies for integrating AR in EFL contexts and pedagogical implications for reading comprehension are discussed.

Foreign language enjoyment overcomes anxiety and boredom to boost oral proficiency in the first year of English foreign language learning

AbstractThe current study investigates the effect of three foreign language learner emotions on the amount of gain in oral proficiency over one school year of 159 eleven‐year‐old pupils starting English foreign language classes in France. Previous cross‐sectional studies have shown positive relationships between foreign language enjoyment (FLE) and various performance and achievement measures, as well as negative relationships between foreign language classroom anxiety (FLCA), foreign language classroom boredom (FLCB), and FL performance and achievement measures. A common finding is that negative emotions explain more variance in Foreign Language (FL) performance and achievement measures at a single point in time than positive emotions. Correlation analyses revealed that the amount of gain was positively linked to FLE and negatively linked FLCA and FLCB. A first multiple regression analysis showed that, surprisingly, FLE was the only (positive) predictor of gain in oral proficiency. A second multiple regression analysis revealed that the FLE teacher dimension was the only predictor of gain in oral proficiency. This suggests that positive emotions, and especially the ability of teachers to meet the psychological needs of their students, have a stronger long‐term effect while negative emotions are more likely to disrupt performance in the moment. Pedagogical implications are presented.

Learning English and other foreign languages beyond school walls: insight from Indonesian polyglots

In order for learners to succeed in increasing their foreign language skills, they cannot depend on formal education alone and must also depend on informal learning. Although there have been studies on language learning in informal education, there are minimal literature reports on multilingual learning contexts. To address this empirical gap, this qualitative case study explores the informal learning that leads to multiple foreign language learning opportunities. Thus, the purpose of this research was to explore how Indonesian polyglots learn English and other foreign languages in informal schooling. In this study, I collected data through demographic questionnaires and semi-structured interviews obtained from Indonesian polyglots. Findings showed that they learn multiple foreign languages through communities, online platforms, working by learning, and language tutoring. Implications of these findings for learning multiple languages beyond formal schooling settings are discussed.

Project-Based Learning Using Podcast-Assisted Media in the Teaching of English Speaking Skill

Developing speaking skill is difficult for foreign language teachers and learners since they rarely use the target language outside the classroom. However, students need more opportunities and confidence to use it outside the classroom. Thus, teachers must adopt various teaching methods to strengthen the students’ speaking skill in English. Nowadays, students must possess competencies relevant to the 21st century, such as analysis and problem-solving, creativity and invention, communication, teamwork, life skills, and efficient use of technology. Therefore, Project-Based Learning (PjBL) provides opportunities to learn deep content knowledge and 21st-century skills. One of the methods used is using Podcast. A podcast is an up-to-date technology for improving students’ listening and speaking abilities. This qualitative study intends to determine the implementation of project-based learning using podcast-assisted media in teaching English speaking skill at one of the schools in Mojokerto, East Java, and the student’s perspective on it. The research participants were grade XI Science students. The data collection techniques were tests, observations, interview sheets, and audio and video material. The data were analyzed using an analysis flow by Miles and Huberman, which included data reduction, displaying the data, and a conclusion. This study showed that implementing project-based learning using podcast-assisted media in teaching English speaking skill ran smoothly. Students responded enthusiastically. At last, the students’ perspectives are also positive since Podcast-assisted media is able to enrich not only their speaking skill but also develop other language skills.

Associations Between Teacher Confirmation, Emotional Support and Chinese EFL Learners' Grit: Sequential Mixed Methods.

While grit is considered essential to EFL learners as they navigate the challenges and setbacks of foreign language learning, it has been largely overlooked by EFL researchers. In this sequential mixed methods study with qualitative data and structural equation modeling (SEM), we examined the role of teacher confirmation and emotional support in predicting L2 grit among 309 low-proficiency Chinese EFL learners who were majoring in music, fine arts, and physical education at Chinese universities. Our results revealed positive correlations between teacher confirmation, emotional support, and L2 grit, with both teacher confirmation and emotional support significantly predicting L2 grit in our presumptive model. Qualitatively, we analyzed 22 participants' responses to three open-ended questions from a semi-structured interview. Interviewees named a spectrum of interpersonal, learner, context, teacher, and task related factors they believed to be affecting their L2 grit. Among the interpersonal factors, teacher-student communication variables were most frequently named, echoing our quantitative findings. We discussed the limitations, pedagogical implications, and recommended future directions of this research.

Effects of Automated Feedback on English as a Foreign Language Learners’ Writing Performance: Evidence from a Quasi-experiment

Automated writing evaluation (AWE) is increasingly used to provide formative feedback on second language (L2) students’ writing. A key factor influencing the effectiveness of AWE feedback on L2 writing performance is the learners’ revision behaviors as they process the feedback. Adopting a quasi-experiment, this study aims to evaluate the impacts of Criterion automated corrective feedback (ACF) on English as a foreign language (EFL) students’ writing performance based on two measures of accuracy: overall writing accuracy and accuracy of English article usage. Learners’ textual operations in response to Criterion ACF were examined for possible explanations for recorded gains (if any) in their writing accuracy. The main findings indicate a lack of intervention and retention effects on learners’ accuracy over the semester during which Criterion ACF was incorporated to supplement the writing instructor's feedback on organization and content. In addition, across four writing entries conducted on Criterion, learners’ revisions to their essays following Criterion ACF were primarily at the local level, dominated by addition, deletion, or substitution of individual words or short phrases rather than substantive revisions to their scripts. About one third of all Criterion feedback points did not result in textual changes to the first drafts, indicating a moderate uptake rate of the feedback. Implications related to formative feedback practices in the EFL writing classroom and the adaptation of Criterion's technical capacities are accordingly presented.

Enhancing Indonesian EFL Learners’ Speaking Skills through Digital Storytelling based on Local Folktales

This study investigates the effectiveness of enhancing Indonesian English as a Foreign Language (EFL) learners’ speaking skills through digital storytelling grounded in local folktales. The study, which was conducted among first-year university students at Universitas Bumi Persada consisting of 8 people, used a case study. The information was gathered by observing the lecturer who integrated both digital storytelling and local folktales into her instruction in the classroom. To gain more comprehensive data and in-depth information, students were also interviewed regarding their experiences and opinions. The study explores the integration of digital storytelling techniques with traditional local folktales to foster speaking proficiency among EFL students. The research intends to provide significant insights into creative language teaching methodologies by leveraging technology and local culture. The findings show that digital storytelling has a considerable impact on students' speaking ability, providing light on the possibilities of adding culturally rich narratives into language teaching. This study adds to the pedagogical discourse by highlighting the potential of digital storytelling as a catalyst for enhancing speaking abilities, particularly among EFL university students in Indonesia.

Knowledge of English Affixes in Thai EFL Learners of Science and Language Programs

This study investigated the knowledge of affixes on vocabulary development among English as a Foreign Language (EFL) learners, focusing on the differentiation between students studying science and those studying the language. Affix knowledge, encompassing both prefixes and suffixes, is essential for expanding word family knowledge, serving as a cognitive bridge to proliferate word family members. To explore this, 111 secondary school students from a semi-urban Thai school, split into 53 science and 58 language program students, were assessed through receptive and productive affix knowledge tests. The findings reveal that science program students outperformed their language counterparts in receptive affix knowledge tests. Additionally, results indicated a learning continuum in affix acquisition, with students showing better average performance on receptive tests compared to more complex productive tasks. Notably, affix knowledge concerning prefixes was superior to that of suffixes across both test types. Moreover, the correlational analysis revealed a medium to strong relationship between English affix knowledge and vocabulary knowledge. The findings also suggest that suffix knowledge has a greater impact on productive vocabulary than on receptive vocabulary. Regression analysis supports the correlation results, highlighting that a deeper understanding of affixes is linked to stronger vocabulary knowledge in both comprehension and usage. These results suggest a structured progression in affix learning, from recognition to production, and underline the significance of affix knowledge in vocabulary expansion for EFL learners. The study emphasizes the need for further research into the mechanisms of affix acquisition and its role in language learning curricula.

Towards a stance de-centring model for the foreign language classroom: Training 21st-century agents of change

The present paper describes a new, theoretically grounded model for stance de-centring that advocates for enhancing foreign language learners’ intercultural awareness, sensitivity, and behaviours. This model embraces both three levels of stance de-centring: epistemic, emotional and effective, and three dimensions of intercultural competence: cognitive, affective and conative. Epistemic, emotional, and effective stance de-centring is carried out at the cognitive, affective and conative intercultural dimensions to raise foreign language learners’ intercultural awareness, develop their intercultural sensitivity, and activate their intercultural behaviours. Each intercultural dimension comprised within the model is rigorously examined, highlighting the importance of nurturing skills in critical thinking, empathy, and behavioural adaptability to counter ethnocentrism through stance de-centring. Practical examples illustrating the successful implementation of the stance de-centring model within the foreign language classroom are also presented. These examples elucidate the practical application and potential impact of the model, offering insights into fostering inclusive environments and preparing foreign language learners to navigate diverse cultural landscapes as future agents of change.

Boosting Students’ ESP Vocabulary by Utilizing AI Chatbot

Technology integration in foreign language learning is a must today. One of the issues is the utilization of artificial intelligence (AI) Chatbot in English language teaching. Some studies have mentioned the benefits and advantages of using AI Chatbot. Nonetheless, none of the studies examines deeply on hoe ESP vocabulary. To fill the gaps, this study examines the effect of AI Chatbot especially Dialogflow enhanced the ESP vocabulary acquisition. The experimental comparison of two groups—an experience group and a control group—is the backbone of this study in order to accomplish that purpose. Both groups underwent pre-tests and post-tests to assess the effectiveness of utilizing AI chatbot in learning ESP vocabulary. The chatbot content was meticulously constructed to incorporate vocabulary features such as synonyms and concise explanations of word meanings. The study's findings revealed that utilizing chatbots significantly improves the acquisition of ESP vocabulary. It was found that students in the experimental group that used Dialogflow, a chatbot, performed better than students in the control group. To add, the study suggests that chatbots could be utilized in many situations to enhance language learning in general or in specific ESP courses. A chatbot provides a stimulating setting to facilitate positive interactions where the negotiation of meaning occurs explicitly, which appears to greatly benefit learners in advancing their second language lexical development.

Investigating the Efficacy of Multimodal Interactive learning Materials in Enhancing Speaking Proficiency of English Foreign Language Learners at MA Al Jariyah NWDI San Baro

Investigating the Efficacy of Multimodal Interactive learning Materials in Enhancing Speaking Proficiency of English Foreign Language Learners at MA Al Jariyah NWDI San Baro

The Effects of Gamification on Young Learners' Motivation in Foreign Language Learning

The Effects of Gamification on Young Learners' Motivation in Foreign Language Learning

FOREIGN LANGUAGE LEARNERS’ PERCEPTIONS OF THEIR ONLINE ROLES IN EMERGENCY REMOTE TEACHING

Nearly all facets of life, including language instruction, have been impacted by the COVID-19 epidemic and the devastating earthquake in February 2023. Consequently, remote education, also known as e-learning or virtual learning, has taken over as the standard offering in numerous contexts. In this regard, remote teaching practices have been preferred in many higher education institutions. However, gaining a comprehensive understanding of the evolving educational practices during this period requires an awareness of how pupils respond to this change. In the course of the emergency remote teaching, language learners' conceptions of instruction and learning were examined using a metaphor analysis approach. For this purpose, a semi-structured form utilizing the Turkish university students' metaphorical concepts regarding their roles in online learning, along with an open-ended questionnaire where participants shared their background information, was employed. Data collected from 56 foreign language learners from different departments at a state university in Turkey was analysed using elicited metaphor analysis. The results showed that foreign language learners used a variety of metaphors, which were categorized as passive recipient, independent learner, flexible person, ineffective consumer, lazy individual, and lost guide, suggesting both favourable and unfavourable dispositions toward emergency remote teaching. In light of the research results, several recommendations and implications were provided.

Students’ writing test: an argumentative study of English as a foreign language learner

Students’ writing test: an argumentative study of English as a foreign language learner

The development of phrase‐frames in EFL learners’ essays: Variability, structures, and functions

AbstractPhrase‐frames (i.e., p‐frames) are a type of discontinuous formulaic language that have long been of interest to linguists in L2 writing research. Studies have explored p‐frames in different types of texts, but few have investigated p‐frames in learners’ essays, and it remains unclear at which level learners will begin to use p‐frames in native‐like ways. Drawing on a self‐compiled corpus of 1061 learner essays, this study explores the four‐word p‐frames used by Chinese English as a Foreign Language (EFL) learners across four proficiency groups (pre‐B1, B1, B2, C1&C2) and analyzes the p‐frames regarding their variability, structures, and functions. The study also compares the p‐frames used by learners with those used by L1 English‐speaking students in terms of the three characteristics mentioned above. The results show that: (1) learners at more advanced proficiency levels use more varied p‐frames and more function word frames; (2) when learners have achieved C1&C2 levels they can use p‐frames in similar ways to L1 English‐speaking students regarding variability and structure; and (3) pre‐B1 learners are less skilled in using referential and discourse organizing expressions, probably due to a lower capability in the use of function word structures and cohesive devices. The findings help to advance our understanding of p‐frame development across proficiency levels, and offer some pedagogical implications for the teaching and learning of formulaic language.

ENHANCING RECEPTIVE SKILLS IN FOREIGN LANGUAGE LEARNING: THE INTERPLAY OF READING AND LISTENING COMPREHENSION

Receptive skills, particularly reading and listening comprehension, are crucial components of foreign language acquisition. This study explores the interplay between these skills and their significance in language learning by utilizing the scientific literary and analytical–synthetic method. The literature suggests that reading proficiency can enhance other language skills, whereas listening comprehension facilitates foreign language learning through various activities and the use of Information and Communication Technology (ICT). Specific learning disorders, auditory functioning, and instructional materials can influence the development of receptive skills. The relationship between short-term memory (STM) and listening comprehension was also examined, highlighting the importance of enhancing STM capacity in improving listening skills. Additionally, vocabulary knowledge is central to both listening and reading comprehension. The research collectively underscores the importance of targeted strategies and resources to enhance the receptive skills of learners in foreign language contexts. However, individual learner characteristics and prior language experiences may require tailored approaches for effective improvement. While receptive skills are crucial for understanding, some argue that a balanced approach that incorporates both receptive and productive skills may lead to better language outcomes. Although receptive skills are certainly important for comprehension, it can be argued that a more holistic approach to language learning, which includes both receptive and productive skills, may ultimately result in more effective language acquisition. The basic aspects of teaching listening skills involve understanding the cognitive and pedagogical underpinnings of listening comprehension and applying effective strategies, such as top-down and bottom-up processing and a metacognitive approach, to enhance this skill.