Foreign Language Students Research Articles

A Look into the Effectiveness of Vocabulary Learning Strategies by Foreign Language Students in Undergraduate Classes

One of the foremost challenges encountered by students of foreign languages in the course of acquiring a foreign language is the acquisition of vocabulary. The significance of vocabulary in language acquisition has been acknowledged, as inadequate vocabulary proficiency among learners can impede their progress in acquiring a second language. The present investigation employed Schmitt's (2000) taxonomy of Vocabulary Learning Strategies, which encompasses five distinct categories of strategies, namely "determination", "social", "memory", "cognitive", in addition to meta-cognitive" methods. The primary objective of this study is to analyze and explore the implementation of contemporary techniques for instructing and acquiring vocabulary across students that study foreign language in diverse undergraduate courses. The research goals prompted the selection of a quantitative analysis design as the optimal approach to comprehensively examine the utilization of VLS among the targeted student population. This research employed a questionnaire to examine the circumstances surrounding the acquisition of foreign language vocabulary among an aggregate of 230 undergraduate students. Specifically, the study sought to elucidate the participants' attitudes towards vocabulary learning as well as their employment of learning strategies. The participants for the study were chosen using a randomized method, and the survey was conducted via an online platform. Additionally, upon conducting a statistical evaluation on the results, it was discovered that the metacognitive strategy was highest utilized strategy, with the greatest frequency, while the cognitive strategy was utilized least frequently. The findings suggest that this research's respondents would benefit from additional instruction in Vocabulary Learning Strategies in order to enhance their proficiency with various types of foreign language vocabularies. It is imperative to integrate efficacious strategies for both the acquisition and instruction of vocabulary into the vocabulary learning process of learners.

Effects of Cohesion Analysis-Based Instructions (CABI) on English as Foreign Language (TEFL) Students’ Reading Comprehension and Self-Efficacy

This study examined effects of CABI on grade 11 EFL students’ reading comprehension and self-efficacy using reading self-efficacy as mediating variable at Azezo Secondary School, Gondar City Administration. The study employed a quasi-experimental design with quantitative approach. Thus, intact groups were selected using simple random sampling technique, and one out of these groups was assigned as an experimental group (n=52) while the other as a control group (=52) by lot; both of them were selected using lot method. Then, the experimental group was taught using CABI, whereas the control one was taught using conventional way of teaching reading. In order to collect the data, reading comprehension test and reading self-efficacy questionnaire were used as data collecting instruments. The data were analyzed using chi square, independent samples t-test and SEM. The results of the study indicated that there was a direct significant difference (B = 1.781, CR = 5.844 (>±1.96), p < .05) between the control and experimental group students’ reading comprehension posttest scores in favor of the experimental group participants. Besides, the result showed that there is significant effect (β = .533, CR = 4.630 (>±1.96), p < .05) of CABI on experimental group students’ reading self-efficacy beliefs posttest score in comparison to the control one. In the same vein, the result (β = .825, CR = 3.855(>±1.96), p < .05) unveil that CABI had positive effect on experimental group participants’ reading comprehension posttest score through reading self-efficacy compared to the control group students. Hence, the instruction has a positive effect on reading comprehension both directly and indirectly (through reading self-efficacy). This implies that reading self-efficacy partially mediates the causal relationship between CABI and reading comprehension.

Digital Literacy: Enhancing English Reading Comprehension Among Foreign Language Students

Digital literacy has become an essential tool for authentic communication, information accessibility, and reading development. To enhance reading comprehension among English as a foreign language (EFL) students, an effective reading instruction that integrated technology into language teaching should incorporate digital literacy. This mixed-method study aimed to examine how digital literacy enhanced EFL students' reading comprehension and what focus areas of the digital literacy they employed within and beyond the classroom. Thirty Thai high school students participated in this digital literacy instruction for ten weeks. Findings from the Wilcoxon signed-rank test on the reading comprehension test revealed that the digital literacy enhanced EFL students' reading comprehension, particularly reading and evaluating information from texts. They reported from the questionnaire and semi-structured interviews that they tended to access and process information through the focus area of communicating and information in digital literacy for better comprehension beyond the classroom.

Exploring the impact of audio self‐modelling on Chinese as a foreign language students' tone pronunciation skill, self‐efficacy, and motivation

AbstractBackground studyChinese tone pronunciation instruction gains increasingly attention and various instructional strategies have been studied to develop effective tones in students. Students usually listen to successful pronunciation stimuli provided by the teacher or peers, to be copied by themselves. However, individuals seem more sensitive to learn from their own voice to develop adequate tone pronunciation. Self‐Modelling is an instructional strategy that builds on learning from ones' own behaviour to develop target behaviours. Most available research builds on visual cues; hence the label Visual Self Modelling (VSM) that presents learners with videoclips of their own behaviour. VSM had been found to be successful to develop a range of skills. However, when focusing on language pronunciation, audio cues are to be preferred to direct the modelling process. This inspired the authors to the design of audio self‐modelling (ASM) that starts from recordings of students' pronunciation. These auditory recordings are hypothesized to be more appropriate as a base for self‐modelling.ObjectivesThe purpose of this study is to investigate the effectiveness of ASM when training Chinese as a foreign language students' tone pronunciation (focus on contour, pitch, duration. Additionally, the study explores the impact of ASM on students' self‐efficacy and motivation and the relationship between students' tone pronunciation skill, self‐efficacy, and motivation.MethodA quasi‐experimental design was adopted, involving 26 students in a six‐week intervention to study the improvement of their pronunciation of Chinese tones at word level. Seventeen students in the experimental condition were trained via ASM; the other nine students studied pronunciation as usual on the base of teacher provided pronunciation stimuli and corrective feedback. Students in the ASM were also individually interviewed about their learning experience.ResultsAnalysis of the quantitative pre‐ and post‐tests scores show that ASM results in a significantly higher posttest score for in each of the tone criteria as compared to the control group (contour, pitch and duration). Also, students' self‐efficacy and motivation improved to a significantly higher extent in the ASM research condition. No significant correlations were found between CFL students' tone pronunciation performance and their self‐efficacy and motivation. Analysis of the interview data further indicated that CFL students put forward positive attitudes and perceptions about ASM, next to some concerns.ConclusionThe significant findings present empirical evidence as to the efficacy of ASM as an instructional strategy to develop L2 skills, and push the idea to adopt self‐modelling on the base of person auditory recordings to direct L2 pronunciation instruction.

THE ANALYSIS OF CLASSROOM INTERACTION IN ENGLISH BETWEEN TEACHERS AND STUDENTS AT A KINDERGARTEN IN JAMBI

Interaction is a fundamental aspect of human life, with communication serving as a key component. In educational settings, classroom interaction plays a crucial role in facilitating effective knowledge transmission and fostering learning experiences. This study focuses on examining the patterns and quality of verbal interaction among English as a Foreign Language (EFL) students in a kindergarten classroom. This qualitative case study investigates the dynamics of classroom interaction in English between teachers and students at a kindergarten in Jambi. The research aims to gain a comprehensive understanding of the patterns of interaction, describe the types of teacher talk, and explore the characteristics of student talk. Through close observation and analysis, the study reveals compelling findings regarding the dominance of teacher talk, the varied functions of both teacher and student talk, and the emergence of significant themes within the interactions. The results demonstrate that teacher talk holds a prominent role in the classroom, influencing the learning process and managing classroom activities. However, the level of dominance displayed by the teacher varies across different learning activities. Furthermore, the study uncovers distinct types and functions of teacher talk, encompassing accepting feelings, encouraging, accepting students' ideas, asking questions, lecturing, giving directions, criticizing, and silencing. Student talk involved responding, initiating, and silencing.

A retrospective analysis of Turkish-German bilingual and German as a foreign language students’ view on the think-aloud-oriented writing process

Bu çalışmada, Türkçe-Almanca iki dilli ve Almancayı yabancı dil olarak öğrenen öğrencilerin sesli düşünerek yazma sürecine ilişkin görüşleri retrospektif olarak analiz edilmiştir. Sekiz kişilik öğrenci grubuyla yapılmış olan bu çalışmadaki katılımcılar, Anadolu Üniversitesi’nde, 2018-2019 akademik yılında, altıncı yarıyılda öğrenim görmüştür ve dördü Almancayı birinci veya ikinci dil olarak, dördü ise yabancı dil olarak öğrenmiştir. Çalışmada her bir katılımcı sesli düşünme tekniğini kullanarak dört farklı metin (sentezleyici-yapılandırıcı-serbest/yaratıcı-iletişimsel) yazmıştır ve tüm yazma süreci ses kayıt cihazı ile kaydedilmiştir. Çalışmanın sonunda her bir katılımcıyla yazma sürecindeki performansı hakkında görüşme yapılmıştır ve yazma süreci geriye dönük olarak analiz edilmiştir. Verilerin sonuçları, yabancı dil olarak Almanca öğrenen grubun yazma sürecinde sesli düşünme tekniğine daha olumlu yaklaştığını, diğer grubun ise buna daha mesafeli olduğunu göstermektedir. Her iki grupta da sesli düşünme sürecine yönelik farklı yaklaşımlar gözlemlenmiş olup, bu gözlemler görüşmelerden alınan örneklerle desteklenmiştir.

An Investigation of Thai University EFL Students’ Ability to Notice English Idiomatic Expressions

The main aims of this research were to investigate Thai EFL students’ level of ability to notice English idiomatic expressions and variations in their ability to notice the idioms in terms of idiom types, academic disciplines, and perceptions towards their idiom noticing ability. The participants were 162 English as a foreign language students (99 females, 63 males) selected through a purposive sampling method from a university in Northeastern Thailand. The data was collected through an Idiom Noticing and Identifying Test. The results revealed that the students had a low level of ability to notice English idiomatic expressions. The type of idioms the students had reported as the most noticed were transparent idioms, and the opaque idioms as the least noticed. The students were not different in their ability to notice idiomatic expressions regarding their academic disciplines, and they were not sure about the idiomaticity of the idioms they claimed to have noticed.

Enhancing academic writing skills and motivation: assessing the efficacy of ChatGPT in AI-assisted language learning for EFL students.

This mixed-methods study evaluates the impact of AI-assisted language learning on Chinese English as a Foreign Language (EFL) students' writing skills and writing motivation. As artificial intelligence (AI) becomes more prevalent in educational settings, understanding its effects on language learning outcomes is crucial. The study employs a comprehensive approach, combining quantitative and qualitative methods. The quantitative phase utilizes a pre-test and post-test design to assess writing skills. Fifty EFL students, matched for proficiency, are randomly assigned to experimental (AI-assisted instruction via ChatGPT) or control (traditional instruction) groups. Writing samples are evaluated using established scoring rubrics. Concurrently, semi-structured interviews are conducted with a subset of participants to explore writing motivation and experiences with AI-assisted learning. Quantitative analysis reveals significant improvements in both writing skills and motivation among students who received AI-assisted instruction compared to the control group. The experimental group demonstrates enhanced proficiency in various aspects of writing, including organization, coherence, grammar, and vocabulary. Qualitative findings showcase diverse perspectives, ranging from recognition of AI's innovative instructional role and its positive influence on writing skills and motivation to concerns about contextual accuracy and over-reliance. Participants also reflect on the long-term impact and sustainability of AI-assisted instruction, emphasizing the need for ongoing development and adaptation of AI tools. The nuanced findings offer a comprehensive understanding of AI's transformative potential in education. These insights have practical implications for practitioners and researchers, emphasizing the benefits, challenges, and the evolving nature of AI's role in language instruction.

A mixed Rasch model analysis of multiple profiles in L2 writing

The present study used the Mixed Rasch Model (MRM) to identify multiple profiles in L2 students’ writing with regard to several linguistic features, including content, organization, grammar, vocabulary, and mechanics. To this end, a pool of 500 essays written by English as a foreign language (EFL) students were rated by four experienced EFL teachers using the Empirically-derived Descriptor-based Diagnostic (EDD) checklist. The ratings were subjected to MRM analysis. Two distinct profiles of L2 writers emerged from the sample analyzed including: (a) Sentence-Oriented and (b) Paragraph-Oriented L2 Writers. Sentence-Oriented L2 Writers tend to focus more on linguistic features, such as grammar, vocabulary, and mechanics, at the sentence level and try to utilize these subskills to generate a written text. However, Paragraph-Oriented Writers are inclined to move beyond the boundaries of a sentence and attend to the structure of a whole paragraph using higher-order features such as content and organization subskills. The two profiles were further examined to capture their unique features. Finally, the theoretical and pedagogical implications of the identification of L2 writing profiles and suggestions for further research are discussed.

USING COGNITIVE LINGUISTICS TO TEACH SYNONYMS FOR IRAQI COLLEGE STUDENTS

It's challenging to help EFL students in Iraq learn and use synonyms. This study investigates the challenges faced by Iraqi English as a Foreign Language (EFL) students in understanding and employing synonyms. By employing Langacker's cognitive linguistic theory of domains, the research aims to enhance EFL Iraqi students' synonym knowledge and vocabulary acquisition. The study utilizes a descriptive analysis technique, with a pre-test and post-test design, involving fifty first-year students at the University of Baghdad's College of Languages, Department of English. The findings reveal that the domain theory significantly improved students' comprehension and application of English word semantics. Prior to the intervention, students had limited knowledge of the domain approach and struggled with recognizing and producing lexical features. After five weeks of treatment, students demonstrated increased abilities to define different types of domains and their properties, as well as understanding the literal and conceptual meanings of words. The study concludes that implementing the theory of domains can effectively enhance vocabulary acquisition among Iraqi EFL students and emphasizes the importance of teaching synonyms with a focus on sense relations.

Students’ Perceptions on the Effects of Blogging Sites in Enhancing their Motivation for Foreign Languages Writing and Reading Proficiency

The emergence of web2.0 in language education has ushered in a pedagogical shift in language pedagogy. Blogging sites as one of the web2.0 technology have proven to serve relevant roles in language learning. However, beyond being a platform for sourcing relevant information, blogging sites provide language learners with relevant materials and platform to learn language at ease. Meanwhile, the present study seeks to explore the perceptions of foreign language students on the influence of blogging sites in enhancing their motivation for writing and speaking skill. While focusing on the features found on the blogging sites, the study examines the extent to which these features motivate language learners. Using exploratory research methods, the study seeks to elicit insights, preferences, and perceptions of language learners concerning the functions of these features found in blogging sites in regards to their reading and writing proficiency. Nevertheless, the research identified these features as thus; content, interactive features, multimedia elements, polls and surveys, and search functionality. Nevertheless, an important observation in the study revealed that out of the identified features, the multimedia elements motivate learners more than other features in developing their reading proficiency, while polls and survey feature motivate learners in developing their writing proficiency. While it is crucial for learners to regularly interact with these features when using blog sites for language learning, it is equally imperative to establish a harmonious relationship between blogging sites and conventional classroom instruction, and to guarantee that blogging activities are in accordance with the academic curriculum and the learning objectives of the students.

TEACHING READING THROUGH TECHNOLOGY

Reading is considered a skill of upmost importance by both second and foreign language students and teachers. It is also a skill learners of a second language often find difficult to develop to a high level of proficiency, since fluent reading is regarded as a rapid, purposeful, interactive, comprehending, flexible, and gradually developing process. Modern technologies in the foreign language classroom can be used to assist in the development of fluency in reading, as well as in improving digital fluency. The article examines the nature of reading, the role of ICTs in the context of developing students’ reading skills and presents some ideas on how to implement technology in the ESL classroom.

A Comparison of Synthetic and Human Speech: an Evaluation by English as a Foreign Language Students in a Public Costa Rican University

A Comparison of Synthetic and Human Speech: an Evaluation by English as a Foreign Language Students in a Public Costa Rican University

Fostering EFL Junior Highschool Students’ Speaking Skill Through Vlogging Strategy

In an era marked by technological advancements and a burgeoning digital landscape, the realm of education has witnessed a paradigm shift, particularly in language acquisition. This research embarks on an innovative exploration of the efficacy of vlogging as a pedagogical strategy to enhance the speaking skills of Eighth Grade English as a Foreign Language (EFL) students. This research was mainly conducted in order to prove that Vlogging Strategy could improve speaking skill of the eight grade students of SMP Santo Thomas 3 Medan in the Academic Year of 2022/2023 The study employs a classroom action research (CAR) approach, encompassing quantitative analysis of pre-test, formative tests, and post-test scores, complemented by questionnaire insights gleaned from student feedback and reflections. The data analysis showed the mean score increased from 58,8 in Pre-test with 20% of the students got score ≥ 75, in Formative-test 70,56 with 40% of the students got score ≥ 75, and 77,08 in Post-test with 76% of the students got score ≥ 75. The findings underscore the transformative potential of vlogging in the EFL classroom. Quantitative analysis reveals a statistically significant improvement in students' speaking skills, accentuating the effectiveness of vlogging as a language learning tool. This research not only contributes to the existing literature on technology-enhanced language education but also pioneers the exploration of vlogging as a specific and innovative approach within the EFL context. Beyond statistical validation, the study delves into the practical implications for educators, advocating for a shift towards interactive, student-centric pedagogical approaches. It sheds light on heightened student engagement and motivation, showcasing vlogging's capacity to nurture creativity and authentic language practice. This research reinforces the broader narrative of technology's indispensable role in language education and underscores the contemporary necessity of digital literacy alongside traditional language skills.

FOREIGN LANGUAGE EDUCATION IN A NON-LINGUISTIC UNIVERSITY IN RUSSIA: IMPLEMENTATION EXPERIENCE AND DEVELOPMENT PROSPECTS

The article discusses the experience of organizing foreign language education in a non-linguistic Russian university. The author draws attention to the signifi cance of the influence of current socio-economic, political, methodological and individual factors on the pedagogical system under study. Key factors include integration processes, social and academic mobility, digitalization of various spheres of life, and the demand for English in society. The key changes in its structural components are described: target, content and technological. There is a differentiation of the goals of foreign language education at the bachelor’s and specialty/master’s levels, which require not only mastering the ability for oral and written foreign language communication, but also the ability to apply modern communication technologies in the target language. The modern educational space, which predetermines greater subjectivity of the student, and a clearer differentiation of goals and results determine the task of studying the claims, expectations and needs of foreign language students in a non-linguistic university, as well as updating the content of foreign language education in order to ensure that students can acquire personal experience in their future professional fi eld , and life activity in general. One of the innovative tasks of university foreign language teachers is the design and implementation of an interactive innovative educational environment. At the same time, it is necessary to recognize the need to study the didactic possibilities of interaction in the educational process with artifi cial intelligence. The results of the analysis of the presented experience made it possible to identify the specifi cs of the current state of the foreign language education system in a non-linguistic university and to identify promising directions for its further study in order to fi nd effective ways of management and timely transformation.

Investigating EFL Libyan students problems in translating English Auxiliary verbs in declarative Sentences, Case study: English Department Alasmarya University

This study is an attempt to shed light on the issue of translating English auxiliary verbs in declarative sentences into Arabic. It aims to identify the students’ problems in translating English auxiliary verbs into Arabic. In addition, it aims to examine the extent to which the translation courses taught at the faculty affect students' translations. To achieve these aims, the researchers use a test of translation for data collection. The test includes 20 statements including auxiliary verbs. The sample is 40 English Foreign language (EFL) students at the Faculty of Arts, al-Asmariya Islamic University, Zliten. The results of this research show that the students committed different types of errors in translating English auxiliaries into Arabic such as wrong equivalents in translation and omitting the equivalence. Furthermore, the results of the study reveal that the percentage of the correct and acceptable translations of the group who have not studied any translation courses and the percentage of the other group who have studied one or more translation courses are approximately the same. In words, the translation courses do not affect the student’s proficiency in translation.

EFL Grammar Teaching Applying the Just-in-Time Teaching Methodology: An Exploratory Study

Most students and practitioners commonly see grammar teaching and learning as both tedious and unattractive experiences. In this sense, more innovative ways of presenting foreign language grammar are needed. One such novel approach is Just-in-Time Teaching (JiTT), which has proven to be beneficial in a wide array of disciplines, including language learning. The present exploratory study aims to examine how JiTT contributes to success rates in English grammar learning at two proficiency levels, and to analyse how participants perceive this methodological approach. Sixty-four English as a foreign language students, divided into beginners and intermediate learners, were exposed to five JiTT grammar lessons throughout an academic semester. Participants’ answers on JiTT quizzes and satisfaction questionnaires were recorded and compared to their performance on a final exam based on the same five grammar points presented through JiTT. Statistical analyses revealed that JiTT had little impact on learners’ success rates in grammar learning, although a higher impact was observed in intermediate learners, in comparison to beginners. However, both groups of participants showed positive attitudes towards the intervention. Results are discussed in the light of how teaching English grammar through JiTT contributes to success rates. The potential of JiTT as a good methodology to be used in foreign language teaching is also addressed.

Assessment Tools of EFL Courses via Blackboard: Faculty Members’ and Students’ Perceptions

This study aims at examining the assessment tools used on Blackboard from the perceptions of students and faculty members. For this purpose, two questionnaires were designed and applied to 102 English as a Foreign Language (EFL) students and 31 faculty members to measure their perceptions of the assessment tools on Blackboard, the self-efficacy of the EFL students and faculty members in using Blackboard assessment tools, and the challenges they face during the process. Results have shown that most faculty members and students prefer conducting assessment on Blackboard. Results also revealed that faculty members are aware of the assessment tools on Blackboard and feel confident when using them. Besides, both students and faculty members have positive attitudes toward the effectiveness of the assessment tools on Blackboard. However, they believe that there are some challenges related to technical issues, and some EFL students have mentioned that they face difficulties related to the essay tests on Blackboard.

The role of intercultural competence in successful intercultural communication of students in foreign language learning

Relevance. Globalisation, migration, increasing international relations and exchanges create the need for effective communication between people from different cultures and language communities, and therefore the investigation of intercultural competence becomes a relevant issue for foreign language students.Purpose. The purpose of this study was to investigate the role of intercultural competence in ensuring successful intercultural communication of students engaged in foreign language learning in higher education institutions.Methodology. This study employed a set of methods of scientific cognition, namely analysis, systematisation, abstraction, and generalisation.Results. As a result of the study performed, it was possible to explore aspects of successful intercultural communication in students� foreign language learning, such as mutual respect, active listening, flexibility and tolerance, language skills, intercultural literacy, common goals and interests, practice and tolerance for mistakes, and self-awareness. As a result of this paper, it was found that intercultural competence can improve students� motivation to learn a foreign language, as understanding other cultures can make learning more interesting and meaningful.Conclusions. The study explored that technology in education and online learning can contribute to the development of intercultural competence. In addition, the study found that globalisation processes and migration affect the need for intercultural competence. Educational institutions and teachers can use the findings of this study to develop more effective foreign language teaching programmes, including components that promote the development of students� intercultural competence.

Deciphering English Vowel Digraphs

The inconsistency in predicting pronunciation based on English alphabetic spelling is a persistent challenge in English Language Teaching (ELT). This study investigates how 42 first-semester English as a Foreign Language (EFL) students predict sounds represented by <oa> and <oo> digraphs. Using stimuli from a familiar vocabulary list, 408 instances of mispronunciation were identified from 1260 speech data, with 386 as interlingual errors and 24 as intralingual errors. The study concludes that EFL learners heavily rely on their native language (L1) knowledge in perceiving and producing speech in the target language (L2). This research highlights the challenges EFL students face in mastering English pronunciation, emphasizing the need for effective language instruction strategies.