Foreign Language Students Research Articles

The Role of Digital Technologies in Building Foreign Language Competencies of Future Specialists

Teaching and learning in the higher education environment are being fundamentally transformed by digital technologies, and the pace of technological change is aggravating the problem. The global changes caused all higher education environments to move away from traditional teaching and learning that simply no longer adapt to the challenges of a rapidly changing educational environment. This also applies to learning a foreign language. Therefore, the aim of the study was to determine the role of digital technologies in the educational process when building students’ foreign language competencies. The aim was achieved by using the methods of testing, survey, observation and expert evaluation. Statistical methods of analysis were used to interpret the obtained results. The results of the study gave groundsto state that the use of digital technologies when studying a foreign language has a positive effect compared to the results of the control group who studied according to the traditional programme. It was also determined that the students of the control group highly appreciated the usefulness of technology and also noted that the teachers’ support in the learning process is an important factor for successful learning of the material. The novelty of the research is that it was conducted in the conditions ofoffline learning and analysed how it is possible to more effectively stimulate the development of foreign language competencies with the help of digital technologies. The development of a programme using digital technologies to improve the communication skills of foreign language students can become a promising research direction.

Testing a mediation model of teacher caring, grit, and student wellbeing in English as a foreign language students.

This study delves into the influence of perceived teacher caring on the wellbeing of Chinese English as a Foreign Language (EFL) students, with a specific focus on the potential mediating effect of grit. With a sample size of 748 EFL students hailing from diverse Chinese universities, we aimed to shed light on the connections between perceived teacher caring, student wellbeing, and the mediating factor of grit. To address our research questions, we collected data through self-report questionnaires that gauged perceived teacher caring, student wellbeing, and levels of grit. By utilizing structural equation modeling, we were able to rigorously assess both the direct and indirect impacts of teacher caring on student wellbeing. Our analysis uncovered a noteworthy and positive correlation between perceived teacher caring and student wellbeing. Furthermore, our findings indicated that grit plays a significant mediating role in this relationship. This suggests that students who exhibit higher levels of grit are more inclined to experience heightened levels of wellbeing. The outcomes of this study underscore the significance of nurturing positive teacher-student relationships within the EFL context. The identification of grit as a mediator emphasizes its role in fostering enhanced student wellbeing. These findings collectively emphasize the intertwined nature of teacher caring, grit, and student wellbeing. Educators should consider these insights for their teaching practices, while researchers can use this study as a foundation for further investigations in this domain.

Initial Development of a Second Language Discussion Task-Specific Self-Efficacy Instrument: An Illustration for Frontline Researchers

Self-efficacy has emerged as a popular construct in second language research, especially in the frontline and practitioner-researcher spaces. A troubling trend in the relevant literature is that self-efficacy is often measured in a general or global manner. Such research ignores the fact that self-efficacy is a smaller context-driven construct that should be measured within a specific task or activity where time, place, and purpose domains are considered in the creation of the measurement. Task-based language teaching researchers have also largely neglected the affective factors that may influence task participation, including self-efficacy, despite its potential application to understanding task performance. In this report, we present an instrument specifically developed to measure English as a foreign language students’ self-efficacy beliefs when performing a dialogic, synchronous, quasi-formal group discussion task. The instrument's underlying psychometric properties were assessed ( N = 130; multisite sample from Japanese universities) and evidence suggested that it could measure a unidimensional construct with high reliability. The aggregate scale constructed from the instrument's items also displayed a central tendency and normal unimodal distribution. This was a positive finding and suggested that the instrument could be useful in producing a self-efficacy measurement for use in the testing designs preferred by second language researchers. The potential applications of this instrument are discussed while highlighting how this report acts as an illustration for investigators to use when researching self-efficacy.

The Construction of the integration of ldeological and Political Curriculum for Graduate Students in Foreign Language Studies in the Context of New Liberal Arts and Big Data

Abstract Exploring the construction, of course, Civics of graduate students in foreign languages is to promote better the implementation of course, Civics in foreign languages. In this paper, in the context of the new liberal arts of big data, firstly, the method related to the sparrow search algorithm is described, and the parameters related to the sparrow search algorithm are optimized by using the good point set initialization and firefly update strategy. Then the basic principle of the extreme learning machine is given, and it is shown that the ELM model’s output weights are obtained using the inverse matrix solution. The ISSA-ELM algorithm model is elicited using the improved sparrow search algorithm with the extreme learning machine, and the ARE and RMSE performance validation is performed for this model using the UCI dataset. Finally, the ISSA-ELM algorithm was used to analyze and mine the indexes of the construction of the example of the postgraduate course Civics in foreign languages, including both teaching implementation and teaching content, using GZ University as an example. From the teaching implementation, the percentages of A, B, C and D evaluations are 16.12%, 18.44%, 18.12% and 47.32%, respectively. Regarding teaching content, the percentages of A, B, C, and D evaluations were 49.65%, 22.95%, 16.5%, and 10.89%, respectively. This indicates that the construction of the course Civics for graduate students in foreign language disciplines in the context of the new liberal arts is not optimistic, and effective reforms in teaching implementation and content are needed afterward.

Gamification for improving oral communication skills in English as a Foreign Language learners

This research focused on the use of Gamification to improve oral communication skills in English as a Foreign Language (EFL) student. It was carried out in a private school in El Quinche with 50 students between 13 and 14 years old who belonged to eighth grade EGB. A quasi-experimental method was used; therefore, a pre-test, a post-test, surveys, class observation sheets and a questionnaire were applied. The results showed that the application of gamification provided significant support to improve students' oral communication skills. In addition, interactive games were found to be more effective in improving EFL students' communication skills. As a conclusion, a variety of games provided reinforcement to the development of the four elements pertaining to oral communication such as grammar, vocabulary, pronunciation, and fluency.

Implementing Active Reading Strategies in Virtual Settings: High School Students’ Experience During Remote Learning

This quantitative study aimed to analyze the impact of using active reading strategies on students’ learning in virtual settings during remote learning, which has special relevance after the Covid-19 pandemic. The participants included 273 English as a foreign language (EFL) students from Ecuadorian high schools located in 22 provinces. The age range of the participants was 12 to 14 years, and their language proficiency level aligned with the A1 level on the Common European Framework of Reference for Languages (CEFR). A quasi-experimental design was employed. A pre-test, post-test, and online survey were administered to collect data. Furthermore, four reading workshops based on active reading strategies, such as predicting, using graphic organizers, summarizing, brainstorming, and scanning, were offered through Zoom meetings during the Covid-19 pandemic. The findings demonstrate that active EFL reading strategy implementation in virtual settings improved students’ reading skills. Students perceived that the strategies used were motivating and enhanced their reading comprehension during remote learning instruction. Certainly, the effective implementation of active reading strategies and inspirational stories during remote learning instruction motivated students to continue fostering their reading habits in the future.

Computer-Based Feedback (CBF) in Writing Classes as Perceived by Saudi EFL Students

This study examines how Saudi EFL students feel about using CBF in their writing classes and what they think it can offer them as a learning tool. The research method is descriptive-analytic, and a questionnaire is used to collect responses. Sixty-five Saudi English as a Foreign Language (EFL) students from the fourth year of the English language program at King Saud University in Riyadh make up the study population. The entire research population constitutes the sample for this study. The findings indicate that Saudi EFL students positively perceive CBF in their writing classes. They perceive CBF as beneficial for improving their revision process, reducing the workload associated with error correction, and providing insightful comments. The students also believe that CBF saves time and effort while offering sufficient explanations for errors. In addition, the results show that Saudi EFL students view CBF favorably and choose to implement it in their writing classes. However, the study emphasizes enhancing students’ awareness of CBF and training them on its optimal use. The study suggests that integrating CBF tools into writing classes can provide positive learning experiences, but instructors should ensure that students receive proper training to utilize CBF effectively.

The Impact of an Intelligent Tutoring System (ITS) on the Academic Progress and Success of EFL Jordanian Students: A Quasi-Experimental Study

This study’s objective was to investigate the impact that using an Intelligent Tutoring System (ITS) had on the English language abilities of English as a Foreign Language (EFL) students from Jordan who were enrolled in university-level programs. Sixty students from Jadara University in Jordan were chosen at random and assigned to one of two groups: an experimental group that got instruction based on ITS or a control group that received education in a more traditional classroom setting. Both groups were shown content for a total of 12 hours spread out over four weeks. Participants in the study who were given an education based on ITS showed significant gains in both their learning and their performance after receiving this kind of instruction. The post-test results of the experimental group in grammar, vocabulary, and reading comprehension were significantly better than the findings of the control group. Additionally, individuals in the experimental group reported higher levels of happiness with the training when compared to those in the control group. The findings of this study suggest that integrating an ITS into EFL instruction may prove to be an effective method for boosting the learning and performance of students studying EFL at institutions located in Jordan. This has enormous implications for the future of the development and implementations of instructional technology in EFL classrooms.

Strengthening English language undergraduates' presentation skills: A blackboard-mediated intervention program.

Studies and reports indicate that some graduates struggle to find jobs, in part because they lack the key presentation skills and competencies the labor market needs. Thus, this research investigated the effectiveness of a Blackboard-mediated intervention program in strengthening English as a foreign language (EFL) students' presentation skills. The research followed a quasi-experimental (time series) design, delivering workshops on presentation skills and collecting data from the students (N = 30) using a set of instruments: a pre-and post-assessment checklist and semi-structured interviews. The results showed that the students' presentation skills improved significantly post intervention. Also, the participants reported positive attitudes concerning the intervention. Drawing on these findings, recommendations and suggestions are presented.

Formative Research and Research Competencies in Foreign Language Students in Higher Education

The purpose of this study was to ascertain the degree of correlation between formative research and the attainment of research competencies by students majoring in Foreign Language at a Peruvian public university. Using a non-probabilistic sampling method, 59 colleague students were selected for the sample. The design of the study was non-experimental and transactional in nature. The correlation coefficient between the variables was calculated to be 0.705, indicating that the relationship is positive and has a strong positive correlation. Consequently, there is a significant relationship between the variables of the study.

University students’ perceptions in Kahoot!-integrated game-based EFL classes

In today's digital landscape, students' lives are profoundly shaped by constant interaction with digital materials. In response, educators persistently seek innovative approaches to enhance educational practices. This research centers on unraveling the perceptions of English as a Foreign Language (EFL) students utilizing Kahoot! for language acquisition. A questionnaire was conducted to investigate students' perceptions regarding Kahoot! implementation in EFL classes, the role of Kahoot use in enhancing student motivation, and the effectiveness of using Kahoot in the language classroom. The study engaged 120 university-level EFL students, of whom 72 volunteers responded to the questionnaire. This survey was conducted among students who utilized Kahoot! throughout the semester, as the game-based tool was seamlessly integrated into the language learning curriculum in the North Cyprus context at the higher education level. Quantitative data was collected through an online questionnaire and evaluated using a four-point Likert scale. The findings illuminated students' positive perceptions of Kahoot!, underscoring its capacity to amplify motivation and engagement. The research proposes that dynamic tools like Kahoot! hold the potential to fashion an interactive, motivational, and effective milieu for language acquisition. These implications echo across curriculum development, technology fusion, and decision-making for educators and education administrators alike. By attaching the advantages of game-based learning platforms such as Kahoot!, educators can cultivate a more captivating and productive language learning atmosphere.

LEVEL OF FOREIGN LANGUAGE PROFICIENCY OF UNIVERSITY GRADUATES OF NON-LINGUISTIC SPECIALTIES: DRAWBACKS OF TEACHING PROFESSIONALLY-ORIENTED FOREIGN LANGUAGE IN KAZAKHSTAN

The article discusses teaching professionally-oriented foreign language students of non-linguistic specialties. The article discusses the level of knowledge of a foreign language of graduates of non-linguistic specialties from Institutions of Higher Education and proposes some practical ways of its improvement.It reviews the level of foreign languages, the strengths and weaknesses, the language skills which graduates of non-linguistic specialties need improvement with. In order to find out that information questionnaire survey was conducted. The findings are discussed in this article. Possible reasons for ineffective teaching foreign language for students of non-linguistic specialties are regarded as following: the absence of systematic approach to curriculum formation, lack of coursebooks and teaching aids. Several ways to deal with those issues are proposed: developing systematic approach to curriculum composition, creation of coursebooks with content relevant to students’ professional field. Practical activities as projects, task-based learning, role-play, presentations are described.

The Effect of Self-Questioning Strategy on EFL Tenth-Grade Students' Reading Comprehension

This study investigated the effect of the self-questioning strategy on English as a Foreign Language (EFL) for tenth-grade students' reading comprehension. A quasi-experimental design with two groups was employed. The researcher randomly assigned two whole sections of grade 10 from Al Samtt Secondary school for Boys, a public school, Directorate of Education in Irbid (AL Kora Directorate of Education). First, the experimental group of 25 students selected and second the control group of 25 students was selected. To achieve the purpose of the study, a pre-/post reading comprehension test was designed. In addition, self-questioning strategywas used to teach the experimental group, whereas a control group was taught by the conventional teaching strategies, as suggested in the Teacher's Book. Results showed that there were significant statistically differences between the control and the experimental groups in favor of the experimental group. Considering the research results, the researcher recommended to use self-questioning strategy on different EFL skills and different levels of students.Teachers also should enroll in in-service training courses that provide more information about the curriculum revisions and programs that focus on improving their questioning abilities.

Ambiguity in Chinese College Students’ L2 Tertiary-Level Writing: A Thematic Analysis

The current study investigated ambiguity errors that characterise the L2 tertiary-level writing of Chinese college students. Data were drawn from 56 authentic English writings from 11 students of different disciplines across 10 different Chinese institutions. A thematic analysis was conducted to examine the ambiguity error patterns at the lexical and syntactic levels. Lexical ambiguities were found to include Chinglish, ambiguous references, and ambiguous abstractions, and syntactic ambiguities were found to consist of misplaced and dangling modifiers. It was also found that lexical ambiguity far exceeded syntactic ambiguity. The results demonstrate Chinese English as a foreign language (EFL) students’ limited L2 linguistic competence and struggle with accurate L2 production. This study aims to draw attention to the unpreparedness of Chinese EFL students for tertiary-level L2 writing and to the need for linguistic support in their written L2 output. Given the increasing demand for academic writing, writing with clarity is of great significance for EFL students. Whereas ambiguity resolution in L2 input has received much scholarly attention, limited empirical research has been conducted on ambiguity errors that characterise EFL students’ L2 written output. Therefore, the current study aims to fill this gap by examining the ambiguity patterns that characterise the L2 writing of Chinese college students, thus informing future teaching.

The Effective Use of Online Resources in Improving Students’ English Grammar Skills in the EFL Classes at the Tertiary Level

The research objective of this study was to explore the effectiveness of online resources in teaching English grammar skills to English as foreign language (EFL) students at the tertiary level. The aim was to assist EFL teachers in maximising the efficiency of their English grammar lessons through the use of online resources. The sample for the study constituted of 250 first-year English Programme students. Present simple and past simple were selected as testing items. Data were collected using students’ entry-level test scores prior to the intervention and exit-level test scores after intensive training and practise using various online resources. An important variance was identified between the results of the entry-level and exit-level tests. Also, the participants’ perceptions about the effectiveness of online resources in the language learning process were analysed using a quantitative method. The outcomes confirmed that a vast majority of the participants were in favour of integrating online resources. This research also provides valuable suggestions and potential implications for the current study.

Automated Optimization Deep Learning Model for Assessment and Guidance System Through Natural Language Processing with Reduction of Anxiety Among Students

The Assisted Assessment and Guidance System serves as a valuable tool in supporting individuals' learning, growth, and development. The Assisted Assessment and Guidance System with Natural Language Processing (NLP) is an innovative software application designed to provide personalized and intelligent support for assessment and guidance processes in various domains. NLP techniques are employed to analyze and understand human language, allowing the system to extract valuable insights from text-based data and provide tailored feedback and guidance. This paper proposed an Integrated Optimization Directional Clustering Classification (IODCc) for assessment of the foreign language anxiety. Additionally, the paper introduces an Integrated Optimization Directional Clustering Classification (IODCc) approach for assessing foreign language anxiety. This approach incorporates two optimization models, namely Black Widow Optimization (BWO) and Seahorse Optimization (SHO). BWO and SHO are metaheuristic optimization algorithms that simulate the behaviors of black widow spiders and seahorses, respectively, to improve the accuracy of the assessment process. The integration of these optimization models within the IODCc approach aims to enhance the accuracy and effectiveness of the foreign language anxiety assessment. Simulation analysis is performed for the data collected from the 1000 foreign language students. The experimental analysis expressed that the proposed IODCc model achieves an accuracy of 99% for the classification. The findings suggested that through pre-training of languages, the anxiety of the students will be reduced.

The Development of Foreign Language Students’ Intercultural Communicative Competence through Telecollaboration

Telecollaboration has proved to be an excellent means for the development of students’ intercultural skills (O’Dowd & Dooly, 2012). Based on this presumption, a telecollaborative project was carried out between B2 level (CEFR) learners of English from Universitat Politècnica de València (Spain) and B1 level (CEFR) students of Spanish as a foreign language from the University of Bath (UK). The aim of the project was to help learners from both universities, Aerospace Engineering students in particular, to develop their intercultural communicative competence. Throughout a six-week period, students carried out asynchronous discussions focusing on two cultural topics in groups of four and participated in synchronous Zoom sessions in pairs. The topics at the core of the discussions were a) Catalan Independence b) Digital Education. Topic a) was conducted entirely in Spanish and topic b), in English. The social network used for students’ written interaction was MeWe (www.mewe.com). To conclude the project, the participants completed a collaborative task with their overseas partners that was assessed by the instructor. Qualitative data was gathered through the students’ posts on MeWe (which was then analysed following Byram’s (1997) proposed objectives for the assessment of Intercultural Communicative Competence), analysis of transcripts from the Zoom sessions as well as a final project survey. The results from the qualitative analysis show traces and instances of all the objectives proposed by Byram (1997), while the findings from the final project questionnaire reveal that at the end of the course all participants felt they had learnt something about their partners’ culture. The quantitative analysis further demonstrates a correlation between the number of videoconference sessions and spontaneous conversation about cultural topics, which suggests that, in order for a telecollaborative project to be successful, students should attend the scheduled sessions.

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.

EFL Students’ Perceptions towards Cooperative Learning in Writing Skills at a University in the Mekong Delta

The cooperative learning approach to writing skills has been found to be effective in many different contexts, as evidenced by many studies. That shows us the interest of researchers in the importance of writing and the cooperative learning approach. This paper aims to review EFL students' perceptions of cooperative learning in writing skills. The participants in this study were fourteen junior non-English major students from a university in the Mekong Delta. The primary qualitative analysis reported in this paper is to show how the students perceive their learning progress in cooperative activities. The result backs up the advantages as well as disadvantages of using cooperative learning in the classroom. The participants primarily acknowledge the benefits of cooperative learning. The atmosphere for learning is made more dynamic, participative, and exploratory via cooperative learning. Responsibility at a high level is the second prerequisite for cooperative learning. Thirdly, weaker foreign language students do better when grouped with strong students. Despite the benefits, participants admitted that it would be challenging to reach a consensus when working in small groups if they had divergent or opposing ideas.

Tenth-Graders’ Perceptions towards the Use of Google Classroom for Writing Class

The world of education today is closely related to the development of scientific and technological advances. Google Classroom is a useful platform to help the online learning process, especially in learning English. This study aims to determine students’ perceptions of using Google Classroom as a learning medium in writing class. This study used a quantitative descriptive research design. The research subjects were all tenth-grade students in one of the senior high schools in Wates, Central Java, Indonesia. The population of the study consisted of 385 students, but the researchers took a sample of 30% of the total from all tenth-grade students. The researcher used a questionnaire and interview as a data collection method. The researcher analyzed the data statistically by calculating the percentage of students’ answers using Microsoft Excel. This study finds that students have a positive perception of using Google Classroom in writing class. Moreover, it can be concluded that Google Classroom has a good influence in supporting learning for English Foreign Language students.