High School EFL Research Articles

Reading Assessment Literacy: Investigating Knowledge, Skills, and Conceptions of Chinese Junior High School EFL Teachers

Reading Assessment Literacy: Investigating Knowledge, Skills, and Conceptions of Chinese Junior High School EFL Teachers

Speaking Competence in Morocco: Challenges and Innovative Pedagogical Strategies

Speaking is one of the fundamental skills in a language. In this respect, this study aims to explore the speaking difficulties that Moroccan EFL high school students face and the strategies that teachers use to help their students overcome them. The study also seeks to answer the following questions: first, what do EFL high school teachers think about their students’ speaking abilities? Second, what are the difficulties that Moroccan EFL high school students encounter in their speaking activities? And third, what are the appropriate strategies that Moroccan EFL high school teachers use to overcome those difficulties? The data of this study has been collected via a questionnaire administered to 100 teachers from all over Morocco. The analysis of the questionnaires has revealed that the teachers are aware of their students’ speaking difficulties and they have mentioned some of them. They have also provided some strategies that they use to help their students surmount these difficulties.

TEACHING EFL LISTENING IN MOROCCAN PUBLIC HIGH SCHOOLS

The listening skill is one of the most important, but challenging language skills to teach to EFL learners. However, the way it is generally taught in EFL contexts does not seem to be conducive to its acquisition. This study investigates the teaching of EFL listening in Moroccan public high schools. More specifically, it probes into how and how often the listening skill is taught. To this end, a mixed-method approach is adopted, which combines data from questionnaires, document analysis, interviews, and classroom observations collected from 158 teachers and 144 students who volunteered to participate in this study. The findings revealed that Moroccan public high school EFL teachers rarely teach listening due to various reasons. When they do teach it, though, they generally adopt a product-based approach that focuses mainly on testing comprehension. The study concludes with numerous pedagogical and research implications, such as the need for quality pre-service and in-service training in the teaching of EFL listening and the need for improving the quality and approach of listening materials and activities in the textbooks.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0738/a.php" alt="Hit counter" /></p>

Self-reflecting strategies applied by EFL high school teachers for teaching quality improvement

ABSTRACT Recent studies in Vietnam found that metacognitive strategies were employed with consistent practice to enhance student learning outcomes significantly. Positive perceptions of reflective teaching practices contribute to teachers’ professional development regarding teaching quality and student outcomes. This study aimed to examine common self-reflecting strategies that were most frequently implemented in the teaching process to improve teaching quality. The tools of the questionnaire and semi-structured interviews were employed to collect quantitative and qualitative data for this descriptive study. The participants were EFL teachers teaching at high schools in most of the provinces in the Mekong Delta. The research findings showed that teachers perceived common strategies of self-reflecting, although they did not often apply them in their teaching performance. Regarding this, they focused on implementing peer observation, students’ feedback, and teachers’ diaries instead of video – audio recordings in their teaching. Some pedagogical implications and research suggestions about the effectiveness of the application of self-reflecting strategies in improving teachers’ teaching or developing their profession were proposed in the study.

Investments of High School EFL Teachers: Negotiating Professional Identities, Forms of Capital, and Societal Ideologies

ABSTRACT This 1.5-year longitudinal case study explores the investments of four high school EFL teachers, which have been scarcely researched, in China. A qualitative approach with semi-structured interviews, observations, and relevant artefacts, was adopted. The findings reveal that the investments of English teachers were inextricably intertwined with teachers’ professional identities, forms of capital, and societal ideologies. First, in contrast to previous findings, student-assigned identities on English teachers stimulated teachers’ investments in pedagogical practice and educational reforms. Second, teachers’ cultural capital was valued differently by society, institutions, students, and teachers themselves, and it played a critical role in teachers’ investments. Third, an unprecedented finding is that teachers’ enhanced social capital could hinder and undermine teachers’ investments and their desired identities. Fourth, being constrained by prevailing ideologies, English teachers were capable of making investments in reshaping existing structures. The implications of EFL teachers’ investments for their classroom practice and professional development are discussed.

The Effect of Teacher-Guided Peer Feedback on English Writing Performance of Chinese EFL High School Students

The Effect of Teacher-Guided Peer Feedback on English Writing Performance of Chinese EFL High School Students

A critical discourse study of cultural and national identity (re)construction in Taiwanese high school EFL textbooks

ABSTRACT In foreign language textbooks, cultural representations embedded in texts and images not only facilitate the acquisition of linguistic knowledge but also construct ethnic or political identities. Over the past century, the mainstream ideology in Taiwan has changed due to the rotation of ruling parties and generational shifts. This change is also evident in contemporary English-as-a-Foreign-Language textbooks. In light of this emerging issue, this study employed critical discourse analysis to examine three sets of textbooks that are widely used in high schools in Taiwan. The study reveals that textbooks produced in Taiwan generally: (1) highlight the indigenous culture of the island, (2) extensively depict contemporary Taiwanese celebrities, specialties, and natural landscapes, (3) embellish the period of Japanese and Dutch-Spanish colonisation, and (4) strategically differentiate between ‘China/Chinese’ and ‘Taiwan/Taiwanese’. The findings expose the Taiwan-centric perspective of the textbooks while downplaying the significance of the national title – ‘the Republic of China’.

The Effect of Mind Mapping on EFL High School Students’ Collocation Learning

The aim of the study was to investigate the effectiveness of mind mapping on Ethiopian secondary school students’ English collocation learning. The study specifically tried to check the effectiveness of mind mapping on adjective-preposition and verb-noun combination collocations. A sample of 110 grade 12 students who were learning in two sections at Majete General Secondary School, North Shoa Zone, Ethiopia, participated in the study. One of the two sections was randomly assigned to an experimental group, while the other one was labeled as a control group. A pre-test and two post-tests were used as data-gathering instruments. The data were analyzed by using mean scores, paired samples, and independent sample t-tests. The results revealed that although the two sections had no significant difference in their pre-test results, in the immediate and delayed post-tests, the score of adjective-preposition & verb-noun collocations of the experimental group students was significantly higher than the score of the control group students who learnt those collocations without mind map. Based on this, it could be concluded that using mind map was an effective strategy to improve EFL high-school students’ collocations learning. Accordingly, it is recommended that EFL teachers and students should use mind-map during their collocations lessons.

Enhancing L2 Listening Proficiency and Metacognitive Awareness Through Self-Annotation in High School EFL

Enhancing L2 Listening Proficiency and Metacognitive Awareness Through Self-Annotation in High School EFL

Task-specific writing anxiety and self-efficacy are separate from general L2 writing anxiety and self-efficacy and they have differential associations with the effects of written corrective feedback in pre-task and within-task planning

This study examines the validity of task-specific anxiety and self-efficacy and the joint effects of task-specific and general second language (L2) writing anxiety and self-efficacy on learning gains resulting from different task conditions formed based on two types of written corrective feedback and two types of task planning. 115 high school EFL learners in South Korea were divided into two groups and received either direct correction or metalinguistic feedback on their wrong use of English articles and past tense in their written narratives. After receiving feedback, each of the two large groups was further divided into three subgroups, each performing a second writing task under three conditions: pre-task planning, within-task planning, and no planning. The learners responded to questionnaires that aimed to measure task-specific and L2 general anxiety and self-efficacy. The results demonstrated that task-specific anxiety and self-efficacy were distinct from general L2 writing anxiety and self-efficacy and that they played different roles in L2 development under the different treatment conditions. Specifically, general L2 writing anxiety was a negative predictor of learning gains regardless of learning condition; task-specific anxiety showed a positive effect in metalinguistic explanation + within-task planning but a negative effect in all other task conditions; neither task-specific nor general L2 self-efficacy was a significant predictor of treatment effects. This study demonstrates the importance of investigating task-specific individual difference variables and shows the differential associations between general and task-specific individual difference variables on one hand and different types of task-based instruction on the other.

Unleashing the potential of Indonesian EFL high school students' writing proficiency and self-regulated learning through written corrective feedback

Despite the existence of many studies on EFL student writing proficiency, little work reports how written corrective feedback influences EFL senior high school students’ self-regulated learning. This study aimed to explore the extent to which EFL high school students prefer types of written corrective feedback strategies in their written work and the impacts on their self-regulated learning. Employing an explanatory mixed-method approach, we combined quantitative data from a 5-point Likert scale questionnaire with qualitative data gathered through semi-structured interviews. Thirty-two EFL senior high school students participated in this study. A descriptive statistical method was utilized to analyze the questionnaire, while a thematic analysis was done on the interview data. The findings revealed that direct feedback was the most preferred among the various strategies of written corrective feedback, closely followed by metalinguistics feedback. Additionally, students perceived that written corrective feedback highly contributed to fostering their self-regulated learning. Thus, this study implies that teachers should be more mindful of students' preferences when providing corrective feedback.

Exploring High School Students' Acceptance and Use of Mobile Applications for English Language Learning

This study explored the perceptions and attitudes of high school English learners towards mobile language learning applications in a southeastern province of Türkiye. It also examined how factors such as gender, age, school type, smartphone ownership, and regular internet access influence the use of these applications among high school EFL learners. The research involved 650 high school students aged 15 to 17 years old, across 9th, 10th, and 11th grades, and was conducted using a mixed-methods approach, predominantly quantitative. Questionnaires were distributed in four different public high schools, and semi-structured interviews were carried out with 30 volunteering students. Findings indicated that high school EFL learners generally held positive perceptions and attitudes towards mobile language learning apps, using them for various purposes, including practicing and developing English language skills. Keywords: Mobile-Assisted Language Learning, English as a Foreign Language, Learning English, Mobile Applications

Enhancing or Hindering? AI's Role in Sparking Creativity in Language Teaching: Insights from Private High School EFL Teachers

The integration of artificial intelligence in education presents both opportunities and challenges, particularly in the field of language teaching. This study aims to investigate Turkish EFL teachers' perceptions of AI's role in fostering or hindering creativity in language teaching. Through semi-structured interviews with 10 EFL teachers from private high schools, the research explores the potential benefits and challenges of AI integration. Key findings reveal that AI enhances student engagement, provides personalized learning experiences, and offers timely feedback. However, concerns about insufficient training, technical issues, and over-reliance on AI potentially undermining fundamental skills were also expressed. While AI tools support improvements in language skills and foster creative thinking, there is apprehension about standardization and the risk of diminishing originality. The study underscores the necessity for effective teacher training and a balanced approach to AI integration, ensuring it complements rather than replaces traditional teaching methods. These insights provide valuable guidance for educators, policymakers, and technology developers to optimize AI use in EFL education while fostering a dynamic and creative learning environment. Future research should explore innovative ways to integrate AI into language teaching without compromising creativity.

Educaplay as a tool to potentiate English vocabulary retention and learning

Introduction: A lack of vocabulary poses a major barrier to mastering English, often leading to communication challenges. Technology can support and facilitate the teaching-learning process, notably in the acquisition of a foreign language. Thus, this research explores the impact of Educaplay, on vocabulary acquisition among EFL high school students in southern Ecuador. Methodology: This study applied a quasi-experimental design, with a sample of 60 high school students, selected through a purposeful method. To collect data a pre-test, post-test, an observation checklist, and graded vocabulary activities were employed. The significance was measured with t-student and ANOVA. Results: Educaplay evidenced to be an effective technological tool to support students' retention and improvement of vocabulary as shown by the p-value of 4.86e-15 and the F-value (49.000) and p-values (0.000). Discussion: Implementing interactive and engaging activities through Educaplay and aligned with the teacher's guidance allowed participants to increase their vocabulary, thus they understood when and how to use different terms and the correct spelling of these words. Conclusion: Participants improved their vocabulary proficiency and increased their motivation to study this language. Additionally, the findings unveil that incorporating Educaplay in the classroom promoted a productive and interactive learning environment.

Second Language Identity of Chinese Junior High School EFL Learners: Its Construction and Sources

Second Language Identity of Chinese Junior High School EFL Learners: Its Construction and Sources

Integrating Online Collaborative Learning in Japanese EFL High School

Integrating Online Collaborative Learning in Japanese EFL High School

Applying Peer Feedback To Enhance High School EFL Students' Writing Skills In State High School 1 Rejotangan Tulungagung

Writing is the most challenging skill in English language learning. Researchers at SMKN 1 Rejotangan observed that most students struggled with writing in English. To address this, they implemented the peer feedback method to enhance students' writing skills. The study aimed to investigate the effectiveness of peer feedback in improving students’ writing abilities. Using a convergent mixed-method design, the research involved 31 students from class XI AKC 2. Instruments included pre-tests, post-tests for quantitative data, and interviews for qualitative data. Quantitative analysis was conducted using a t-test with SPSS 27, and qualitative data were analyzed thematically. Results showed significant improvement in students' writing skills after using peer feedback, as indicated by a significance value of 0.00 < 0.05. Interviews with five selected participants also revealed positive responses. Hence, the peer feedback method positively impacted the writing abilities of class XI AKC 2 students at SMKN 1 Rejotangan.

Vocabulary frequency and dispersion in Japanese junior high school EFL textbooks

Vocabulary frequency and dispersion in Japanese junior high school EFL textbooks

Exploring the factors influencing high school students' deep learning of English in blended learning environments

Exploring deep learning and its influencing factors is receiving increasing attention. This study examines influencing factors (i.e. self-efficacy, learning engagement, and teacher-student interaction) of high school students' English deep learning in blending courses. Research hypotheses are proposed, and a structural equation model (SEM) of influencing factors of deep learning is built. A sample size of 225 participants was recruited on a voluntary and anonymous basis from a high school in Southwestern China for this study. We find: (1) self-efficacy, learning engagement and teacher-student interaction all predict and have positive impacts on English deep learning; (2) self-efficacy has a positive impact on learning engagement and teacher-student interaction; (3) teacher-student interaction has a positive impact on learning engagement. The findings underscore the importance of self-efficacy, learning engagement, and teacher-student interaction for EFL high school learners to achieve deep learning in a blending context. Drawn from these findings, pedagogical implications for promoting these learners' deep learning are provided.

An Action Research on Incorporating Multimodal Composing to Facilitate Student Engagement in Continuation Writing Tasks in Chinese High School EFL Teaching

Recently, multimodal composing has become a popular topic in current research on English writing teaching in China. Existing research has rarely delved into student engagement in multimodal composing in Chinese high school English teaching systematically. To address this gap, this study used a mixed-method approach and introduces multimodal composing to investigate its impact on high school students' engagement in English story continuation writing tasks. Findings show that the incorporation of multimodal elements significantly amplifies students' engagement across affective, behavioral, cognitive, and social dimensions. However, students’ excessive focus on the graphic elements within multimodal compositions may have a negative impact on the narrative quality. While affirming the positive role of multimodal composing on student engagement, the study also identified the challenges in applying multimodal composing in the Chinese education context, providing insights for future research and pedagogical implementations.