Investigate EFL Learners Research Articles

Investigating the Impact of Test Anxiety and Self-Regulation on Foreign Language Learning: A Quantitative Correlational Approach

The present study investigated the self-regulated learning strategies adopted by EFL learners, their levels of cognitive test anxiety, and the potential correlations between self-regulated learning and cognitive test anxiety. The study also examined whether gender and level of language proficiency had a significant effect on self-regulated learning and cognitive test anxiety. A correlational survey design was employed to investigate EFL learners and cross-sectional data were collected through an online questionnaire. Data analysis of 269 undergraduate students revealed that gender consistently emerged as a significant variable. Notably, female students exhibited higher mean scores in both self-regulated learning and cognitive test anxiety. Furthermore, the results consistently found a correlation between self-regulated learning and cognitive test anxiety, with self-regulated learning effectively predicting cognitive test anxiety. Specifically, the predictive power of self-regulated learning for cognitive test anxiety was found to be statistically significant only within the group of students at A2 language level.

Mixed Methods Approach in Researching EFL Learners’ Motivation

As mixed-method approach has gained renewed interests of researchers, a review toward the use of mixed-method to investigate EFL learners’ motivation will contribute as a help for future researchers. The present paper attempts to provide a systematic review by synthesizing research articles related to EFL learners’ motivation which used mixed-methods as their research approach. After screening 3,092 research articles on the aforementioned topic, 16 research articles were included into a final systematic map for analysis. An in-depth review shows that questionnaires and sequential explanatory approach are mostly used by the researchers to investigate EFL learners’ motivation. Although selected studies were performed in different countries with diverse theoretical backgrounds, the majority of studies were directed toward university students, resulting in lack of studies on younger EFL learners. The implications for future studies are also discussed for the consideration of researchers in the near future.

Blended Learning Environment in EFL Class: Role of face-to-face and online learning

Blended learning has become a promising alternative to provide equitable access to quality learning environment. This mixed-method study investigated EFL learners’ perceptions of blended learning environment (BLE) in College English. It aims to identify the roles of F2F and online components, learners’ preference for the learning mode, and seek suggestions for improvement of BLE for College English. The study found that the students preferred the blended learning mode although the majority favoured F2F learning over online learning. Both F2F and online component have their advantageous roles. Effective integration and interaction hold the key to successful BLE.

“It is Not Only About US!”: Investigating EFL Learners’ Perspectives Towards Reasons of Online Exam Cheating

“It is Not Only About US!”: Investigating EFL Learners’ Perspectives Towards Reasons of Online Exam Cheating

Evaluating Appropriateness of Speech Act of Criticizing by Indonesian EFL Learners: A Pragmatic Comprehension Study

Adequate pragmatic competence, or the ability to use language in a social context appropriately, is essential for successful communication, particularly across cultures and societies. Many previous studies in appropriateness focused on speech act production, pragmatic development, and rater evaluations, but only a few investigated pragmatic comprehension. Therefore, this current research attempts to investigate EFL learners' comprehension of the appropriateness of criticism speech acts and the foundation that EFL learners consider in evaluating appropriateness. This study involved 20 EFL learners as participants. The study used a questionnaire with DCTs and open-ended questions to elicit the data. The findings revealed that EFL learners could understand the appropriateness of criticism speech acts They could indicate which utterances were associated with appropriateness or inappropriateness by considering various criteria such as politeness, power and social distance, linguistic forms, strategies, intentions, reasoning, and settings. This research has implications for English learning in that teachers should promote appropriateness as an important aspect of pragmatic competence to EFL learners so that they can use language appropriately to communicate in the target language.

EFL Learners’ perceptions of the Effectiveness of Duolingo

This study was conducted to investigate EFL learners’ perceptions ofthe effectiveness of the Duolingo application in enhancing English listening skills and their attitudes toward using this tool to study English listening. To this end, a total of 119 English-majored students who have used the Duolingo application participated in this research. Data were collected using a five-point Likert scale questionnaire and interviews. Data were analyzed both quantitatively using descriptive statistics and qualitatively using the content analysis method. Findings revealed that the Duolingo application is a popular program among English majors and most students think that it was helpful for them to improve their listening skills and keep them motivated to learn English. The interesting, vivid, and intuitive exercises in Duolingo and its feature of frequent reminders motivated them to study. However, it was also found that Duolingo was more suitable for students who are at basic and intermediate levels of English proficiency than for advanced students. Then, some pedagogical implications were proposed.

Investigating EFL learners' writing anxiety in English class

Writing is a productive-skill that several students struggle with writing in EFL. A proper piece of writing needs appropriate writing skills. Writing skills are crucial for developing the students' academic writing. Thus, good writing is regarded as a measuring tool the performance of students' academic. Anxiety impedes students' performance in writing due to several reasons. Therefore, the prime goal of the current study is to explore the levels, the dominant type of WA and the sources of anxiety in writing English as foreign language. For this purpose, 365 university students participated. The data were collected through implementing two questionnaires. Firstly, Cheng's (2004) SLWAI was adapted to investigate the levels as well as the types of WA. Then, the CSLWAI questionnaire was adapted which were promoted by (Rezaei and Jafari, 2014) to find the causes of WA at Soran university. The findings showed that the individuals had moderate to severe degrees of WA. The findings also showed that the most provoking form of WA was avoidance behavior anxiety. In addition, the results of the CSLWAI demonstrated that low self-confidence, time limitations, linguistic incompetence, fear of tests, stress of doing a perfect work, insufficient and in effective feedback were main causes of writing apprehension.

Pronunciation Errors in Second-Year University Students’ Oral Assignments

Pronunciation error analyses in university students’ oral assignments, in particular, are relatively rare. This study explores and investigates EFL learners' pronunciation errors that lead to unnatural accent and miscommunication. Fifty oral assignments of second-year college students in phonology class are selected to be analyzed. The study samples are selected from students in the English department, college of Education at Salahaddin university, in the academic year 2021-2022. Various pronunciation errors are observed in the oral assignments regarding single vowels, consonants, sound clusters, stress and intonation. The findings show that the pronunciation errors are primarily due to the strong influence of students’ mother tongue, some deep-rooted learnings from their primary and elementary stage education, and other inaccurate pronunciation models.

Are Learners Aware of Their Strategy Use? Investigating EFL Learners’ Self-Perceived Metacognitive Awareness of Reading Strategies with the MARSI-R

This study investigated EFL learners’ self-perceived metacognitive strategy use with the revised Metacognitive Awareness of Reading Strategies Inventory (MARSI-R). Data collection followed two steps. In the first step, 213 EFL learners responded to the inventory twice (before and after a reading comprehension task). In the second step, 81 out of the 213 participants answered an open survey inquiring learners’ perception and changes of perception of metacognitive reading strategy use during the reading process. Results indicate that learners’ self-perceived strategy use changed significantly after performing the reading task. Learners’ feedbacks in the survey show that learners’ self-perceived strategy use might not reflect the actual use of strategies. This inconsistency between self-perceived reading strategy use and the actual strategy use might mislead learners in their foreign language learning. Further empirical studies are needed to validate the instrument and explore classroom instructions that help learners better understand their actual strategy use during the reading process.

Living as an Avtar: EFL Learners’ Attitudes towards Utilizing Second Life Virtual Learning

In the foreign language context, little research has been undertaken to explore university students’ attitudes towards virtual learning for language instruction. The purpose of this study was to investigate EFL learners’ attitudes toward utilizing the Second Life virtual world as an online instructional and language learning tool. To achieve the study purposes, a descriptive research design was used with a questionnaire to gather data, after ensuring its validity and reliability. Forty-one undergraduates who were enrolled in two CALL classes at a school of education participated in the study. Overall, the results suggest that the majority of EFL undergraduates have favorable attitudes toward using virtual games and that the use of Second Life served well as an online instructional tool for language learning. Based on the results of the current study, EFL instructors may be encouraged to integrate virtual world games to augment their students’ learning by providing them paths to engage in authentic communication with the target language users. Further, the integration of virtual learning is a promising alternative in times of pandemics when social distancing is an obligation. Such ends require that instructors plan some virtual world-based tasks of a goal-driven nature. Further research directions include implementing qualitative tools to explore how learners react to the nature of virtual world games, specifically in relation to the users’ ability to claim different identities.

Investigating EFL Learners Weakness in English as Foreign Language

This study aims at: investigating EFL Sudanese learners’ weakness in English language learning. Evaluating the teaching methodology used in EFL Sudanese classes and discussing factors influencing EFL learners’ performance. The study adapted the descriptive analytical method. The data were collected by means of a questionnaire from EFL teachers and students. The researcher distributed the questionnaire to 50 of both groups. Then the collected data were analyzed by the SPSS program. The analysis led to the following findings: many of EFL learners lack of confidence to speak in English, for fear of making mistakes and shy feeling, English language is difficult to learn for many of the Sudanese are not well-motivated, encouraged and to gain strategy, the traditional teaching methodology used in many Sudanese institutions influences negatively on EFL learners’ performance, providing EFL learners chances of participatation increases their interaction, adopting suitable teaching methodology enhances the learning of English language, using real-life interaction like that which improves EFL learners' performance and using modern technology which improves EFL teaching and learning. The study recommended that: EFL learners should always present with real life interaction, teachers should improve their teaching methodology in EFL classes and learners should be encouraged to make presentations in English language.

Investigating EFL Learners’ Perceptions towards the Difficulties in Oral Presentation at Kandahar University

Investigating EFL Learners’ Perceptions towards the Difficulties in Oral Presentation at Kandahar University

A Cross-sectional Study of the Present Perfect Tense in Arabic and Indonesian EFL Settings

This document-based paper investigates EFL learners’ uses of the present perfect tense when using English as their second or foreign language. A sample of 216 sentences written by 38 Indonesian and Arab undergraduate students was analyzed to detect erroneous uses of the present perfect tense (PPT) in their English writing. Twelve erroneous structures in the Arab corpus and 17 in the Indonesian dataset were underlined. The incorrect sentences were singled out and discussed. Pairing these grammar-related errors to SLA research and existing literature, the findings demonstrate that the majority of errors were grounded in either Arabic or Bahasa Indonesian language interference with English. The Arab learners seem to have more difficulties in using the PPT than the past simple tense. In contrast, the Indonesian EFL learners seem to have difficulties in both past and present perfect tenses altogether due to the absence of the past tense in the Indonesian tongue. It is concluded that learners’ mother tongues in both contexts affect their uses of English grammatical structures. This yields important implications with reference to the effects of the mother tongue in EFL settings.

Investigating EFL learners’ attitudes towards using project-based learning as a means of promoting their autonomous learning.

One of the main goals of EFL teachers is to help the students to beautonomous learners so that they will be able to learn by themselves. William &Burden (1997) define an autonomous learner as “the one who is equipped withthe appropriate skills and strategies to learn a language in a self-instructed way”.It is said that project- based learning (PBL) is worth investigating as it motivatesstudents’ learning autonomy (William & Burden, 1997:p147). In the currentresearch project-based learning was used on a sample of 83 male/female Collegestudents which are divided into two groups of the 3i4 stage in College ofEducation /Dept. of English /University of Salahaddin.-Iraq for the teaching year2012-2013.

Investigating EFL Learners’ Perceptions towards the Difficulties in Oral Presentation at Kandahar University

This research paper examined the difficulties of oral presentation, strategies coping with difficulties used in oral presentations and the perceived role of lecturer in improving EFL learners’ oral presentation skills. With regard to achieving these objectives, questionnaires distributed to 150 EFL learners, and face-to-face interviews were conducted. The quantitative data were analyzed through SPSS by conducting percentages, independent sample t-test and ANOVA tests. The results of the study revealed that learners had a problem with oral fluency, accuracy and pronunciation during oral presentation, feel frightened when a lot of people are watching them, afraid of being assessed by their classmates in front of the class, having low self-confidence. The results also revealed some strategies coping with difficulties used in oral presentation such as, learners have to prepare themselves properly before an oral presentation. Furthermore, considering a crucial role of lecturer in improving oral presentation skills, lecturer has to show learners videos of good speakers for enhancing their presentation skill and lecturer has to give learners freedom to choose their own topic that lowers their anxiety were discovered for more consideration. It is hoped that the ideas discussed will provide the learners and lecturers with basic guidelines of how to improve the learners’ oral presentation and assist the learners to work their way out of anxiety.

INVESTIGATING LEARNER PREFERENCES FOR WRITTEN CORRECTIVE FEEDBACK IN A THAI HIGHER EDUCATION CONTEXT

The current study investigated EFL learners’ preferences for written corrective feedback (WCF) and the rationale for their preferences. A mixed-methods approach, combining quantitative and qualitative data collection, was used to explore this phenomenon. The data were collected using an internet-based questionnaire and a semi-structured interview. The questionnaire was utilized to gather quantitative information from 93 Thai EFL students at a Bangkok-based Rajabhat University, while the interview collected qualitative data from ten respondents who were willing to be interviewed. The findings indicated that Thai EFL undergraduate students, on the whole, appreciated receiving WCF in several forms. The most desired type of WCF was direct feedback, while feedback given to learners regarding global errors was not favourable. Additionally, the rationale for the students’ WCF preferences included: 1) clarity of feedback in pointing out the grammatical errors and the proper forms; 2) feedback resulting in improvement of the written text in the amended version; and 3) feedback resulting in better writing scores. The outcomes of this study may encourage Thai EFL teachers, as well as teachers in similar EFL situations, to deliver more precise types of WCF on learners’ faults in writing and utilise a chosen WCF method to involve students in learning to write

Understanding assessment tasks: Learners’ and teachers’ perceptions of cognitive load of integrated speaking tasks for TBLT implementation

TBLTis an educational approach to L2 learning and teaching where tasks constitute the main focus of classroom instruction. In its implementation, one of the major challenges facing teachers is the lack of empirical evidence for task design and selection relating to task complexity and the cognitive load imposed by tasks perceived by learners. To address the issue, we investigated EFL learners' and teachers' perceptions of cognitive load of integrated speaking tasks, one type of advocated tasks for TBLT, and factors that affect such perceptions within Robinson's Triadic Componential Framework as proposed by some scholars in the task research field. In a mixed-methods design, we collected data using a self-rating scale, a self-rating questionnaire and semi-structured interviews in the context of integrated speaking tasks for helping shed light on task design and selection criteria. Our analysis revealed that task complexity factors contributed to participants' perceptions of cognitive load, and in the four factors under investigation, prior knowledge was perceived as a stronger determinant of cognitive load than planning time, steps involved and task type. These findings provide empirical evidence for task design and selection in TBLT implementation, especially for the use of integrated speaking tasks in TBLT aiming at EFL speaking instruction. They also provide implications for L2 assessment.

The Impact of Online Learning on The Motivation of University Level Preparatory EFL Students in Turkey

Online education or e-learning has been a part of education ever since required technological advancements came into existence. Online education’s efficiency and its impacts on both educators and learners have been questioned and investigated by many researchers and scholars since the COVID-19 global pandemic broke out. One of the many concerns is related to how online education affects learner motivation. Along with any educational setting or context, the role of online education and its effects on both learning and teaching processes has gained much interest and momentum in the context of EFL as well. In the early days of the pandemic, online education practically replaced traditional classroom settings and today, it continues to be an important part of learning English. For this reason, a good body of research and studies have focused on how online courses can affect the whole process of learning and teaching. This study aimed to investigate EFL learners’ views on online education and to investigate how online learning affected the motivation of EFL learners. A qualitative descriptive design was used, and data were collected with a close-ended questionnaire, to understand how students identify with online learning and how it affected their motivation. 118 English preparatory program students at a foundation university participated in the study. The study findings reported mixed results. According to the findings, a considerable percentage of students claimed their motivation was negatively affected, although some students considered online lessons effective for target language learning.

Chinese EFL Learners' Attitudes Towards Smartphone-Based Reading

Reading through mobile phones is increasingly popularized worldwide, particularly among young adults. However, few researchers investigate EFL learners' attitudes towards smartphone-based reading. The present research conducted a questionnaire survey to explore EFL learners' perceptions and beliefs by integrating the reading attitude model with the technology acceptance model UTAUT2. One hundred ninety-two participants responded to the questionnaire. The statistical data analysis, including t-tests and analysis of variance (ANOVA), indicated that Chinese EFL learners were generally positive in smartphone-based reading. Although they did not show keen feelings about it or form a habit of using the smartphone for EFL reading, they could perceive its usefulness and ease of use and positively believed in its future use in EFL reading. Additionally, gender differences did not impact EFL learners' overall attitudes. Still, participants' interest in English and experiences in mobile reading did suggest positive influences on their attitudes towards reading through the phone. Finally, the implications of the results and pedagogical practice of smartphone use in EFL reading are discussed.

EFL Learners’ Attitudes Towards Online Reflective Journals’ Impact on Creative Writing: An Analytical Study

This study aimed at investigating EFL learners’ attitudes toward the impact of online reflective journals on creative writing. The study has adopted a descriptive-analytical design, through which both quantitative and qualitative research methods were utilized. 30 EFL students enrolled in an intensive B1/unlock course were trained to write online reflective journals regularly and post them on a messenger group where all students could read and reflect on them. The study lasted for eight weeks during the second semester of 2020/2021. An attitudinal questionnaire was distributed to all the participants at the end of the intervention, and appropriate statistical analyses were used to figure out the participants’ attitudes. In addition, all participants were asked to share their reflections by writing online reflective journals via the messenger group. Participants’ reflections and responses were deliberately analyzed qualitatively to extract and read their attitudes deeply. Both the questionnaire’s responses and the personal reflections have shown positive attitudes towards the impact of online reflective journals on improving EFL learners’ creative writing. Hence, some recommendations were suggested.