Foreign Language Learning Research Articles

The dynamic relationship between enjoyment and anxiety in monologue communication tasks of Arab female EFL undergraduate students: an idiodynamic approach

Foreign language learners experience fluctuations in their levels of enjoyment and anxiety during communication tasks as they navigate communication challenges. These emotional surges can impact cognitive resources and speech-processing ability. However, there is scant empirical evidence on the associations between emotions at the personal level during foreign language learning (FLL) communication task performances. To address this gap, the present study utilized the idiodynamic approach to investigate the relationship between enjoyment and anxiety in monologue tasks performed by Arab Female undergraduate learners of English as a foreign language (EFL). Participants rated their emotions on a per-second basis after watching a video recording of their task performances and were interviewed about the reasons for fluctuations in their ratings. The study found that the negative relationship between anxiety and enjoyment varied from strong to moderate across 30 segments of speech per person. The emotions of anxiety and enjoyment were analyzed through triangulation of ratings, prompted recall interviews, and performance data. As a result of this investigation, four distinct sets of factors that affected these emotions were identified: Task execution (such as pre-task preparation and time constraints), task layout (including its structure and theme), cognitive-linguistic factors (such as transient disruptions in conceptualization and formulation speech processes), and performance measure (including assessment of one’s own linguistic proficiency).

WAYS OF IMPROVING FOREIGN LANGUAGE COMMUNICATION DURING STUDENTS' PROFESSIONAL TRAINING

The article examines the issue of developing foreign language communicative competence of students as the primary goal of language learning in the context of professional training of future specialists. It is argued that the most relevant cognitive-linguistic, operational-linguistic and communicative competences for professionally oriented foreign language learning are the ones which enable the use of language as a means of obtaining professionally significant information through reading and participating in oral and written professional communication. The views of domestic and foreign scholars regarding the definition of foreign language communicative competence and its component structure are analyzed. All components of foreign language communicative competence are interrelated and interdependent, forming a complex, holistic, systematic, and structured entity. The process of foreign language learning should be aimed at the gradual cultivation of foreign language communicative competence components, using the most effective teaching forms, methods and tools. The forms, methods and tools for conducting productive classes are highlighted as those focused on activating cognitive activity, developing foreign language communicative competence, overcoming language, speech and socio-cultural communication difficulties. Attention is drawn to the expediency of using innovative teaching methods such as role-playing games, discussions, project-based methods, quests, as they are person-centered and create conditions for the enhancement of students' creative thinking and provide a good opportunity to acquire and apply foreign language knowledge due to the emergence of internal motivation. The research results in the context of future specialists' motivation to master foreign language communication skills and abilities are presented.

Exploring the Hierarchy of Foreign Language Enjoyment and Boredom in English Language Learners

The growing body of research on foreign language emotion (FLEM) suggests a need for further studies on the sources and hierarchy of FLEM, particularly through the lens of positive psychology. This insight would enable instructors to prioritize their interventions more effectively, thereby enhancing the emotional experiences of foreign language (FL) learners in the classroom. To this end, the current study used a mixed-method research design to investigate the sources of enjoyment (FLE) and boredom (FLB) among 248 Bhutanese foreign language learners, as well as the hierarchies of reported FLEM. The data was gathered using a survey questionnaire and open-ended questions. The descriptive and thematic analyses of quantitative and qualitative data, respectively, revealed numerous sources of FLE and FLB. These emotions particularly stemmed from factors related to teachers, course content, personal issues, tasks, homework, the classroom environment, and peers. The hierarchical analysis of the sources of FLEM suggests that teacher-related factors may have a strong influence on learners’ FLE, while peer-related factors might have the least impact. Likewise, FL learners’ boredom level is likely to be highly influenced by content and task-related factors, but only marginally by peer-related and learners’ learning traits. The study concludes with recommendations and practical implications for curriculum developers, teachers, and students.

Utilizing fillers for addressing speaking challenges, improving self-confidence and motivation in EFL learning

This qualitative case study aimed to explore fillers usage to address speaking challenges related to the improvement of self-confidence and motivation in speaking practices done by two English foreign language (EFL) learners of the English department of one of the Islamic Universities in Malang, Indonesia. Data were collected through observations and in-depth interviews to two students employing filler strategies to address speaking challenges related to the improvement of self-confidence and motivation during their speaking exercises. The research revealed that both learners used fillers to address speaking challenges during the conversation due to their linguistic components’ shortage such as a limited mastery of vocabularies and having a little understanding on grammar. Fillers might bring them to have more self-confidence in speaking practices shown by not being afraid of making mistakes when they practice speaking with their speaking partners. Fillers might bring them to have more motivation in speaking shown by their enthusiasm to get involved in the discussion whether in group or class discussions. Thus, fillers usage is prominent due to its potential to address speaking challenges, enhance self-confidence and motivation, eventually contributing to an overall improvement in language proficiency particularly in speaking skill.

Lack of Eye Gaze and its Effects on Spoken Interaction in Synchronous Online Communication

The importance of oral interaction in language learning is well recognised, and this paper examines the factors that hinder English as a Foreign Language (EFL) learners’ active participation in online discussions during Synchronous Online Communication. Using focus groups with 51 Cypriot Greek-speaking students from three tertiary institutions in Cyprus, thematic analysis revealed that the perceived prominent factor inhibiting oral interaction in the online environment was the absence of eye gaze and its associated social functions. Specifically, eye gaze was identified as a signal for turn-taking, turn-yielding, and turn-denying, whose absence hindered learners’ ability to interpret their peers’ and teachers’ intentions and expectations. The paper concludes with pedagogical implications for technologists, software developers, students, language teachers, and language teacher educators.

An Inquiry Into How Simulation Experiment Can Facilitate Speaking Skills of Foreign Language Learners

An Inquiry Into How Simulation Experiment Can Facilitate Speaking Skills of Foreign Language Learners

Factors influencing the completion of extensive reading tasks: A case study of Indonesian students in tertiary EFL class

Extensive Reading (ER) has received considerable attention in foreign language teaching and learning in Indonesia. However, research on student engagement and completion rates of ER assignments in higher education is limited. This qualitative case study investigates the factors that influence the completion of ER assignments among students in a counselling programme at a state university in Kalimantan. Using semi-structured interviews, the study explores students' perspectives and experiences to gain a comprehensive understanding of the challenges they face in completing extensive reading assignments. The findings reveal a complex interplay of factors that impede task completion, including lack of intrinsic motivation and interest in reading, vocabulary difficulties, and the learning environment. These findings highlight the critical role of English language teachers in creating a motivating and supportive learning environment, providing targeted vocabulary instruction and fostering a reading culture to maximise the benefits of ER for language acquisition and academic success in higher education.

Social Networking Sites (SNS) for Japanese Language Learning

Social Networking Sites (SNS) have become an integral part of modern society, influencing various aspects of life, including education. SNS facilitates interactive, collaborative, and reflective learning experiences in language learning. This study aims to evaluate the use of SNS in enhancing learning inside and outside Japanese language classrooms. The research was conducted using a qualitative approach with a survey method, utilizing a questionnaire distributed via Google Forms. Quantitative and qualitative data collected from 85 Japanese Language Education Study Program students were analyzed and presented narratively. The data were examined through the lens of SNS use in foreign language learning and its impact on language acquisition. The results reveal that most students frequently use SNS platforms such as YouTube, Instagram, and Twitter for learning Japanese, both for classroom materials and independent study. Additionally, students reported that SNS use has improved their reading, writing, listening, and speaking skills in Japanese. Moreover, SNS has been identified as a motivational tool, fostering students’ confidence in using the language orally and in writing. These findings provide valuable insights for future research on using SNS as a learning medium in Japanese language education.

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.

The Colourful Masks of Emotion in Multi-Language Switching: A Formal Literature Review

During the process of language learning, we automatically invest our emotions in perceiving and understanding words and sentences, which is a quite natural motivation for human to create interest on new matters. But how does emotion relate to language learning exist various phenomena full of complexity. This research aims to discuss the relationship between emotion and language learning with resources from previous literature, and unfolds a thematic classification with respect to measuring morality line between native and foreign language(s), anxiety in foreign language learning, how emotional intelligence helps build language competency, emotional difference when using native language and foreign languages, a close look at emotion in second language learning, cross-linguistic self-cognition, and reflection on Emotions and Multilingualism, a typical book including charisma of emotion in learning different languages. This paper concludes several featured types of emotion stimulating or inspired by multi-languages, confirms the effect of emotion in language learning, and provides foundation for further studies in exploring one’s mental power to learn languages.

Exploring the impact of the use of ChatGPT on foreign language self-efficacy among Chinese students studying abroad: The mediating role of foreign language enjoyment

Against the backdrop of rapid globalisation, Chinese students studying abroad face increasing challenges in foreign language learning and adapting to foreign language environments. This study surveyed 712 Chinese students studying abroad and used AMOS to examine the logical relationships between the use of ChatGPT, foreign language self-efficacy and foreign language enjoyment, as well as the mediating role of foreign language enjoyment in the use of ChatGPT and foreign language self-efficacy. The results indicated that the use of ChatGPT has a significant positive impact on both the foreign language self-efficacy and foreign language enjoyment of Chinese students studying abroad. Furthermore, foreign language enjoyment also positively influences foreign language self-efficacy. In addition, foreign language enjoyment serves as a mediator between the use of ChatGPT and foreign language self-efficacy. This study reveals the potential value of ChatGPT in helping international students adapt to foreign language environments and thereby improve their language proficiency.

Chinese Folk Songs Can Facilitate Chinese Language Learning - A Pilot Study.

While previous research has demonstrated the beneficial role of pop music in foreign language learning, there is a lack of studies exploring the potential impact of Chinese folk songs on Mandarin language acquisition. This study aimed to investigate whether a curriculum based on Chinese folk songs enhances the outcomes of Mandarin Chinese learning in foreign speakers. International students in a university in Beijing who were attending regular Mandarin courses were allocated into two groups: the group receiving an additional Chinese folk song-based curriculum (intervention) and the group not (control). Mandarin proficiency after one and two semesters between the two groups was assessed using the Chinese Proficiency Test (i.e., Hanyu Shuiping Kaoshi, HSK) by the Generalized Estimating Equations (GEE) analyses. 16 international students were analysed (intervention: 8; control: 8). After adjusting for time, the intervention group showed a significantly higher HSK score in listening section (adjusted β = 7.86, p = 0.015) than that of the control group. In conclusions, Chinese folk song-based curriculum has the potential to enhance Mandarin listening among foreign speakers.

Investigating the effectiveness of practicing English conversation with ChatGPT in improving non-English majored students’ English speaking skills at Nguyen Tat Thanh University

This study aimed to investigate the effectiveness of practicing English conversations with ChatGPT to enhance speaking skills of English as a Foreign Language (EFL) learners at Nguyen Tat Thanh University, specifically focusing on four key criteria: conversational fluency, pronunciation, vocabulary use, and grammatical accuracy. In this study, 60 students were divided into six groups for a quasi-experimental design with a combination between non-equivalent groups design and pretest-posttest design. Four groups were trained with ChatGPT for eight weeks, while two control groups were not. Speaking abilities were measured through pretest, mid-test, and posttest assessments. The findings revealed significant improvements in conversational fluency, vocabulary, and grammar for the ChatGPT-trained groups, while pronunciation showed minimal progress. These results suggest that integrating ChatGPT into English teaching curricula could help non-English majored students at Nguyen Tat Thanh University enhance their English communication skills.

To be with artificial intelligence in oral test or not to be: a probe into the traces of success in speaking skill, psychological well-being, autonomy, and academic buoyancy

There has been a surge in employing artificial intelligence (AI) in all areas of language pedagogy, not the least among them language testing and assessment. This study investigated the effects of AI-powered tools on English as a Foreign Language (EFL) learners’ speaking skills, psychological well-being, autonomy, and academic buoyancy. Using a concurrent mixed-methods design, the study included 28 upper-intermediate EFL students from an Ethiopian university. We gave the Michigan Language Proficiency Test to evaluate degrees of proficiency before the TOEFL iBT speaking section, which used ChatGPT for scoring and feedback. Speaking abilities were assessed using pretests, immediate posttests, and delayed posttests. Furthermore, we evaluated the impacts on psychological well-being, autonomy, and academic buoyancy using narrative frames. We used one-way repeated measurements to examine the quantitative data and thematically evaluated the qualitative data. According to the results, speaking abilities, psychological well-being, learner autonomy, and academic buoyancy showed notable increases. The results suggest that by improving skill development, offering individualized feedback, and meeting students' emotional and psychological needs, AI systems like ChatGPT have the capacity to transform language assessment and pedagogy. Encouraging the incorporation of AI technologies to enhance educational outcomes and provide a more flexible and adaptable learning environment, the study presents important implications for various stakeholders.

Informal digital learning of English in teachers: development and validation of a scale

Abstract Informal digital learning of English (IDLE) is a promising way of learning English that has received growing attention in recent years. It has positive effects on English as a foreign language (EFL) learners and also creates valuable opportunities for EFL teachers to improve their teaching skills. However, there has been a lack of a valid and reliable scale to measure IDLE among teachers in EFL contexts. To address this lacuna, this study aims to develop and validate a scale to measure IDLE for EFL teachers in Iran. For this purpose, a nine-step rigorous validation procedure was undertaken: administering pilot interviews; creating the first item pool; running expert judgment; running interviews and think-aloud protocol; running the pilot study; performing exploratory factor analysis, Cronbach’s alpha, and confirmatory factor analysis; creating the second item pool; conducting expert reviews; and performing translation and translation quality check. Findings yielded a 41-item scale with six subscales: IDLE-enhanced benefits (12 items), IDLE practice (five items), support from others (nine items), authentic L2 experience (three items), resources and cognition (four items), and frequency and device (eight items). The scale demonstrated satisfactory psychometric properties such that it can be used for research and educational purposes in future.

Assessing interactional metadiscourse in EFL writing through intelligent data-driven learning: the Microsoft Copilot in the spotlight

The purpose of the current study was twofold: examining the efficacy of data-driven learning (DDL) (hands-on and hands-off approaches) in the realization of interactional metadiscourse markers (IMMs) among English as a foreign language (EFL) learners and analyzing the learners’ perceptions of DDL. The participants consisted of 93 male and female advanced language learners randomly assigned to one of the three groups: hands-on, hands-off, and control. Throughout the duration of treatment lasting for 10 sessions, the hands-on group employed the use of Microsoft Copilot, artificial intelligence (AI) chatbot, on a computer screen to discuss and explore IMMs, but the hands-off group was exposed to IMMs through written texts that were physically printed on paper and articles to be examined through AntConc concordancing program. The control group received conventional instructional techniques including reading assigned course materials. The findings from a one-way analysis of covariance (ANCOVA) procedure indicated that both experimental groups outperformed the control group in the posttest of realizing and identifying IMMs. However, the post hoc comparisons showed statistically significant differences between the hands-on and hands-off groups, with the hands-on group performing more successfully in identifying IMMs. The results of the questionnaire data revealed that all the learners had positive perception of DDL. The results of the current study suggest using both hands-on and hands-off DDL methods helps learners develop their writing performance through metadiscourse realization.

Enhancing English as a Foreign Language (EFL) learning in Saudi Arabia: the academic contribution of YouTube in EFL learning and cultural awareness

The incorporation of technology in English as a Foreign Language (EFL) classroom has drastically transformed conventional learning models by offering innovative ways to boost students’ engagement and improve learning outcomes. This study investigates the impact of using YouTube as an educational tool to enhance EFL instruction in Saudi Arabia. A total of 200 EFL students were divided into two groups: An experimental group which used You Tube as a source of learning and another group which used normal curriculum. A mixed-methods approach was employed, combining quantitative data from a paired-sample t-test with qualitative feedback from students. The results for paired-sample t-test computations revealed a statistically significant difference (p = 0. 003) across the proficiency level indicating improvement in students’ speaking and listening skills at higher proficiency levels. Of the qualitative answers, motivational and participation enhancement were overemphasized. The research points that the integration of YouTube in EFL classrooms can lead to a remarkable increase in language learning especially in the learning area of listening and speaking abilities among the students. These results offer practical implications for educators seeking to integrate multimedia tools into their teaching strategies to promote more interactive and effective learning experiences.

An investigation into how mindfulness practice might improve listening comprehension of English learners in Viet Nam

This study investigated the effect of short mindfulness exercises on the listening comprehension of Vietnamese students learning English. Research participants (N = 190) were randomly divided into two groups: the experimental group who received three five-minute mindfulness sessions before listening tests and the control group who received the mindfulness intervention only before the last listening test. The results showed a significant interaction effect between the group variable and test scores, indicating that mindfulness meditation can enhance listening comprehension of the experimental compared to the control group. These findings align with previous studies on the positive effects of mindfulness on listening comprehension of foreign language learners. This study suggests that mindfulness may be a valuable tool not only in education in general but also in language learning and teaching.

HSK TEST ANXIETY OF CHINESE LANGUAGE LEARNERS IN UNIVERSITY STUDENTS

Anxiety can affect the foreign language learning process negatively. Chinese language as one of the developed foreign languages in Indonesia faces this problem too. In the Chinese language, there is language testing called HSK or Hanyu Shuping Kaoshi. Test Anxiety is one of the students’ problems. Test anxiety in the Chinese language influence in student's learning process and achievement. This research aims to find and analyze students’ Chinese language test anxiety of HSK. The research method is descriptive quantitative and the procedure will be using a questionnaire that gives to the students—the anxiety measurement using Sarason TAS (Test Anxiety Scale). The result is anxiety level belongs to TAS moderate level with data mean 20, 43 points.

AUDIOVISUAL METHOD IN LEARNING FOREIGN LANGUAGES

The article reveals the essence of the audiovisual method of teaching foreign languages. The main methods of learning foreign languages are characterized (grammatical translation, audio-lingual, communicative, immersive, direct, suggestive, neurolinguistic methods). The history of the emergence of the audiovisual method is traced and the contribution of various scientists to its development is analyzed (P. Rivan, R. Lado, R. Riсher). It is noted that the audiovisual method of learning foreign languages is a teaching method based on a combination of auditory (audio) and visual (video) stimuli, i.e. the defining feature of the method is the simultaneous use of sound and image. The importance of the method in the context of further development of multimedia resources is emphasized. The main characteristics of the method are presented: combination of images and sounds, contextual learning, emphasis on listening comprehension and pronunciation, lack of translation, repeated practice. Determined components of the method: listening, watching videos, repetition, perception of context. Advantages and disadvantages of the method are outlined. The advantages of the audiovisual method include: improving perception and memorization, immersive learning, getting closer to the natural language environment, active use of the context, and gradual mastery of the language. The limitations of the audiovisual method are: less emphasis on writing, the need for technical resources, which can make it difficult to use the method in schools or at home. Prospects for further research of the audiovisual method and its potential are indicated, especially in the context of technology development and individualization of education. It was concluded that the audiovisual method is a powerful tool for the initial stage of language learning, but it needs to be supplemented with other methods for comprehensive language acquisition.