English As A Foreign Language Learners Research Articles

Teacher support as antecedent of students’ academic achievement in EFL learning: Mediating role of academic buoyancy

Teachers’ academic support has been empirically shown to positively influence academic performance through both case studies and quantitative research. However, the mechanisms underlying this relationship remain inadequately explored. This gap is particularly evident in the domain of teaching English as a foreign language (EFL), where the integration of positive psychology warrants investigation into how teachers’ academic support fosters students’ academic buoyancy, subsequently enhancing academic performance. To address this issue, the present study engaged 610 secondary school English learners (292 females, representing 47.5%) in a questionnaire survey. A structural equation modeling analysis was conducted, controlling for variables such as age, gender, and family resources. The findings reveal two key insights: first, both teachers’ academic support and academic buoyancy exert significant positive effects on academic performance; second, academic buoyancy serves as a partial mediator between classroom academic support and academic performance. These results underscore the importance of understanding the nuanced roles that teacher support and psychological factors play in educational outcomes. Implications, limitations and direction for further research are discussed.

The Effect of Students' Engagement on Their Learning Achievement in EFL Online Courses

Engagement is an essential aspect of students' success in learning. Even though students' engagement with learning has been widely investigated, the level of learners' online engagement and the relationship between learners' online engagement and their achievement, especially in the English as a foreign language (EFL) context, using a learning management system (i.e. Blackboard), remains unexplored. To fill that gap, this study examines the effects of learner engagement, using its three dimensions (behavioural, emotional, and cognitive), on students' achievement in learning EFL in online courses. In total, 189 college students participated in the study. Data was analysed using the second-generation analysis technique structural equation modelling (SEM) to examine the relationships among constructs and test the hypothesis. Results revealed that students' engagement significantly affected their achievement in learning EFL in an online environment.

The use of MALL EFL students at school level perceptions and challenges

With the ubiquity of technology, the demand to utilize technological tools in education has increased, particularly in learning and teaching English as a foreign language. This study aimed to explore the attitudes and difficulties associated with mobile-assisted language learning (MALL) among English as a foreign language (EFL) students in Saudi Arabian schools. The research follows the quantitative method and employs the technology acceptance model with suggested external factors as the framework of the study. The questionnaire, comprising 29 items in the Likert scale style, serves as the study's main tool. 31 third-grade high school students, from Al Madinah Al Munawwarah educational directorate, recruited in the study. For analysis, the proposal model is analyzed using the structural equation modeling (SEM) method. As a result, the study found largely positive attitudes toward using MALL for learning English. Moreover, the mean score analysis revealed a high percentage of mobile device ownership, potentially leading to significant time spent on these devices. However, the study found some challenges for the students that prevent them from using MALL effectively, such as the lack of school support and the high cost of some EFL learning applications. Future studies should expand the sample size and consider additional variables that could influence students' MALL utilization.

Reading Comprehension Activities in the Ugandan English as a Foreign Language Classroom

The study examines the reading comprehension activities in the Ugandan English as a Foreign Language (EFL) classroom. It particularly analyses the activities that the learners of EFL participate in as part of their reading comprehension lessons. The study focusses on EFL learners from countries such as Congo, Eritrea, South Sudan, and Ethiopia, among others studying in Ugandan adult language schools. The specific objectives of the study were to identify the reading comprehension activities in the Ugandan EFL classroom and to establish the learners’ response to the reading comprehension activities used in the EFL class. Drawing on the transactional theory, the study analyses the reading comprehension activities and the learners’ response to them. The findings indicate that the most profound activities in the classes were pre-reading activities. In their order of frequency, pre-reading activities were the most profound in the classes observed, followed by while-reading and the post-reading activities, which were the least used. In the classes where reading activities were used, they excited the majority of the EFL learners and they paid attention to the lesson. The learners’ response to the activities was diverse with the majority expressing interest in the activities as others chose not to participate at all. The study recommends the use of more reading comprehension activities especially at the while- and post-reading comprehension stages of the lessons which were lacking in most of the classes observed. It further recommends involving the learners and putting into consideration their views during the identification and selection of reading comprehension activities to ensure their maximum participation in the reading comprehension activities

Attitudes of EFL Learners to the Implementation of the Area9 Lyceum Online Platform Based on the UTAUT Model

The advancement of technology has led to the creation of numerous platforms that could potentially be used for remote education. For example, the recent development of the English Diploma Programme at a top university in the Kingdom of Saudi Arabia (KSA) deploys a new platform known as Area9 Lyceum (Area9). Because the English Diploma Programme is a recent development, and especially given its use of a new platform, this proposed research will investigate learners’ attitudes to and acceptance of using the platform. Furthermore, it will look at how other universities could benefit from this experience to develop their own English as a Foreign Language (EFL) programmes along technological lines, specifically by deploying a survey tool based on the unified theory of acceptance and use of technology (UTAUT). The results reflect the positive attitude of the participants. Recommendations can be drawn from this study to help persuade stakeholders in higher education to adopt such platforms in the teaching of EFL or English as a Second Language (ESL).

Intelligent Computer-Assisted Language Assessment (ICALA) in philosophy-based language instruction: unraveling the effects on critical thinking, self-evaluation, academic resilience, and speaking development

Few empirical research has attempted to determine the impact of Intelligent Computer-Assisted Language Assessment (ICALA) in philosophy-based language instruction (PBLI) on critical thinking, self-evaluation, and academic resilience, despite the significant role that higher-order thinking skills play in influencing English as a Foreign Language (EFL) learners’ cognition, including their learning processes. This research addresses this knowledge vacuum by examining how ICALA in PBLI influences the development of the four primary abilities associated with critical thinking, self-evaluation, and academic resilience. A quasi-experimental strategy was used in this study among 81 EFL learners. The participants were split into two groups: one to participate in the experiment and another to serve as a control. The books for both groups were revised or supplemented according to the underlying PBLI principles. The control group (CG) students were exposed to paper format assessment. In comparison, the experimental group (EG) attended ICALA. The statistical significance of the differences between the two groups was determined using multivariate analysis of variance (MANOVA). The results demonstrated that the learners in EG outperformed their peers in CG foreign language-speaking development. Moreover, they received better critical thinking, self-evaluation, and academic resilience results.

Learners’ speaking self-efficacy, self-efficacy sources and their relations in the traditional and flipped instructional modes

ABSTRACT The flipped instructional approach is gaining prominence in English as a foreign language (EFL) teaching. However, there is limited empirical evidence regarding its impact on students’ self-efficacy sources. This study aimed to investigate how EFL learners’ speaking self-efficacy sources – enactive mastery experience (EME), vicarious experience (VE), verbal persuasion (VP) and physiological and affective states (PAS) – change and function under the flipped instructional mode in comparison to the traditional mode. The study included 132 undergraduate students enrolled in two EFL-speaking classes at a Chinese university. The results of a multi-factor repeated ANOVA analysis revealed differences in the levels and changes of self-efficacy and self-efficacy sources between the two instructional modes, with the flipped classroom showing greater improvements. Hierarchical regression analysis provided support for the theoretical hypothesis regarding the contributions of the self-efficacy sources in the entire sample, with EME, VP, and PAS being significant contributors (VE was not). However, further analysis of the instructional modes indicated differences in the contributions. Qualitative data was also used to gain a more nuanced understanding of these relationships in the flipped instruction. At the end, this paper summarized the influence of the flipped instructional approach on EFL-speaking self-efficacy and its sources, and presents several pedagogical implications for foreign language instruction.

The effect of artificial intelligence tools on EFL learners' engagement, enjoyment, and motivation

The use of Artificial Intelligence (AI) tools has become increasingly prevalent within higher education and numerous studies have indicated the efficacy of AI applications within the English as a foreign language (EFL) context. Enhancing student engagement, foreign language enjoyment (FLE), and motivation in the field of AI education are significant in promoting effective learning outcomes. The rise of AI in educational settings has led to a paucity of research exploring its impact on various educational constructs. This quasi-experimental research examined the role of utilizing an AI tool, specifically Duolingo, on the engagement of FLE, and motivation of Chinese EFL learners. The present study involved 383 out of 412 Chinese university EFL students, who were assigned to either the experimental or control group. Both groups participated in pre- and post-intervention assessments prior to and following a 12-session intervention. Running a One-way Analysis of Covariance (ANCOVA) revealed statistically significant improvements in FLE, engagement, and motivation within the experimental group. On the contrary, the control group demonstrated a minor alteration in the aforementioned variables. AI tools possess the capability to captivate the attention of students and consequently enhance their motivation to actively participate in the educational experience. The results of the study designate that there are significant implications for both teachers and teacher educators concerning the incorporation of AI tools in the EFL classroom environment.

Exploring English self-concept and investment of successful EFL learners from a Chinese secondary school

Academic self-concept, a central psychological construct that powerfully explains learners’ varied motivations and learning behaviors, needs to be further explored to deepen our understanding of language learner psychology. Drawing on self-reported learning histories, this study investigates the English self-concept of successful English as a foreign language (EFL) learners and their mediated learning behaviors from the theoretical lens of personal investment theory (Maehr & Braskamp, 1986). Data were collected from 12 students at a key secondary school in Shanghai using retrospective narratives and semi-structured interviews. The analysis revealed three categories of cognitive and affective characteristics in the learners’ English self-concept and the corresponding investment features with subtle differences identified. Participants espoused average to high competency beliefs and moderate to strong positive affect toward English learning, nurtured by positive self-beliefs such as interest and self-efficacy formed through early English learning experience. Their sustainable, targeted, and resilient investment in English learning was also underpinned by the perception of mastery and performance goals appropriately afforded by teachers, parents, peers, or the school. Practical implications for parents and educators are discussed in terms of what they can do to help learners build positive self-perceptions as EFL learners.

Incorporating online writing resources into self‐regulated learning strategy‐based instruction: An intervention study

AbstractBackgroundWhile self‐regulated learning (SRL) strategy‐based writing instruction has been proposed in English as a foreign language (EFL) classrooms, there is insufficient evidence with Japanese EFL learners and little discussion on incorporating online resources into SRL strategy‐based writing instruction, despite the availability of various online platforms.ObjectivesThis study proposed an SRL strategy‐based instruction for technology‐assisted writing and explored its immediate and sustained impacts on Japanese tertiary EFL learners' writing performance, reported use of SRL strategies, self‐efficacy beliefs and perceived acceptance of technology.MethodsThe research design used was a pre‐experimental pre‐test, post‐test and delayed post‐test design with a quantitative approach using convenience sampling. Participants were 44 students enrolled in an academic writing course at a Japanese university. Over an 8‐week period, these students received SRL strategy‐based writing instruction supported by online writing resources. The research instruments included writing tests and questionnaires assessing SRL strategies, self‐efficacy and technology acceptance at the beginning of the intervention (Time 1), immediately after the intervention (Time 2) and 1 month after the intervention (Time 3). The data analysis techniques involved ANOVA, post‐hoc tests, and examination of the effect sizes.Results and ConclusionThe results showed statistically significant improvements in students' writing performance, SRL strategy use, self‐efficacy and technology acceptance from Time 1 to Time 2 and persistent impacts at Time 3, suggesting the intervention's potential to improve EFL writing. This study contributes to EFL writing pedagogy by exploring the immediate and sustained impacts of teaching SRL strategies in a technology‐enhanced writing environment.

Exploring EFL learners’ need satisfaction, need frustration, and their motivational change in a blended English learning environment

AbstractDespite increasing scholarly attention on L2 motivational changes, little is known about learners’ L2 motivational changes in a blended English learning environment and their relationship with need satisfaction and need frustration. Drawing on self‐determination theory, this study investigated how a blended English learning environment satisfied and frustrated 15 EFL (English as a Foreign Language) learners’ basic needs and the relationship between basic needs and motivational changes. Data were collected via questionnaire responses, semi‐structured interviews, and learning records. Thematic analysis revealed that learners exhibited five profiles of motivational changes, with “remaining autonomously motivated” and “changing from controlled to autonomous motivation” as two major types. In addition, the learners’ need satisfaction and need frustration exerted both independent and joint impacts on motivational changes. The joint effect exhibited variation between learners depending on need categories and need strength. Theoretically, the study extends self‐determination theory by adding the need for novelty to the original tripartite taxonomy of basic needs. In addition, the study provides empirical evidence for the debate on the independent and interaction effects regarding the roles of need satisfaction and need frustration. Pedagogical implications are proposed regarding the design of blended English courses.

Enhancing critical thinking skills of EFL learners in Beninese secondary schools: Strategies and implementation

This paper investigates effective strategies for fostering critical thinking skills among English as a Foreign Language (EFL) learners in Beninese secondary schools. Critical thinking is essential for language and literacy development, as well as success in all domains. The importance of critical thinking in educational contexts is particularly crucial in a multicultural and diverse setting like Benin. This mixed-methods study combines qualitative interviews with EFL teachers and quantitative surveys with secondary school students to identify effective strategies. Results indicate that collaborative learning, inquiry-based instruction, problem-solving tasks, critical reading and writing exercises, and the integration of real-world issues into the curriculum are effective approaches. The study's findings suggest that incorporating these strategies into EFL instruction can significantly enhance the success of teaching and learning critical thinking in Beninese secondary schools.

Optimizing EFL learning: exploring the role of learner background factors and the nuances of their effects on intrinsic and extrinsic motivation among university students in a mixed-methods study

IntroductionMotivation is a driving force behind man’s behavior which has led to many psychological studies throughout the world. Moreover, it is the fuel for successful learning. While intrinsic motives provide the internal rewards, extrinsic motivation supplies the required external rewards to keep the engine of learning running. Knowing the factors which impact intrinsic/extrinsic motivation helps educators target their efforts at a higher level and make more informed decisions.MethodThis study intends to examine how intrinsic vs. extrinsic motivation may be influenced by demographics including learners’ background factors of major, age, and occupation and to determine the relationships that may exist between intrinsic and extrinsic motivation. To this end, an explanatory sequential mixed-methods research was conducted at one of the public universities in Shiraz on the majors of Elementary Education, Educational Affairs, Social Studies and Theology, and the Arabic language which were selected through cluster sampling. These students were having their English courses at the university. Based on Krejcie and Morgan’s formula for sample size, a questionnaire was administered to 100 participants to collect quantitative data. Moreover, semi-structured interview sessions were conducted with one fourth of the participants.ResultsUsing Multiple Analysis of Variance (MANOVA) and Pearson correlation, we found that learners’ background factors of age, field of study and professional status did not affect intrinsic nor extrinsic motivation. However, significant and positive relationships were found between intrinsic motivation and total motivation index, and between extrinsic motivation and total motivation index. Qualitative data obtained from the interviews were analyzed using a thematic analysis. The results of the interviews showed some new illuminating trends as revealed from the participants’ responses and it was found that most interviewees followed intrinsic motives and considered motivation as a factor of great significance.ConclusionIn the English as a Foreign Language (EFL) context in which our study was conducted, instructors can follow more similar classroom motivational techniques and strategies since neither type of motivation was influenced by the variables of different major, age and occupation. Though many studies have shown that EFL learners are more extrinsically motivated in comparison with ESL ones, our study revealed that participants were more intrinsically motivated. Thus, this study may be replicated in other educational contexts such as an ESL context. The study can also be repeated in some universities in which other educational systems such as coed education is used to see the possible similarities and differences. Motivation is the important stimulant to impel the learners to achieve their learning goals; thus, it should receive sufficient attention in various educational settings.

In between the neoliberal reality and the humanities imagination: a narrative inquiry of an English major’s identity construction in China

ABSTRACT This study reports an ethnographic case study of a Chinese female English major of a working-class background – Faye (pseudonym) and her English learning and use experience in an elite community in the Chinese context. Drawing on the data collected from a 13-month longitudinal inquiry, the study employs Darvin and Norton’s [2015. ‘Identity and a Model of Investment in Applied Linguistics.’ Annual Review of Applied Linguistics 35:36–56. https://doi.org/10.1017/S0267190514000191] model of investment to explore her identity transformation through English-as-a-foreign-language (EFL) practices. Findings suggest that Faye’s investment in EFL practices appeared to transform with her evolving perceptions of EFL learning and imagined identities, which were shaped largely under the influence of neoliberal and humanities discourses. The study argues for a critical interrogation of the impact of neoliberalism on EFL learning and humanities education, cautioning against its tendency to constrain identity potentials and sustain structural inequalities. Pedagogical implications are suggested at the end of the article.

The impact of teachers' emotional support on EFL learners' online learning engagement: The role of enjoyment and boredom

Learning engagement is acknowledged as a vital proxy for evaluating the quality of online education, and teachers' emotional support, as an essential component of social support within the educational environment, positively influences learners' online learning engagement. The present study draws on Person-environment Interaction Model and Broaden-and-Build Theory to investigate the effect of teachers' emotional support on online learning engagement for English as a Foreign Language (EFL) learners and the mediating roles of academic emotions, specifically enjoyment and boredom. A questionnaire survey was conducted among 411 Chinese college EFL learners who were selected through convenience sampling. The results revealed that teachers' emotional support was not a direct predictor of online learning engagement but indirectly affected it through the mediating role of enjoyment and the serial mediating roles of both enjoyment and boredom. Additionally, the mediating effect of enjoyment was much stronger than the chain mediating effect of enjoyment and boredom. Teachers should pay more attention to facilitating learners' enjoyment and relieving their boredom, which would enhance the positive impact of teachers' emotional support on online learning engagement. These results have some pedagogical implications for improving students' online English learning engagement and enhancing the quality of sustainable online education.

Revisit English Learner Autonomy Among Chinese Non-English Major Students During the COVID-19 Lockdown

As the primary and immediate learning context, schools are underrepresented in learner autonomy studies. Scholars’ concerns over the intricate nature of schools lead to inadequate attention on the medium of learner autonomy development. To fill this research gap, a convergent mixed method design included a self-developed questionnaire, and four semi-structured interviews were employed to examine the non-English major sophomores’ learner autonomy during the COVID-19 pandemic. The triangulation of quantitative and qualitative evidence yielded that between a public and a private university, there was a statistically significant difference in English as a foreign language (EFL)s’ motivation for autonomous learning during the COVID-19 lockdown. But other than the degree of motivation, no difference was captured regarding EFLs’ belief and knowledge of autonomous English learning, as well as their metacognitive knowledge. Overall, EFLs were confident about their capacity to do autonomous English learning but engaged in a few systematical autonomous English learning during the COVID-19 pandemic. Based on the results, discussions over Chinese EFLs’ learner autonomy and possible explanations for the motivation differences are included. Pedagogy implications and limitations are elaborated on at the end. Plain Language Summary Using a mixed method design, this study reveals the English as a foreign language (EFL) learner autonomy and the role of schools in differentiating it, during the COVID-19 pandemic. The triangulation of quantitative and qualitative data yielded that despite mainfesting confidence in their capacity for autonomous learning, Chinese EFL learners did not engage in active, systematic autonomous language learning during the lockdowns. The motivation for autonomous English learning differed between universities, with learners from the less prestigious private University Qiu demonstrating more motivation than EFLs from the top public University Nan. The study contributes to understanding EFL learner autonomy during a challenging time of school lockdowns and their motivation issues. It highlights the discrepancy between learners’ self-reported autonomy and engagement in independent language learning. Additionally, it challenges the assumption that learners from prestigious universities would exhibit higher motivation for autonomous learning, showing that motivation can vary depending on the university context.

ChatGPT as a tool for self-learning English among EFL learners: A multi-methods study

This study investigates the factors influencing ChatGPT acceptance in self-directed English language learning and explores its potential to enhance the learning process. A multi-methods approach was employed, comprising a systematic review of 40 empirical articles, a quantitative survey of 344 English as a Foreign Language (EFL) learners, and 19 semi-structured interviews. Results indicated that interactivity, enjoyment, trust, and subjective norms significantly affect continued use through perceived usefulness, while human-likeness, self-efficacy, and technology anxiety influence it through perceived ease of use. EFL learners utilize ChatGPT for both primary and secondary English learning purposes, supporting various language dimensions including reading, writing, vocabulary, and grammar. The study also identified both passive and active language learning engagement facilitated by ChatGPT. This research contributes to the field by proposing an extended Technology Acceptance Model and a conceptual framework for chatbot-assisted language learning. For chatbot developers, the findings underscore the need to enhance interactivity, human-likeness, enjoyment, and trust while minimizing technology anxiety to increase sustained use. Educators can utilize these insights to better integrate ChatGPT into their curricula, supporting diverse language skills and engaging learners more effectively. Together, these findings provide concrete guidance for enhancing the design and implementation of AI chatbots in language learning contexts.

Attitudes of Jordanian School Students toward Dictionaries

This study aims to explore the attitude of English as a Foreign Language Learners (EFLL) in Jordanian schools about the use of different dictionary types - including paper-based, electronic monolingual, or electronic bilingual dictionaries. It also examines the challenges students face while using their dictionaries. To this end, a questionnaire was distributed among sixty-four students studying at the middle school level. The findings indicated a preference for electronic and bilingual dictionaries over monolingual paper dictionaries among most students. Based on their responses, the students predominantly use dictionaries to search for pronunciations (34.37%) and various meanings of a word (polysemy and homonymy) (18.75%). Preparation for speaking activities is primarily why they search for pronunciations. However, the search for abbreviations and parts of speech and other grammatical information is less frequent. Lastly, the students showed a preference for the use of more pictures and visual aids offered in pictorial dictionaries.

CALL and MALL-Mediated Shadowing: The Effects on Impulsive vs. Reflective EFL Learners’ Speaking Abilities

The present study investigated the effect of computer- and mobile-mediated shadowing on Iranian impulsive and reflective English as a Foreign Language (EFL) learners’ speaking ability. To collect the data, 100 intermediate participants, whose proficiency level was measured by administering Oxford Quick Placement Test (OQPT), took the pretest of speaking. A personality type questionnaire was also used to detect the learners’ impulsivity or reflectivity. There were four experimental groups including 1) computer (Prezi) + shadowing + impulsive learners; 2) computer (Prezi) + shadowing + reflective learners; 3) mobile (WhatsApp) + shadowing + impulsive learners; and 4) mobile (WhatsApp) + shadowing + reflective learners. Then, the posttest was administered. After the descriptive and inferential analyses of the pre- and post-tests, significant improvement was observed among the four experimental groups’ speaking ability. However, reflective learners were shown to outperform the impulsive learners in both computer and mobile-mediated shadowing groups. The results can be beneficial to English language learners, teachers, teacher trainers, as well as material developers.

THE PHONOLOGICAL AND PHONETIC STUDY OF EMPHATIC PITCH RANGE BY CHINESE EFL LEARNERS

In producing second language (L2) speech, L2 learners tend to deviate from its norms, resulting in foreign-accented speech. Pitch range plays a crucial role in the perception of foreign-accented speech. This study aims to investigate the production of emphatic pitch range in English by Chinese Learners of English as a foreign language (EFL) from both the phonological and phonetic perspectives. There were seven native English speakers and fourteen Chinese EFL learners participating in this study. They were required to read the second part of eighteen dialogue pairs loudly. Through linguistic measures of the recordings, the study found significant differences in three pitch range types between the native English speakers and the learners in the phonological perspective, which might be influenced by Chinese prosody. However, no significant differences were found in the phonetic perspective, which might be impacted by the learners’ native language. In addition, English proficiency did not influence the learners’ performance in the phonological and phonetic perspectives. This may be attributed to the homogeneity among the learners and the effect of their native language. Lastly, focus position significantly influenced the phonological performance of the learners in five pitch range types, which may be explained by multiple factors. However, the effect of focus position on the learners’ phonetic performance was limited to two pitch range types, which may be explained by the principle of least effort.