Foreign Language Students Research Articles

EFL Distance Learners’ Perceptions of Attitudes, Ease of use, and Interaction as Determinants of Satisfaction

The aim of this study is to explore English foreign language (EFL) students’ perceptions of distance learning in the aftermath of Corona pandemic lockdown. Specifically, it investigates students’ attitudes, perceived ease of use, online course flexibility and interaction as determinants of learning satisfaction based on their own distance learning experiences within the Moroccan educational context. An online questionnaire was administered to 147 undergraduate EFL learners from three different higher education institutions: the Faculty of Arts and Humanities, and Higher School of Education and Training in Béni mellal, and the École Normale Supérieure (ENS) in Rabat. The research findings indicate that the main factors influencing students’ online learning satisfaction are their attitudes towards online learning, online course flexibility, and student-teacher interaction. The results have implications for promoting distance learning among students.

Creating Communicative Context Through the Use of Emoji and Politeness in Online Academic Written Interactions

Creating Communicative Context Through the Use of Emoji and Politeness in Online Academic Written Interactions. The current study aims to provide a glimpse into the way higher education students and language instructors establish rapports in the academic written communication framework through the use of emoji and online face-work strategies. Contextualisation cues are created in order to regulate transaction based communicative exchanges that result in positive outcomes, subsequently fostering an inclusive culture. Linguistic display of online discourse is fraught with perils that may impede on appropriate written academic interactions occurring between instructors and students. Negotiation of identity becomes a main objective, as there are differences in status, power and various degrees of communicative achievement between interactants. The study shares results obtained from a questionnaire administered to 92 Romanian undergraduate students offering a framework for embedding emoji and face-work in online identity negotiation via written communication. It aims to offer a digital pedagogical competence approach to cater for the emotional needs of learners whose identities as digital natives take additional effort to create in the context of using transversal skills. The main findings of the study suggest that emoji and face work enable foreign language students to better manipulate their self-image when communicating online. Keywords: identity negotiation, online linguistic discourse, emoji, pragmatic politeness, face-work strategies, written communication, context, social and emotional learning.

Saudi EFL Students’ Perception of the Quality of Teacher-Student Relationships and the Factors that Impact Their Self-Efficacy Beliefs

This study aimed to explore the perceptions of English as Foreign Language (EFL) students in the Preparatory Year Program (PYP) at a Saudi university about emotional quality of teacher-student relationships and the factors that impact their self-efficacy beliefs in EFL classrooms. To accomplish this, an explanatory sequential mixed methods approach was implemented. Starting with a quantitative approach a questionnaire was distributed to 340 EFL students followed by a qualitative approach in terms of 8 semi-structured interviews were conducted to explore the students’ perceptions. The quantitative data were analyzed statistically using SPSS and the transcribed interviews were coded manually after which a thematic analysis was used to extract the emerging themes. The results demonstrated that students have a positive relationship with their teachers in EFL classrooms and they view their English language teachers as reassuring, reliable, and trustworthy. Students also believe that their relationship with their teachers influences both their academic and personal growth. Finally, the outcomes of this study also showed that students believe that relationship with their significant others, teachers- peers- family members, and outcome expectancy impact their self-efficacy greatly in EFL classrooms. This research provides insight into the emotional quality of teacher-student relationships and students’ self-efficacy in EFL classes, and the findings provide insights that can inform teaching strategies, curriculum development, organizations, and learner support systems.

Exploring the Effectiveness of Motivational Stories and Videos Shared via Facebook in Enhancing the Writing Skills of English as a Foreign Language (EFL) Students

This study analyzes the development of writing skills through the pedagogical use of motivational stories and videos on Facebook. Participants in this study were students from different parts of the country. Particularly, this mixed-methods research aims to determine how these technological tools help students enhance their writing skills at the same time find out students’ perceptions about the use of Facebook. In order to achieve these goals, a Facebook group page was created. The students were then asked to complete different activities, like reading short motivational stories and watching several motivational videos. The intervention lasted for two months. The students’ progress was assessed using rubric for measuring their ability to discover the main idea of the stories and videos, reporting the event sequence, using correct grammar and vocabulary, and summarizing information. A survey was conducted to determine students’ perceptions about the use of Facebook in this particular context. The results show that the pedagogical use of Facebook was positive since it catches students’ attention and helps them develop writing activities collaboratively. Keywords: writing, reading, watching, skill, Facebook, pedagogical. Resumen Este estudio analiza el desarrollo de las habilidades de escritura mediante el uso pedagógico de historias y videos usando Facebook. Este estudio se realizó con estudiantes de diferentes partes del país. Particularmente, el propósito de esta investigación es determinar cómo estas herramientas tecnológicas ayudan a los estudiantes a mejorar su escritura y, correlativamente, conocer las percepciones de los estudiantes sobre el uso de Facebook. Para lograrlo, se creó un grupo en Facebook. Se pidió a los estudiantes que completaran diferentes actividades, como leer historias y ver videos de motivación. La intervención duró dos meses. El progreso de los estudiantes se evaluó con una rúbrica para medir su capacidad para descubrir la idea principal de las historias y videos, informar la secuencia de eventos, usar la gramática y el vocabulario correctos y resumir la información. Se aplicó una encuesta para conocer las percepciones de los estudiantes sobre el uso de Facebook en este contexto. Los resultados muestran que el uso pedagógico de Facebook es positivo ya que llama la atención de los estudiantes para desarrollar actividades de escritura de forma colaborativa. Palabras Clave: escritura, lectura, observación, habilidad, Facebook, pedagógico.

Impact of Gamification and Interactive Language Learning Platforms on Engagement and Proficiency in English Language Education

Aim. This paper aims to quantify and assess the level of satisfaction and the impact associated with using gamification and interactive learning platforms in the context of English language learning among students. In this research paper, we delve into the exciting domain of gamification and interactive language learning platforms to uncover their potential to enrich student engagement and proficiency in English language education. Method. Through a rigorous quantitative approach, we meticulously scrutinize the effects of infusing gamified elements and interactive platforms into the fabric of English language instruction. The sample consists of 59 foreign language students (English and German) enrolled in Bachelor and Master degree programs at Aleksandër Moisiu University, Durrës. The selection criteria were based on the students' availability and willingness to participate during the period from January to March 2024. This method ensures the inclusion of a diverse group of students within the specified timeframe. Results and conclusion. By delving deep into the quantitative data gleaned from participants' performance metrics, our study offers concrete, evidence-based insights into the effectiveness of gamification and interactive platforms in fueling language acquisition and fostering learner motivation.

Personal Attributes Contributing to Chinese EFL Students' Well‐being: Uncovering the Role of Mindfulness and Grit

ABSTRACTThe role of students' well‐being in their academic development and growth has been reported in the literature. Nonetheless, most of the previous studies have revolved around the predictive role of interpersonal factors in students' well‐being, and the influence of personal factors is overlooked. To bridge this gap, this study probed the role of two personal attributes, namely mindfulness and grit, in English students' well‐being. To accomplish this, three valid questionnaires were sent to 623 Chinese English as a foreign language (EFL) students chosen from different language institutes in China. Following that, confirmatory factor analysis (CFA) and structural equation modelling (SEM) were implemented to analyse the potential associations between mindfulness, grit, and well‐being, as well as the role of mindfulness and grit in Chinese students' well‐being. The results demonstrated that Chinese students' well‐being was tightly associated with their mindfulness and grit. Students' grit and mindfulness could uniquely predict 59% and 64% of students' well‐being changes, respectively. The complexity and dynamic nature of positive emotions and personal attributes may also be reasons for the obtained predicting role. It is asserted that L2 practitioners should strike a balance between personality‐related factors and psychological ones to facilitate their students' well‐being.

A Systematic Literature Review on the Use of Grammarly in Improving the Writing Skills of ESL/EFL Students

This systematic literature review examines the effectiveness of Grammarly as an Automated Writing Evaluation (AWE) tool for improving the writing skills of English as a Second Language (ESL) and English as a Foreign Language (EFL) students. Drawing on 10 studies published between 2018 and 2024, the review assesses Grammarly’s key features, benefits, and limitations. Results show that Grammarly significantly reduces grammatical errors, enhances students’ writing confidence, and fosters autonomous learning. However, challenges such as over-reliance on the tool and its limited capacity to provide comprehensive feedback on higher-order writing skills remain. The review underscores the need for further research into Grammarly’s long-term effects on writing development, particularly its efficacy across various academic disciplines and contexts.

Foreign Language Student Linguistic Personality as a Vector for the Professional Bilingualism

The relevance of the study manifests itself through the use of a polyparadigmatic approach to the consideration of the linguistic personality of a translator, including cognitive, cultural, synergetic, and competence aspects. The cognitive aspect is based on the study of the linguistic consciousness of the individual, the synergetic aspect is based on achieving a harmonious translation worldview, the cultural aspect is based on the need for an interconnected study of languages and cultures, and the competence aspect is based on the formation of personal intercultural competence. The purpose of the study is to substantiate a polyparadigmatic approach to the study of the linguistic personality of a foreign student – a future translator. As a result of the study, it was established that in the digital age, with artificial intelligence constantly evolving, new trends arise in the professional bilingualism formation of a human translator interacting with artificial intelligence. This study is based on the results of accumulated pedagogical experience and theoretical provisions in this area, which unites the educational space of two universities (PNRPU, Russia and KRU named after A. Baitursynuly, Kazakhstan). The results obtained can of interest for teachers engaged in training bilingual students, linguistic program students, for the tertiary education practitioners as well as those involved into decision making and curriculum development.

Examining the relationship between the L2 motivational self system and technology acceptance model post ChatGPT introduction and utilization

Since the introduction of the L2 Motivational Self System (L2MSS), numerous studies worldwide have highlighted its effectiveness in elucidating Second Language Acquisition. However, the influence of generative artificial intelligence (GenAI) technology on this model remains largely unexplored. The Technology Acceptance Model (TAM) is a widely employed framework for examining the impact of a new technology, and this study explores the intercorrelation when these two models are considered together. Conducted with 35 s-year university English as a foreign language (EFL) students in humanities, the study involved two sessions of instructor-led ChatGPT usage writing workshops, followed by the collection of survey responses. Data analysis unveiled a notable correlation between the L2 Motivational Self System and the Technology Acceptance Model. Particularly noteworthy is the finding that Ought-to L2 Self positively predict Actual Usage. The study discusses pedagogical and theoretical implications, along with suggesting future research directions.

Investigating the Association of Chinese EFL Students' Growth Mindset, Grit, and Foreign Language Enjoyment: A Structural Equation Modelling Study.

The importance of individual differences, personality traits, and psycho-affective factors in second language (L2) learning has been increasingly substantiated by recent research. However, the relationship between students' mindsets and positive emotions has received insufficient attention in the English as a foreign language (EFL) context. To fill this research gap, we drew on "broaden-and-build" and "control value" (CVT) theories to examine associations among L2 students' growth mindset, grit, and foreign language enjoyment (FLE). A sample of 750 Chinese students completed three formerly validated scales on each of these constructs. Structural equation modeling (SEM) and correlation analysis illustrated significant, strong, positive correlations among English as a foreign language (EFL) students' growth mindset, L2 grit, and FLE. We found that 56% of changes in Chinese students' FLE could be predicted by changes in their growth mindset and grit. We discuss the obtained results, their implications, and future research directions to highlight the contagious nature of positive emotions in L2 education.

Leveraging ChatGPT to enhance students’ writing skills, engagement, and feedback literacy

The rapid development of technology has dramatically increased the use of AI chatbots in English Language Teaching (ELT). This research investigates the role of AI chatbots in English as Foreign Language (EFL) students’ writing by addressing the following three main goals: (1) to measure how AI chatbots affect students' writing learning outcomes, (2) to evaluate their impact on writing feedback literacy and engagement, and (3) to explore how students use AI chatbots to improve these areas. Fifty Indonesian university students undertaking an Economic English course participated in this mixed-methods study, divided into an experimental group and a control group, each with 25 students. Data collection instruments included tests, questionnaires, and interviews. Quantitative data were analyzed statistically, while qualitative data were examined through thematic analysis. The findings revealed that the experimental group using AI chatbots showed significant improvements in writing outcomes. Additionally, this group demonstrated notable advancements in both writing feedback literacy and engagement. Students employed various strategies such as interactive writing practice, personalized learning plans, guidance on reading materials, acting upon feedback, peer feedback, gamified learning, and community building to enhance these areas. These results advance our understanding of the role of AI chatbots and inform instructional strategies in ELT.

A year of generative AI in English language teaching and learning - A case study

Artificial intelligence (AI) tools are becoming increasingly prevalent in various fields, including foreign language education. Understanding foreign language students’ and teachers’ perceptions, experiences, ideas, and suggestions is crucial for effectively integrating these tools into language learning. To this end, this case study examines the perceptions of 14 English as a Foreign Language instructors and 13 students regarding the integration of ChatGPT in a foreign language school over a year. Data were collected through focus groups and one-to-one interviews and analyzed using reflexive thematic analysis. The findings suggest that generative AI chatbots can enhance language skills, offer diverse learning materials, and foster inclusiveness and equity in foreign language learning. However, concerns were raised about plagiarism and potential negative impacts on students’ cognitive skills.

Methodology of Lexical Competence Formation of Power-Engineering Students based on CBA and its Experimental Research in Teaching ESP

This article considers about methodology of lexical competence formation of power - engineering students and its experimental research in ESP teaching. Here some theoretical approaches are discussed, and new methodology suggested by the author is tested in practice. Experimental work was carried out in 3 non-philological universities of the Republic of Uzbekistan as Tashkent State Technical University named after Islam Karimov (TSTU), Fergana Polytechnic Institute (FerPI) and Navoi State Mining Institute (NSMI). Anonymous questionnaires were obtained from students and teachers, written control works are received from students. Using the results obtained, the existing difficulties in teaching and mastering the terms of power engineering were identified. With the help of these difficulties there have been developed a typology of exercises aimed at overcoming the identified challenges. The exercises given here were prepared and published in the textbook "Foreign language for 3rd year power engineering students" for the development of lexical competence, used at English language course for students of the 3rd year of the Faculty of "Power engineering" of non-philological higher educational institutions of the republic. The texts in the manual is based on the content of teaching special subjects and textbooks in the field of power engineering of TSTU, 3rd year "Foreign language" educational and methodological complex, O.G.Smirnova, E.A. Protsukovich's e-book English for Power Engineering, David Bonamy's Technical English 1, and Internet sources. Besides this there are given some recommendations and suggestions on teaching technical terms to ESP students in higher educational establishments.

Enhancing Reading Literacy in Thai Grade 2 Students through Active Learning Activities

The purpose of this study was to investigate the effectiveness of employing a comprehensive active learning management plan in enhancing reading literacy among 2nd-Grade students in Thailand. The participants were 24 English as a foreign language (EFL) students in Thailand, selected through cluster random sampling. The research instruments included a learning management plan featuring a mix of active learning activities, including game-based learning, interactive storytime, story swap, and comprehension puzzles, and a pre–post reading literacy test. Data were analyzed using percentages, mean score, standard deviation, learning management effectiveness (E1: E2), the Effectiveness Index (E.I.), and a paired samples t test. The results show that active learning is effective, with students’ post-test scores being significantly higher than their pre-test scores. This study contributes to the existing body of evidence supporting active learning in primary school language classrooms. It highlights the benefits of incorporating a variety of active learning activities, rather than relying on a single approach, to enhance reading literacy.

Effect of a Self-Regulated Vocabulary Learning Mobile Application on EFL Students' Vocabulary Learning Achievement and Motivation

The purpose of this study was to develop and evaluate the effectiveness of a self-regulated vocabulary learning mobile application (SRVL-MAPP) to improve English as a foreign language (EFL) students’ English vocabulary learning achievement and motivation. To evaluate the effectiveness of SRVL-MAPP, an experiment was conducted with 60 fourth-grade students from a primary school in Henan Province, China. These students were divided into two classes and randomly assigned to either the experimental group, which used SRVL-MAPP, or the control group, which used a mobile vocabulary learning application (NSRVL-MAPP) without the SRL mechanism, with 30 students in each group. The experiment lasted for three weeks. The results revealed that students in the experimental group outperformed those in the control group in both vocabularies learning achievement and motivation. In addition, the results also indicated that SRVL-MAPP significantly improved the English vocabulary learning achievement and motivation of field-dependent learners, while no such effect was observed for field-independent learners.

Application of Student-Centered Learning in Improving Teaching English as a Foreign Language Students’ 21st-Century Skills Performance

A student-centered learning (SCL) method has been applied to improve Teaching English as a Foreign Language (TEFL) students’ 21st-century skills at the English department of a university. Therefore, this study aimed to investigate the effect of SCL application on TEFL students’ 21st-century skills performance. To achieve this objective, a total of 220 questionnaires were distributed to TEFL students, and ten course designs were obtained from the department. Content analysis on course designs showed that hard skills were more prioritized than soft skills, while character slightly ebbed in learning design. Furthermore, SCL application through Group, Independent, and Online learning methods significantly increased TEFL students’ 21st-century skills. Hard and soft skills were most and slightly associated with cumulative grade point average (CGPA), respectively. These results showed that SCL should be properly applied to deliver course content and improve 21st-century skills performance.

Does AI Simplification of Authentic Blog Texts Improve Reading Comprehension, Inferencing, and Anxiety? A One-Shot Intervention in Turkish EFL Context

This experimental study investigates the impact of ChatGPT-simplified authentic texts on university students’ reading comprehension, inferencing, and reading anxiety levels. A within-subjects design was employed, and 105 undergraduate English as a foreign language (EFL) students engaged in both original and ChatGPT-simplified text readings, serving as their own controls. The findings reveal a significant improvement in reading comprehension scores and inferencing scores following ChatGPT intervention. However, no significant change in reading anxiety levels was observed. Results suggest that ChatGPT simplification positively influences reading comprehension and inferencing, but its impact on reading anxiety remains inconclusive. This research contributes to literature on the use of artificial intelligence (AI) in education and sheds light on ChatGPT’s potential to influence language learning experiences within higher education contexts. The study highlights the practical application of ChatGPT as a tool for helping students engage in authentic text readings by making text more comprehensible. Based on the findings, several multifaceted implications that extend to various stakeholders in the field of language education are provided.

Digital literacy: a foreign language for students from rural areas in South Africa

The Digital literacy has become an imperative part of higher education, since the Covid19 outbreak, traditional institutions had to adapt digital learning techniques. However, students from rural schools were left in the dark. Since there are still some extremely poor schools in the rural parts of South Africa, where there is still no access to electricity. Therefore, the ability to use any digital tools remains a huge challenge for such students. The transition from a rural school to an urban higher education institution that is very tech savvy and living in the 4th industrial revolution is extensively difficult. Subsequently, the success of students from rural schools gets hindered. However, this doesn’t necessary mean that these students are incapable of succeeding in their respective programs. This paper aims to explore the challenges faced by students from rural schools regarding digital literacy. The research methodology will be a quantitative approach, the sample will be drawn from students in traditional universities who are coming from rural high schools. The findings of this paper will be used to recommend ways of increasing the success rate of learners from rural schools in digital literacy and skills development for traditional universities in South Africa. Keywords: Digital Literacy, Inclusive Education, Student Succes, South African Higher Education Subject classification codes: I230; I240; I210

Modeling the Contributions of Perceived Teacher Autonomy Support and School Climate to Chinese EFL Students' Learning Engagement.

Given the value of student engagement and its impact on academic performance, it is critical to identify factors that influence student engagement in different educational contexts. To do so, we examined the contributions of perceived teacher autonomy support and school climate in English as a foreign language (EFL) students' learning engagement. We conducted online surveys of 331 Chinese intermediate English learners. We substantiated the validity of the survey scales for measuring these three latent variables through confirmatory factor analyses (CFA), and we employed structural equation modeling (SEM) to identify interrelationships in these variables of interest. Both perceived teacher autonomy support and school climate were significantly and positively related to student engagement, with school climate more strongly correlated than teacher autonomy support. These findings suggest that teacher autonomy support and a positive school climate are important contributors to student engagement in EFL classrooms, and we discussed practical implications of these discoveries for EFL teachers.

Paper assessment or online assessment: exploring the impact of assessment modes on EFL students’ language learning outcomes and personal development

This research explores how paper and online assessments (OA) can affect EFL learners’ personal development variables such as self-esteem, mindfulness, demotivation, and language learning development. Sixty intermediate English as a foreign language (EFL) students participated in the current research and were randomly grouped into the experimental group (EG) and the control group (CG). Before the intervention, the data collection tools assessing language learners’ self-esteem, mindfulness, demotivation, and language learning development were administered as pre-tests to all the participants. Subsequently, the EG was taught all lessons of the coursebook, Top Notch 2, by utilizing OA while the CG was taught the identical lessons using a conventional (pen and paper) assessment. In the post-treatment phase, the two groups completed the post-tests on self-esteem mindfulness, demotivation, and language learning progress. The study demonstrated that the EG group outperformed the CG group on the four post-tests. The findings indicate that the intervention of OA significantly enhanced language learning outcomes and psychological well-being regarding the measured personal development variables. The enhanced efficacy in the EG group can be ascribed to the utilization of OA during the treatment phase, which has a beneficial effect on academic and personal development. This study also posits that integrating OA augments psychological engagement and language development among EFL learners. It highlights the implications of the results associating teaching EFL via OA with the observed personal development aspects and attributes them to effects of positive psychology.