Tertiary Level EFL Research Articles

Group Writing: Overcoming Challenges and Facilitating Excellence in Group Writing in Blended EFL Classes in Tertiary Contexts in Bangladesh

The study examined the challenges faced by tertiary-level EFL students when collaboratively completing various writing activities inside hybrid EFL classrooms. It also explored synchronous solutions to these obstacles. EFL learners frequently engage in group activities to enhance their writing skills in EFL classes. These collaborative exercises have yielded a significant variety of reflections that are consistently explored in the study. The study utilized an explanatory sequential mixed approach, using a Survey Questionnaire, Focused Group Discussion (FGD), and Participant Observation (PO) to gather primary data. The numeric data was analyzed using class intervals of the scale composite scores, while the qualitative data was studied thematically. The quantitative results indicate that more than one-third of students face significant difficulties in pre and post-writing activities. Among these students, 45% experience moderate-level challenges while writing. According to the Relative Importance Index (RII), students encounter greater challenges in post-writing (0.72) compared to pre-writing (0.68) and while writing (0.64) in group writing. After analyzing the recognized difficulties in different phases, feasible strategies such as fostering a culture of collaborative writing, promoting self-directed learning, and cultivating interpersonal relationships were identified as effective means to improve writing skills in groups for English in the EFL context.

The Effects of Task-Based Learning and Graphic Organizer Techniques on the Developing Student Teacher Professional Competency in Listening and Speaking Skills

This study aims to evaluate the impact of task-based learning and graphic organizer techniques on enhancing student teacher professional competency in English listening and speaking skills. The study used a One-Group Pre-Test Post-Test Design, which involved 30 undergraduate math-major students in a Thai public university. Over eight weeks, the study group was instructed using teacher-prepared materials delivered through task-based learning and graphic organizer techniques. Pre- and post-tests were conducted to measure listening and speaking proficiency progression. In addition, the participants completed a self-evaluation form with professional competencies relating to listening and speaking before and after the study to measure the extent to which they have progressed. The results showed a significant improvement (p < 0.05) in listening and speaking proficiency, with learners advancing from beginner to independent user levels on the CEFR Global Scale. While most learners demonstrated substantial improvement, some showed moderate progress. This research emphasizes the potential of task-based learning and graphic organizer techniques as an effective method for tertiary-level undergraduate EFL student teachers. The findings offer valuable insights for designing and implementing language learning programs, emphasizing the importance of learner commitment and motivation. This study can serve as a practical guide for similar learner populations and provide implications for future language learning initiatives.

Causes of Tertiary Students’ Failure in Projecting Voice in Academic Writing and Possible Solutions: Instructor and Learner Perceptions

Voice" in academic writing acts like the author's authority by representing his thoughts produced by his intellect. Though it is a salient phenomenon in academia, the Bangladeshi education sector still remains ignorant regarding recognizing students' voices in their writing. Therefore, this paper aims to investigate the root causes responsible for the failure to project "voice" in students' academic writing, along with its possible solutions. It, moreover, takes into account the educators' and the learners' outlook as to the plausible sources of this issue and, at the same time, what both parties thought could help improve the skill of voice projection in students' writing. To this end, the current empirical study has chosen to use the mixed method approach where 30 Bangladeshi tertiary level EFL teachers and 433 students participated through survey questionnaires. In addition, 11 interviews from teacher participants and 5 interviews from student participants were conducted following a semi-structured approach. The study has found some significant obstructions in voice projection in academic writing. Hence, this study recommended some suggestive solutions to overcome the challenges in students' voice projection in academic writing at the end.

Unlocking the Potential: Attitudes of Tertiary Level EFL Learners Towards Using AI in Language Learning

In the current era of rapid change in which AI has become inevitable in foreign language education as in many aspects of life, this study, which aims to examine EFL learners’ attitudes towards AI and to analyse its future potential, was conducted with the participation of 772 English preparatory year students studying at A2, B1, and B2 levels in the schools of foreign languages of a state and a private (foundation) university in Türkiye. The data for the study were collected online through an attitude scale (MALL:AI) and an open-ended survey question. Quantitative results revealed that the participants had moderate attitudes towards the use of AI in EFL learning, with no clear tendency towards positive attitudes. While university type and gender were not found to be significant determinants of attitudes, engineering and natural sciences students showed more positive attitudes towards AI in EFL learning than those in the humanities and social sciences. In terms of proficiency level, A2 level participants reflected lower attitudes in the behavioural factor than B1 and B2 levels. Qualitatively, it was found that students had overwhelmingly positive perspectives on the use of AI, shared some negative approaches with reservations, and offered concrete suggestions for the integration of AI into ELT. With its intriguing findings, the present study sheds light on further studies and paves the way for educational administrators and EFL instructors to better make use of AI in language education.

VARK LEARNING STYLES AND SOCIAL MEDIA USAGE IN EFL CONTEXTS: INSIGHTS FROM TERTIARY-LEVEL STUDENTS

The integration of social media into EFL learning has become increasingly popular, fostering greater student engagement, collaboration, resource innovation, and personalized learning experiences. This study examines the usage patterns of social media and their alignment with VARK (Visual, Auditory, Read/write, Kinesthetic) learning style among tertiary-level EFL students in the English Language Education Study Program at Universitas Brawijaya. Utilizing a quantitative survey design, data were gathered from 100 undergraduate students of the 2023 cohort, all of whom had used social media for EFL learning for over a year. Analysis through Statistical Package for the Social Sciences (SPSS) and Microsoft Excel revealed that audio-based platforms, such as those featuring English songs and podcasts, are particularly favored by auditory, kinesthetic, and auditory-kinesthetic learners. YouTube emerged as the most preferred platform, with the highest mean score (3.64), selected by 31% of respondents. However, the findings indicate that students' social media preferences for EFL learning do not always align with their individual learning styles, suggesting a disconnect between preferred platforms and learning modalities. The study underscores the importance of selecting appropriate social media platforms tailored to diverse learning preferences in EFL education. These findings can guide educators in designing more effective EFL teaching strategies, leveraging the potential of social media to meet varying learner needs.

Self-regulated learning strategies of tertiary level EFL learners

The study tries to find out if there is a significant relationship between self-regulated learning skills of EFL students in terms of gender and English proficiency level. The data of the research were collected from 96 elementary and 88 upper -intermediate level students studying in an intensive preparatory program. The instrument used in the study was The Self-Regulated Language Learning Strategy Usage Scale which consists of 35 items under 6 subheadings as Cognitive, Affective, Socio-cultural Interactive, Meta-Cognitive, Meta-Emotional, Meta-Socio-cultural Interactive, suggested by the S2R model. Data analysis was performed using SPSS 24 program and Independent variable t test. The results of the study revealed that there was no difference between the two student groups in terms of the use of self-regulated learning strategies. Based on the results obtained, some inferences were made about students becoming more autonomous by using self-regulated learning strategies outside the classroom.

“AS I THINK OF MY PRESENTATION …” TERTIARY-LEVEL EFL STUDENTS’ EMOTIONAL REACTIONS TOWARDS ORAL PRESENTATION

Oral presentation—a special form of public speaking in the context of second language (L2) learning—is a widely used activity at the tertiary level, both as a speech task and a form of assessment. While ample empirical evidence indicates that delivering a speech before an audience induces anxiety for most individuals, even when speaking in their native language, relatively little is known about the emotional experience of presenting a speech in a second language. To explore the emotional challenges public speaking in the L2 might pose to learners, this study examined tertiary-level EFL students’ emotional reactions to an upcoming in-class presentation. While the primary focus of the study was anxiety in response to L2 presentations, participants were unaware of this to ensure an unbiased assessment of anxiety’s importance relative to other emotions. A unique feature of the study is its focus on pre-presentation experiences, a topic hitherto unexplored in L2 research. The participants were 33 English Studies students from a Hungarian university. Their affective responses were investigated longitudinally, at three key junctures during the semester: (1) upon receiving the presentation task, (2) after deciding whether to present individually or with a partner, and (3) in the run-up to the presentation. Each time, participants responded to a short pre-task questionnaire with open-ended questions. The results have shown that anxiety was a prominent emotion during the pre-presentation period at all three significant events examined. It was detectable as soon as the presentation task was announced, influenced learners’ choices of paired rather than individual presentation, and showed a marked increase in the lead-up to the talk. The study has important pedagogical implications.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu/0700/a.php" alt="Hit counter" /></p>

An ecological perspective on learner agency: The case of Chinese tertiary-level EFL students in peer reviews

Learner agency has gained increasing attention in feedback research. Previous studies have explored it from learner identity, social and power relation, and learning behavior, while they mainly focused on students' agency toward teacher feedback. How students enact their agency when engaging in peer reviews in multifaceted contexts over time remains under-explored. Adopting an ecological perspective, this case study longitudinally examined agency enactment of five Chinese tertiary-level EFL students in peer reviews during a 12-week English writing course by analyzing data collected from reflective journals and semi-structured interviews. The results showed that students’ agency in peer reviews could be manifested by their proactivity of self-regulated learning and reciprocity of peer interactions when engaging with peer reviews. Learner beliefs, prior experiences, language proficiency, expectations and goals interacted with the contextual factors at the textual, interpersonal and interactional, instructional and sociocultural levels, out of which teacher instruction was the most salient affordance and time shortage was the most salient constraint to agency enactment. This study demonstrated the complexity of the enactment of learner agency and the unique pattern of the chordal triad of agency in the longitudinal peer reviews, and offered pedagogical implications about how to build a more agency-supportive L2 writing class.

Monolingualism to Bilingualism in Tertiary-Level EFL Classrooms: Readiness and Perceptions of English Language Teachers at Saudi Universities

Monolingualism to Bilingualism in Tertiary-Level EFL Classrooms: Readiness and Perceptions of English Language Teachers at Saudi Universities

Angažovanje i motivacija studenata anglistike za učenje na daljinu u periodu nakon završetka pandemije kovida 19

In the last few years, during and in the immediate aftermath of the COVID-19 pandemic, the rapid development of technology has faced one of the greatest challenges yet, especially in the field of education. Even though traditional in-class activities may seem tedious, motivating students to actively participate in online classes occasionally poses an even greater challenge. Having the scarcity of research in the Serbian EFL context in mind, the present paper aims to explore the potential impact and outcomes of the pandemic, by investigating Serbian tertiary-level EFL learners' motivation and classroom engagement in an online environment. The primary instrument was a questionnaire consisting of three sections: a section related to motivation, which included four subscales (personal suitability, effectiveness, teachability, and study habits); a section on classroom engagement, which contained statements addressing behavioural, agentic, cognitive, and emotional engagement; and a section on the actual effects of the pandemic on students' motivation for online learning. A total of 82 English-major students participated in the study. The results indicate that, even though the pandemic has introduced new platforms and opportunities for online learning, students seem to be more motivated to learn in the traditional classroom, expressing particular doubts about the effectiveness of online learning. Students generally express positive attitudes towards personal suitability and teachability online; however, their study habits leave room for improvement. Students' cognitive engagement exhibits more positive tendencies than the other three types. The result that seems to have the most significant pedagogical implications is that the majority of respondents state that the pandemic made them feel tired of online learning, which underlines the need for reconsideration of the current practices and the importance of constant innovation of the teaching process.

Immersive virtual reality in tertiary level efl education a systematic review of recent applications.

Immersive virtual reality in tertiary level efl education a systematic review of recent applications.

Using corpora in teaching vocabulary to advanced EFL learners in a higher education context

Abstract This study focuses on the development of lexical competence of tertiary level EFL learners who have reached C1 level according to CEFR during their course of study, but who still have difficulty in recognizing and producing academic words in terms of their correct and appropriate use in various contexts. Following a data-driven learning (DDL) approach within an action research paradigm, this study aims to discover whether corpus investigation makes a difference in students’ vocabulary knowledge and how they react to corpus data in learning vocabulary. To this end, the study was carried out in a listening/speaking course of two C1 level classes in an EFL classroom at an English preparatory school in Higher Education. In one of the classes, conventional lesson materials, and in the other, corpus-based lesson materials were used to teach the selected vocabulary items. The effect of corpus-based lesson materials on vocabulary learning was examined in relation to conventional materials. The data obtained from pre and post-tests showed that although there was a significant increase in students’ scores from pre-test to post-test, corpus use made statistically no significant difference in their scores as compared to the conventional method that had been adopted during the regular course of study based on the contextual guesswork involved in the coursebook. Students’ reactions throughout the implementation of corpus-based materials and the feedback sessions held with the students, shed light on the results and suggested some pedagogical guidelines for using corpora in teaching L2 vocabulary.

An examination of digitalized self-directed language learning practices of tertiary level EFL learners in Türkiye

Research on self-directed learning practices has ascertained various potential benefits of learner achievement. As mobile technology offers highly practical and portable usage for self-directed learning, studies on language learning practices through technology-based applications have become prevalent among adult learners. This study aimed to examine learners’ digitalized self-directed language learning practices for enhancing their English language skills at the tertiary level. The study employed a mixed method design, and the data were collected from 182 EFL learners at a higher education institution in Türkiye. The data were analysed through descriptive statistics and content analyses. The results demonstrated that the majority of the participants use mobile phones besides computers and tablets. However, their level of frequency in using these digital devices in English signaled a low level. Furthermore, results in association with the self-directed practices of learners for improving language skills evinced distinct language learning practices supported by technology-mediated applications and platforms. It was also concluded that learners need a well-organised self-directed learning practice in digital platforms. The study addresses key attributes of practical implications adhering to digitalized self-directed language learning practices for more efficient outcomes in advancing language skills in EFL instruction.

Exploring the Efficacy of Video Project Assignments in English Language Learning through the Lens of Tertiary-Level EFL Students

Convenient methods for the instruction of foreign languages are constantly in quest as a consequence of incessant technological breakthroughs at a rapid speed. Video-making project has turned out to be a prominent technique that allows learners to be actively involved in the target language and utilize L2 in real-world situations with “intake” they obtained from in-class setting. English language students’ perceptions concerning the effectiveness of these multimodal resources in their learning experience as non-examination assessment tools have not, however, been the objective of many studies within online EFL contexts. Hence, this study was directed at seeking the relationship between EFL learners’ perceptions of the efficacy of group project assignments on their L2 competence, language learning process, and implementations in online classes. To that end, 75 sophomore Turkish students in tertiary-level education enrolled in a compulsory online module of English partook in the research by filling out a 17-item questionnaire. The results portray the positive relations between their perceptions towards the influences of those projects on language proficiency and target language learning phases, whereas a significant relationship was not detected between their implementations in online settings and contributions to the L2 learning process. Nevertheless, the optimistic approach of EFL students to exploit these projects as effective tools for English proficiency mediated the link between these two foregoing sub-dimensions. Accordingly, some suggestions were provided for future research directions.

Possibility of Using Jam board for Interactive Remote EFL Teaching and Learning: A Survey of Students’ Perception

COVID-19 has forced the world to encounter a new experience which has also brought an unforeseen revolution in the world education system. Traditional norms and practices of classroom teaching are being challenged continually. Chalkboards and whiteboards are now being replaced by multiple technological tools, teachers are delivering class lectures via various video teleconferencing software programs, and study materials are being published as pre-recorded video clips or uploaded on different sites. In such an era, Google Jam board can be utilized as a significant tool for transforming digital education into infotainment for the tertiary-level EFL learners of Bangladesh. The present study sought to investigate the possibility of using Google Jam board to create an interactive virtual classroom environment for tertiary-level EFL students. All the data for this study were collected using an electronic questionnaire survey from various departments of a private university in Bangladesh. The study found that EFL learners hold a positive attitude toward the use of Jam board for remote learning which can play a significant role in helping EFL learners to improve their English language skills. The study also recommends some of the best features of Jam board for EFL teachers. Keywords: COVID-19, ELT, technology in education, digital board, tertiary education

Possibility of Using Jam board for Interactive Remote EFL Teaching and Learning

Possibility of Using Jam board for Interactive Remote EFL Teaching and Learning

Possibility of Using Jam board for Interactive Remote EFL Teaching and Learning

COVID-19 has forced the world to encounter a new experience which has also brought an unforeseen revolution in the world education system. Traditional norms and practices of classroom teaching are being challenged continually. Chalkboards and whiteboards are now being replaced by multiple technological tools, teachers are delivering class lectures via various video teleconferencing software programs, and study materials are being published as pre-recorded video clips or uploaded on different sites. In such an era, Google Jam board can be utilized as a significant tool for transforming digital education into infotainment for the tertiary-level EFL learners of Bangladesh. The present study sought to investigate the possibility of using Google Jam board to create an interactive virtual classroom environment for tertiary-level EFL students. All the data for this study were collected using an electronic questionnaire survey from various departments of a private university in Bangladesh. The study found that EFL learners hold a positive attitude toward the use of Jam board for remote learning which can play a significant role in helping EFL learners to improve their English language skills. The study also recommends some of the best features of Jam board for EFL teachers. Keywords: COVID-19, ELT, technology in education, digital board, tertiary education

Possibility of Using Jam board for Interactive Remote EFL Teaching and Learning: A Survey of Students’ Perception

COVID-19 has forced the world to encounter a new experience which has also brought an unforeseen revolution in the world education system. Traditional norms and practices of classroom teaching are being challenged continually. Chalkboards and whiteboards are now being replaced by multiple technological tools, teachers are delivering class lectures via various video teleconferencing software programs, and study materials are being published as pre-recorded video clips or uploaded on different sites. In such an era, Google Jam board can be utilized as a significant tool for transforming digital education into infotainment for the tertiary-level EFL learners of Bangladesh. The present study sought to investigate the possibility of using Google Jam board to create an interactive virtual classroom environment for tertiary-level EFL students. All the data for this study were collected using an electronic questionnaire survey from various departments of a private university in Bangladesh. The study found that EFL learners hold a positive attitude toward the use of Jam board for remote learning which can play a significant role in helping EFL learners to improve their English language skills. The study also recommends some of the best features of Jam board for EFL teachers. Keywords: COVID-19, ELT, technology in education, digital board, tertiary education

The effect of collaborative activities on tertiary-level EFL students’ learner autonomy in the Turkish context

Abstract This quasi-experimental study investigates the effects of collaborative activities on tertiary-level EFL students’ learner autonomy in Turkey. To achieve this aim, both quantitative and qualitative data were collected with the help of a learner autonomy questionnaire, index cards filled out by the students, the instructor’s journal, and an interview with the instructor of the experimental group. Two groups of 40 students in total from the preparatory program of a central Anatolian university were appointed as experimental and control groups. The results of the quantitative data analysis revealed that, after the implementation of collaborative activities in three consecutive weeks, there was a statistically significant difference between the groups in terms of their autonomy level; the students in the experimental group scored higher than those in the control group, which implies that they showed more autonomous skills in areas such as motivation, curiosity to learn, risk-taking, problem solving and decision making skills to improve learning. The results of the qualitative data analysis revealed that collaborative activities employed in this study (e.g., problem-solving activity, role-play, games) allowed participants to learn from each other, and gain a sense of responsibility. The overall results suggested that collaborative learning practices could be implemented to help EFL students increase their learner autonomy level. Additionally, curriculum and assessment methods of educational institutions might be revised to include more collaborative activities.

The Main Stressors of Tertiary Level EFL Instructors Teaching Remotely Amidst Covid-19

With the global COVID-19 pandemic outbreak, our lives, especially education, have been adversely affected. This research investigates the relationship between technostress and burnout levels of English language instructors amidst the pandemic and makes recommendations about the role of online language education in the coming years. In this study, Turkish adaptation of Maslach’s MBI-ES and Defining Teacher’s Technostress Level Scale was administered to 188 English instructors working at State and Foundation Universities in Turkey. Semi-structured interviews were also conducted with 10 English language instructors. The findings indicate that instructors have medium level of technostress and low level of burnout. Age and gender were found to be an important contributing factor for both technostress and burnout levels. Correlation analyses showed a relationship between subscales of burnout and technostress measures. The research findings suggest adapting the curriculum of English language teaching programs to increase the technology literacy of prospective English language teachers and prepare them for the increasing role of online language teaching in the coming years as well as providing professional development opportunities for in-service language teachers.