Undergraduate English As A Foreign Language Learners Research Articles

E‐learning anxiety and satisfaction with online EFL courses in times of COVID‐19: A moderated mediation model of positive coping and gender

AbstractThis study proposed and statistically examined a research model to understand university learners’ satisfaction with online English as a foreign language (EFL) courses during the pandemic. Variables including e‐learning anxiety, positive coping, and gender were under investigation. These variables did not receive much attention in the previous literature, and yet they are considered essential to understanding satisfaction with online EFL courses. A total of 439 undergraduate EFL learners from a university in Taiwan participated in the present study. The technique of structural equation modeling was adopted to test the hypotheses in the moderated mediation model. This study discovered: (1) e‐learning anxiety had a negative impact on EFL learners’ satisfaction with online EFL courses; (2) positive coping was able to reduce the negative impact of e‐learning anxiety on satisfaction with online EFL courses; (3) males used more positive coping strategies than females, and they had better satisfaction scores as well. The results can enrich the current applied linguistics literature by providing an insight into the dynamics of these variables.

Analyzing the contribution of WhatsApp in enhancing English writing skills among undergraduate English as a Foreign Language (EFL) learners: A systematic review

Social media is becoming a more active and accessible medium for learners all around the world to acquire the English language. A growing body of study is examining how people learn and use language in the digital age, and one such area of study is social media-based English language learning. This systematic review of the literature aims to provide an overview of social media, specifically WhatsApp, as a tool for learning English writing skills in existing literature. This review maps the experiences of learners with learning outcomes related to writing skills as they relate to WhatsApp. To examine the literature that was accessible for the study, a systematic review was conducted. This systematic review complies with the statement of Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards. The review procedure included a thorough search of electronic databases like Web of Science, Google Scholar, Science Direct, and Scopus. The research articles, which were published between 2013 and 2022 were included in the search. The purpose of this systematic research is to investigate WhatsApp Messenger’s potential to help undergraduate EFL learners improve their writing skills. The review gives a summary of the body of research on the use of WhatsApp for writing instruction, including studies examining the app’s possible benefits for undergraduate EFL learners’ writing skills. Out of n = 90 research studies n = 20 research studies met the inclusion criteria for this systematic review. Among all those 20 studies, researchers adopted (n = 13; 65%) quantitative research methodology. According to the results of this systematic review, WhatsApp gained popularity among researchers in 2019 and 2021, and at that time, there were more studies conducted. The country-wise context of the research studies revealed that Saudi Arabia (n = 4; 20%) has made a significant contribution to the body of studies in which it was discovered that WhatsApp is a highly useful learning tool for improving the writing abilities of undergraduate EFL learners. Future research should explore WhatsApp’s impact on enhancing English writing skills among undergraduate EFL learners, considering diverse contexts and instructional strategies. Educators are encouraged to integrate WhatsApp for group projects, create engaging online environments, and continuously assess teaching methods. Additionally, research could investigate educators’ perspectives on WhatsApp-based approaches and explore the role of other social media tools, like Instagram, YouTube, and Facebook, in enhancing various English language skills.

Comparing the effects of two repeated reading methods on EFL learners’ reading rates

English as a foreign language (EFL) learners often read at rates below recommended reading speeds needed for reading fluency. Two methods are often employed to facilitate reading rates: unassisted repeated reading (UARR) and audio-assisted repeated reading (AARR). Both approaches have demonstrated significant gains. However, the two methods’ effects have not been explored and compared in the course of one investigation. To address this, an experimental design was employed with undergraduate EFL learners (N = 50) at a university in Southern Vietnam. The results indicated that both procedures produced significant positive gains; however, the AARR showed a significantly higher effect than UARR (77.27, 44.72, p < 0.001). As no prior studies were found to have compared these two techniques, it is hoped that the findings will practically and theoretically further the literature regarding their comparative effectiveness.

EFL Teachers&amp;#39; and Learners&amp;#39; Perceptions of Code-switching: The Role of Learners&amp;#39; L2 Proficiency Levels

Code-switching (CS) is a complex linguistic phenomenon in bilingual environments, such as English as a second language (ESL) and English as a foreign language (EFL). In recent years, CS has been viewed as a meaningful linguistic phenomenon in ESL and EFL contexts. This research investigates EFL teachers&amp;#39; and learners&amp;#39; perceptions of the use of CS in Saudi universities. Also, this research aims to investigate the relationship between learners&amp;#39; perceptions of CS and their L2 proficiency levels. A quantitative approach is utilised in this research to collect data from 40 Saudi EFL teachers and 50 Saudi undergraduate EFL learners to investigate their perceptions of CS used in their EFL classrooms. Further, the researcher uses two modified Likert-type questionnaires adopted from Alkhudair (2019) to elicit teachers&amp;#39; and learners&amp;#39; perceptions of CS used in their EFL classrooms. In addition, the Statistical Package for the Social Sciences (SPSS) was used to determine the frequencies, percentages, and mean scores. The learners took Oxford Online Placement Tests to investigate the role of L1 in EFL classrooms. Also, SPSS was used to calculate the Pearson Correlation Coefficient to investigate a correlation between learners&amp;#39; L2 proficiency levels and their perceptions of using L1 in EFL classrooms. As a result, both teachers and learners showed positive attitudes towards CS in EFL classrooms. Moreover, upon investigating the relationship between learners&amp;#39; English language proficiency level and their perceptions of L1 use, the results suggest positive and negative correlations.

Unleashing the power of perceived enjoyment: exploring Chinese undergraduate EFL learners' intention to use ChatGPT for English learning

PurposeThis study intends to extend the unified theory of acceptance and use of technology (UTAUT) model by integrating perceived enjoyment as an intrinsic motivation so as to investigate factors influencing Chinese undergraduate English as a Foreign Language (EFL) students' intention to use ChatGPT for English learning.Design/methodology/approachA cross-sectional quantitative survey method research design was used in this study. Data were collected from 432 undergraduate students at two Chinese universities. The data analysis was carried out using SmartPLS 4, a computer software that employs the partial least squares structural equation modelling (PLS-SEM) technique. The analysis of the model was performed in two stages, including the assessment of reflective measurement model and structural model. The PLS predict was utilized to assess the model’s predicting power.FindingsFindings showed that effort expectancy, performance expectancy, social influence and perceived enjoyment were positively related to Chinese undergraduate EFL learners' intention to use ChatGPT for English learning. Perceived enjoyment mediated the relationships between effort expectancy, performance expectancy, social influence and intention to use ChatGPT for English learning respectively.Originality/valueThrough incorporating the perceived enjoyment as an intrinsic motivation into the UTAUT model to explore factors that impact Chinese undergraduate EFL learners' intention to use ChatGPT for English learning, this study has extended the applicability of the UTAUT model and provide insights into factors affecting students' intention to utilize ChatGPT or other AI-based technologies for English learning.

Task engagement in second language acquisition: a questionnaire development and validation study

ABSTRACT The construct of task engagement, or engagement towards a specific activity or task, has been foregrounded as a significant element of student learning in second language (L2) education. Considered as motivation in action, task engagement is so crucial for L2 learning that no learning is likely to take place without it (Hiver et al. 2021. “Engagement in Language Learning: A Systematic Review of 20 Years of Research Methods and Definitions.” Language Teaching Research 28: 201–230. https://doi.org/10.1177/13621688211001289). Nonetheless, its underlying components and measurement have received scant attention in L2 research. To address this gap, our study intended to design and validate a comprehensive questionnaire that assesses learners’ task engagement in English as a foreign language (EFL) learning situations. The data were gathered from 481 undergraduate EFL learners. The results of exploratory and confirmatory factor analyses (EFA and CFA) demonstrated a five-factor model of task engagement with 25 reliable and valid items. The five extracted factors included emotional, agentic, behavioural, social, and cognitive engagement. The results may inform L2 teachers, students, materials developers, and researchers of the criticality of task engagement in academic performance and success rate of EFL learners. Future research directions in this line of inquiry are also presented to avid researchers.

Exploring the effects of modality and variability on EFL learners’ pronunciation of English diphthongs: a student perspective on HVPT implementation

Recognizing the importance of effective pronunciation training for English as a Foreign Language (EFL) learners is paramount for improving their comprehensive language proficiency and communication skills. This study investigated the influence of High Variability Pronunciation Training (HVPT) with and without captions, on the accuracy of English diphthong pronunciations among Saudi EFL learners. A total of 56 undergraduate EFL learners participated in the study, undergoing multiple sessions of high-variability (HV) and low-variability (LV) pronunciation training. Various assessments were conducted to measure the learners’ performance, including pretests, posttests, generalized tests, and delayed tests. Additionally, a survey was conducted to gain insights into the participants’ perceptions of using YouGlish, a multimodal tool, as part of the training process. Data analysis used statistical techniques such as t-tests, ANOVA tests, and descriptive and inferential statistics. The findings indicate that both HV and LV improved the learners’ performance in English pronunciation, regardless of captioning. LV without captions consistently yielded the highest scores. The students also had positive perceptions of YouGlish as a multimodal tool. These results offer valuable insights into the efficacy of HV and LV in facilitating EFL learners’ speech production and offer implications for educators and practitioners involved in designing effective instructional strategies for enhancing EFL learners’ pronunciation skills.

To Assign a Topic or Not: Examining Critical Thinking in English as a Foreign Language Speaking

Research has indicated that self-selected (versus teacher-assigned) topics enhance the linguistic aspects of English as a foreign language (EFL) learners’ performance in learning activities. However, the impact of self-selected topics on non-linguistic meaning-making skills, such as critical thinking (CT), which are essential for content building, has remained understudied. To address this gap in the literature, we examined the effects of two topic-selection approaches – teacher-assigned versus self-selected – on EFL learners’ ability to apply CT in speaking. Forty-two Chinese undergraduate EFL learners were evaluated on their CT in speaking based on their speeches on topics selected using the two methods. The evaluation utilized a six-dimensional rating scale. The results showed that the learners demonstrated significantly higher levels of CT when speaking about self-selected topics than when speaking about teacher-assigned topics. The learners performed better on self-selected topics in five of the six CT dimensions: interpretation, analysis, evaluation, inference and self-regulation. There was no significant difference in their performance in the explanation dimension between the two kinds of topics. The findings have pedagogical implications regarding the selection of topics in speaking tasks and can serve as guidelines for EFL teachers in designing activities to enhance learners’ CT and speaking proficiency.

A Study of Chinese Undergraduate Students’ English Language Speaking Anxiety, Expectancy-Value Beliefs and Spoken English Proficiency

Motivation and anxiety are two crucial factors influencing learning outcomes, yet limited empirical research on expectancy-value theory can be found within previous literature about Chinese undergraduate students studying English as a foreign language (EFL). Moreover, few studies have examined the interaction between motivation and skill-specific anxiety. Thus, the present study explored dimensions of task values of English learning, the relationship between expectancy, values and English language speaking anxiety (ELSA) among Chinese undergraduate EFL learners and their predictive power on spoken English proficiency. Two hundred twenty-three Chinese undergraduates completed a questionnaire about their spoken English proficiency, expectancy-value and ELSA items. The following results came to light: (1) task values in English learning had four facets; (2) different types of value were significantly positively correlated with each other, both expectancy and ELSA were significantly linked to cost value, and expectancy bore a significantly negative correlation with ELSA; (3) expectancy, ELSA and attainment and cost value separately predicted learning achievement, whereas only expectancy and value additively predicted learning achievement, where expectancy exerted a greater impact. These findings suggest that teachers should guide students to aim high and provide more opportunities for spoken English practice.

USING YOUTUBE AS A LEARNING MEDIUM FOR EFL STUDENTS TO ENHANCE LISTENING AND SPEAKING SKILLS

The purpose of this study was to investigate a method for integrating English foreign language learners with YouTube media to enhance listening and speaking skills. This analysis uses a qualitative method by adopting a survey research design. Data collection involved the distribution of questionnaires via Google Forms to English as a Foreign Language (EFL) students at both high school and university levels. The researchers aimed to investigate the acquisition of English, focusing on listening and speaking abilities, through the use of the YouTube app. A total of 79 respondents, comprising 23 men and 56 women, participated in this study. The research included an exploration of YouTube media as a tool for English language instruction to enhance listening and speaking skills. The procedures in this study include searching for data from online forms as well as various opinions from respondents which are useful for finding accurate research results. These findings are to be useful because they can give teachers and administrators a practical and theoretical understanding of undergraduate EFL learners perception of using YouTube as a supplemental resource for language acquisition.

Saudi undergraduate EFL learners’ attitudes toward using textism in their academic writing

Textism, which refers to the special language used in text messaging, is widely used in several forms of communication, such as texting, online chatting and emails. This increased use of textism has alarmed the media and the public because this special language can impact the academic writing of the younger generation. This paper aimed at exploring the attitudes of undergraduate Saudi learners of English as a foreign language (EFL) toward using textism in their academic writing. (115) students of different levels of language proficiency completed a survey about the use of textism across several modalities and recipients. Additionally, (240) student essays were analyzed to identify the potential use of textism in student writing. The results showed that students are generally conscious of the appropriate contexts for the use of textism. However, when it comes to the actual use of textism in writing, low-proficient students tend to produce more textism than those who are at medium and high levels of writing competence.

Psychological factors and production behaviors of Chinese undergraduate EFL learners.

Psychological factor have received much attention in education research. The present mixed-methods study focuses on the effect of foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA) on production behaviors among 182 Chinese English as a foreign language (EFL) learners in FL teaching classes. The major findings are as follows: (1) Chinese university students prefer written production behaviors to oral ones, and personal or pair-work oral practice to onstage oral demonstrations due to foreign language classroom anxiety (FLCA); (2) gender does not affect foreign language enjoyment (FLE), foreign language classroom anxiety (FLCA), or production behaviors; (3) language competence or test scores did not directly affect students' decisions to speak English or not; (4) Team cooperation, classroom atmosphere, attitude towards English, and interesting materials mediated FLE and FLCA, thus affecting the students' readiness for language output or production behaviors. Of these above-mentioned variables, team cooperation and classroom atmosphere are two most important factors in enhancing positive emotion and production behaviors. The implications of the study are to help teachers optimize their classroom activities o harness the emotions of learners, boost their FLE and lower their FLCA, and improve their willingness to speak a foreign language.

The role of self-regulated learning on foreign vocabulary learning: a multi-case study

In recent years, a considerable body of empirical research has acknowledged the role of self-regulated learning (henceforth SRL) in the domain of English as a foreign language (EFL). However, the study investigating the role and mechanism of SRL in vocabulary learning is still in scarcity particularly in Indonesian contexts. To address this noticeable gap, this multi-case study aims to explore the role of SRL on vocabulary learning strategies use and mechanism from the experience of undergraduate EFL learners. After signing the informed of consent form sheets, two undergraduate students from two different countries (Indonesia and Egypt) voluntarily participate in this study. By employing a series of semi-structured interviews and conducting narrative thematic analysis (Braun Clarke, 2006), the findings showcase that both participants employ a myriad of vocabulary learning strategies such as rehearsal, elaboration, and social strategy. Additionally, the empirical evidence indicates that they have higher level of motivation and persistence to maintain vocabulary-learning activity. The findings suggest the important practical implications for teachers, learners, and institution. This article also discusses limitations and recommendations.

The Role of Oral Presentations in Developing Undergraduate Learners' Speaking Skills in Bangladesh

Developing speaking skills is considered an important goal for tertiary-level students in Bangladesh. Learning oral presentation techniques can lead learners to communicative competency, especially speaking competence. This paper explores the role of oral presentations in developing undergraduate EFL (English as a foreign language) learners' speaking skills in selected private universities in Bangladesh. The study followed a quantitative method and collected data from one hundred thirty-five EFL tertiary-level students. The findings show that oral presentations have positive impacts on learners' motivation and enhance their speaking skills. At the same time, the findings also indicate that there are a number of potential factors that hinder the learners' oral delivery which include their lack of motivation, limited vocabulary, anxiety, and fear. The study results have implications for instructional design and delivery at the tertiary level in Bangladesh as well as in other similar contexts. IUBAT Review—A Multidisciplinary Academic Journal, 5 (1): 89-99

An Empirical Study of ClassPoint Tool Application in Enhancing EFL Students’ Online Learning Satisfaction

Keeping in view the basic necessity of the time, integrating Information and Communication Technology (ICT) in teaching-learning practices has become an integral part of higher education. In relation to English as a foreign language (EFL) learning, several forms of interactive platform have been applied to enhance students’ engagement, interest and learning satisfaction. Likewise, this quasi-experimental study was designed to investigate the role of ClassPoint tool integrated activities in strengthening e-learning satisfaction of undergraduate female EFL learners in Saudi Arabia. The intervention, i.e., the ClassPoint tool-integrated instruction for the experimental group, lasted for around a month, whereas the students from the controlled group received non-ClassPoint integrated instructions. Subsequently, the data from both groups was analyzed statistically via a t-test. Based on the analysis, the use of ClassPoint tool activities showed a significant increase in the e-learning satisfaction enrichment of EFL learners compared to the non-ClassPoint traditional instruction. Therefore, the study suggests using the ClassPoint tool at all educational levels in all modes of learning to keep learners stay engaged, motivated, and satisfied with their learning.

Sustainability of E-Learning in the Undergraduate EFL Classrooms

&#x0D; &#x0D; &#x0D;  &#x0D; The present study investigated the probable sustainability and effectiveness of e-learning in English language teaching (ELT) to learners in an English as a foreign language (EFL) classroom. Since the beginning of technology, it has always influenced our lives, thinking, and learning areas. One significant model in today's world in education is E-Learning. Today, one aspect of technology that has a considerable impact on our livelihood is English language learning in the EFL context. Data were collected using a Google form questionnaire with 20 close-ended questions with a 5-point Likert scale and analyzed in percentage. Ninety-two undergraduate EFL learners randomly participated in the survey. The quantitative method has been used to analyze the data. The results showed that integrating e-learning is a blessing to language learners though students face some challenges entirely using it. Learners have found educational technology effective in developing their fours language skills, including vocabulary problem-solving skills, performance improvement, etc. The study finally recommended increasing e-learning practices alongside the traditional approach in the EFL context of Bangladesh along with secured and controlled techniques.&#x0D; &#x0D;

Editorial

The topics discussed by researchers in the current issue concern English language teaching and learning, foreign language teacher education and teacher professional development, the beliefs of preservice teachers, and the perceptions and identities of students of English. The featured articles touch on language education research in different fields: English as a foreign language (EFL), teacher education and the research process itself, the assessment of language competences and the training needs to do so, materials development, English as a medium of instruction, and culture as an important issue in communication. These topics occur across the different educational levels (elementary, secondary, and tertiary) with undergraduate preservice teachers, in-service teachers, and EFL learners as the main actors.

Language Learners’ Willingness to Communicate and Speaking Anxiety in Online versus Face-to-Face Learning Contexts

Foreign language instruction has moved from face-to-face to online learning in response to the COVID-19 pandemic. This study aimed to explore the extent to which Foreign Language Classroom Enjoyment (FLCE), Foreign Language Speaking Anxiety (FLSA) and demographic variables (i.e., age, gender, and course grades) are linked to English as a Foreign Language (EFL) learners’ Willingness to Communicate (WTC) in English under two conditions: online learning and conventional (face-to-face) learning. The study sample consisted of 106 Saudi undergraduate EFL learners. The research instrument was an online questionnaire. The data were analysed quantitatively through t-tests, Pearson correlational tests, and a hierarchical regression analysis. The research findings indicated that: (1) higher levels of WTC were found in the online learning context than in the face-to-face context; (2) FLCE was a positive predictor, while FLSA was a negative predictor, of WTC in the online and face-to-face learning contexts; (3) a high course grade seemed to be a positive predictor of EFL learners’ WTC only in the online learning context. These findings imply that utilizing online-based learning, particularly in the context of developing speaking skills, may foster EFL learners’ communication in the foreign language. Therefore, it is recommended that language teachers should support their students in practicing L2 communication during online classes in a more supportive atmosphere.

EdTech and the Saudi EFL learners: Bane or boon?

Educational technology in the English as a Foreign Language (EFL) classroom has great potential to usher in innovativeness and authenticity in the language instruction and learning processes apart from facilitating collaboration, cooperation, and engagement.  Consequently instruction can take newer pathways that ensure these qualities along with enhancing learners’ language skills. Data on the application of edtech tools were gathered from 60 undergraduate EFL learners and four teachers at Qassim University, Saudi Arabia. The free version of Grammarly was found to be the one most accessed by the participants for grammar and language enrichment in academic writing assignments, followed by Writer, Scribens, and Ginger, in that order. Teachers, on the other hand, were apprehensive of learners’ dependence on apps and perceived these as hurdles in their learning as they got corrected and improved versions of their writing but without detailed explanations which encouraged a tendency in the learners to rely on these free apps.

Memory Strategies for Vocabulary Learning Employed by Saudi Undergraduate EFL Learners

Saudi EFL (English as a Foreign Language) learners have difficulty in chosen appropriate strategies for learning vocabulary and memorization during their undergraduate studies. Saudi undergraduate learners have the problem in remembering words at a point of need such as writing and speaking. In search of solution to this problem in Saudi Arabia, this study aims to examine the memory strategies for vocabulary learning employed by Saudi undergraduate EFL learners in Saudi Arabia. Overall, 110 Saudi undergraduate learners participated in this study. The study employs quantitative approach using descriptive statistical analysis. This study used Oxford (2003) language learning strategies of memory strategies for vocabulary learning. The results revealed that the creating mental linkage (CML) is the common and the highly most used vocabulary learning strategy by Saudi undergraduate EFL learners in Saudi Arabia. Subsequently, reviewing well (RW) and applying images &amp; sounds (AIS) learning strategies are the second and the third most highly used strategies among the students. The EA learning strategy is the least used among the undergraduate EFL learners. Further, the findings also indicated that the Saudi undergraduate EFL learners prefer CML strategy more than they use employing actions (EA) in their vocabulary learning and memorization. According to these results, CML and RW strategies were observed to be both at a high level of utilization, whereas AIS and EA categories were at the medium utilization level. Based on the results, high usage ranges from a mean of 4.0 or above, medium usage ranges from a mean of 2.5 to 3.9, and low usage ranges from a mean of 2.4 or lower. Therefore, CML and RW strategies appeared to be most appropriate choice for Saudi students in memorizing vocabularies. It is recommended that future study should focus on in-depth analysis of these two most used strategies to encompass the depth and breadth of the usage and memorization.