Journal articles on the topic 'EFL contexts'
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Salimi, Esmaeel Ali, and Hadi Abedi. "Dual Identity or Identity Duel: EFL Context Duality Force on Identity Aspects Formation Through Learners’ Self-Reflection." Journal of Language and Education 8, no. 1 (March 31, 2022): 130–47. http://dx.doi.org/10.17323/jle.2022.11303.
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Background: The link between context and identity is of paramount importance to language teaching and learning. Yet, less attention has been paid to the identity aspects in various EFL contexts. Purpose: This study examined the identity aspects of EFL learners attending both public and private English language classes through self-reflection.Method: In this mixed-methods design, 128 conveniently chosen EFL learners, including both genders, responded to the Identity Aspects Questionnaire, and 23 of those participants were invited to a follow-up semi-structured interview to triangulate the questionnaire data. The study conducted Paired Samples T-Test for quantitative data, whereas qualitative data underwent thematic analysis to extract and codify the themes.Results: The results revealed no significant differences for personal and relational identity aspects over these two EFL contexts, while collective and social ones reached differences. The qualitative data indicated that the EFL learners synergically adapt and adopt some identities through retention and creation. The shared identity between the two EFL classes mainly occurred in personal and relational aspects, while social and collective ones seemed relatively varied. The participants held both individualistic and collectivistic cultural dimensions in these two EFL classes. However, they were more idiocentric in private English language institutes and more socio-centric in public high schools. The discussion concerning identity issues indicated that EFL contexts affect the socializing process. The individuals position in a context according to their shared identities, while the varied identities lead them to form or adopt new identities. Implication: These findings could help ELT teachers and researchers to expand their perception of language learners’ identities in different EFL contexts.
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Yang, Lan, and Rashid Bin Saad Mohd. "Exploratory and Confirmatory Factor Analysis of PERMA for Chinese University EFL Students in Higher Education." International Journal of Language Education 5, no. 2 (June 30, 2021): 51. http://dx.doi.org/10.26858/ijole.v5i2.16837.
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The purpose of this research is mainly to explore the validity and reliability of PERMA instruments to determine the nature of PERMA for Chinese university EFL students. A total of 309 Chinese university EFL students from 10 universities in Gansu province were investigated. Selected by cluster random sampling, the extracted data from the survey design underwent exploratory factor analysis(EFA) and confirmatory factor analysis(CFA) with the use of SPSS version 24 and AMOS version 23 to verify the factor structure of the PERMA. The results of EFA indicate similar structures from prior research and the present study. The CFA results testify that the PERMA instrument is satisfactory for Chinese university EFL students. Therefore, this research indicates that the PERMA of Chinese university EFL students also has a five-factor structure, which implies the perceived PERMA in the Chinese EFL context to be adequately invariant and it as an effective measurement tool supporting the research of Chinese university students’ well-being. The findings highlight the significance of validating and confirming the PERMA structure and provide new insights into its application across different cultural contexts.
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Ali, Sayyed Rashid, Hussain Ahmad, and Arshad Ali Khan. "Testing in English Language Teaching and its Significance in EFL Contexts: A Theoretical Perspective." Global Regional Review IV, no. II (June 30, 2019): 254–62. http://dx.doi.org/10.31703/grr.2019(iv-ii).27.
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This conceptual paper reviews literature on the most common practices of language tests in ELT contexts around the world. The detailed discussion of various types of language tests is followed by its various aims and objectives which are linked to the qualities or characteristics of different language tests. The review of the literature reveals that language tests and its purposes vary from context to context and there is a wide range of practical constraints that test designers, test-takers, and test administrators encounter. Particularly, in the Saudi EFL context, EFL teachers lack a voice in the process of language assessment and there is a serious dearth of professional development training to raise EFL teachers awareness of language tests and develop their assessment literacy. The review of the literature suggests that in various EFL/ESL contexts, more top-notch assessment methods need to be introduced and in the Saudi setting.
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Johnston, Nicole, Helen Partridge, and Hilary Hughes. "Understanding the information literacy experiences of EFL (English as a foreign language) students." Reference Services Review 42, no. 4 (November 10, 2014): 552–68. http://dx.doi.org/10.1108/rsr-05-2014-0015.
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Purpose – This paper aims to outline research that explores the information literacy experiences of English as a foreign language (EFL) students. The question explored in this research was: how do EFL students experience information literacy? Design/methodology/approach – This study used phenomenography, a relational approach to explore the information literacy experiences of EFL students. Phenomenography studies the qualitatively different ways a phenomenon is experienced in the world around us. Findings – This research revealed that EFL students experienced information literacy in four qualitatively different ways. The four categories revealed through the data were: process, quality, language and knowledge. This research found that language impacted on EFL students’ experiences of information literacy and revealed that EFL students applied various techniques and strategies when they read, understood, organised and translated information. Research limitations/implications – This research was conducted in a specific cultural and educational context; therefore, the results might not reflect the experiences of EFL students in other cultural or educational contexts. Practical implications – The findings from this research offer an important contribution to information literacy practice by providing important insights about EFL students’ experiences and perceptions of information and learning that can be used to inform curriculum development in second language learning contexts. Originality/value – There is currently a lack of research using a relational approach to investigate EFL students’ experiences of information literacy. There is also limited research that explores the impact language has on information literary and learning in EFL or English as a second language (ESL) contexts.
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Ibna Seraj, Prodhan Mahbub, and Habil Hadina. "A Systematic Overview of Issues for Developing EFL Learners’ Oral English Communication Skills." Journal of Language and Education, no. 1 (March 31, 2021): 192–204. http://dx.doi.org/10.17323/jle.2021.10737.
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The objective of this systematic review is to present a critical overview of current studies to explore issues such as the factors causing EFL learners’ poor oral performance and the teaching and assessment methods of oral English communication skills (OECSs) for developing tertiary level learners’ OECSs in EFL contexts. For this purpose, 51 empirical studies of the 2907 retrieved from SpringerLink, SCOPUS, Web of Science, and the Google Scholar database that were published between 2010 and 2019 in different EFL contexts were analyzed. This study followed the Preferred Reporting Items for Systematic Review and Meta-analyses (PRISMA) guidelines and was analyzed thematically using NVIVO 12, followed by the Mendeley reference management software. Studies that were conducted in native English contexts and non-empirical studies were excluded from consideration for this study. The findings showed that the environmental factor was the primary factor for learners’ poor OECS performance in EFL contexts. For the method of teaching and assessment of learners’ OECSs, the use of technology is rapidly increasing in different EFL contexts. This study suggests some implications for both future researchers and academics for developing EFL learners’ oral English communication skills dealing with environmental, psychological, and linguistic factors along with teaching and learning resources at the tertiary level in EFL contexts.
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Wijaya, Kristian Florensio, Retno Muljani Retno Muljani, and Barli Bram. "Elementary EFL teachers’ perceptions on code-switching in primary learning contexts." Journal of English Language and Pedagogy 3, no. 2 (November 29, 2020): 17–26. http://dx.doi.org/10.36597/jelp.v3i2.7236.
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In this 21st century teaching and learning, there is an intense debate involving language experts whether code-switching should be integrated into EFL learning contexts or not. The supporters of the L2 believed that intense training in the target language will enable EFL learners to be more proficient target language users. While the L1 experts allowed EFL teachers to apply their mother tongue while delivering the teaching-learning materials in order to deliver their teaching-learning instructions clearly for the learners. In line with this contradictory paradigm, EFL teachers need to implement the first language more judiciously in order to preserve learners’ first language and acquire their target language competencies fully. This study attempted to discover Elementary EFL teachers’ perceptions of the use of code-switching in primary learning contexts. This study utilized narrative inquiry utilizing one research instrument, open-ended interview questions to discover Elementary EFL teachers’ perceptions regarding the utilization of code-switching in primary learning contexts. The participants involving in this study were EFL teachers working in Demangan Baru 1 Elementary School, Yogyakarta. Findings from this study revealed that code-switching did not only help EFL teachers to deliver particular learning materials clearly but also promote greater EFL learning enjoyment for the students.
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Pokharel, Manda, and Mani Ram Sharma. "Classroom Management: Glocalized Contexts." Journal of Social Work and Science Education 2, no. 1 (March 29, 2021): 11–20. http://dx.doi.org/10.52690/jswse.v2i1.136.
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This research based article discusses on issues and practices of classroom management from the local perspectives. It is based on the context of public school of Nepal. The participant is an EFL teacher of public school in Kathmandu, teaching in middle school and secondary level there. The classroom management practices in the EFL teacher’s classes are seen using classroom observation tool, in her classes of both the levels for a week using qualitative framework. The findings show the traditional practice still dominating the classroom activities. Therefore the article is based on the issues of classroom management being specific to the seating arrangements, discipline, peer work, group work, space, presentation, and time management in the public school where classroom observation has been done.
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Wijaya, Kristian Florensio. "EXPLORING TEACHERS' RESILIENCE IN INDONESIAN EFL LEARNING CONTEXTS." LET: Linguistics, Literature and English Teaching Journal 11, no. 1 (June 30, 2021): 1. http://dx.doi.org/10.18592/let.v11i1.4539.
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To promote more holistic, pleasurable, and meaningful ELT enterprises requires specific durable psychological characteristics from EFL teachers in terms of positive emotions, well-being, robust motivation, and resilience. The ultimate psychological stream is noted as one of the paramount factors embodying brighter future educational outlooks since the majority of prior studies revealed that a higher degree of resilience would enable EFL teachers to cultivate stronger dedication, tenacity, and commitment in leading their pupils to reach the targeted learning outcomes fully. In consonance with this theoretical underpinning, the major focus of this present study is to unearth particular independent strategies employed by two invited EFL teachers in maintaining their resilience, particularly while being exposed to adverse working conditions and unpredictable stress events. Thus, the results obtained from these two invited participants will shed a new light regarding a set of rewarding independent strategies incorporated by EFL teachers in preserving their resilience amid taxing working conditions. In light of this matter, the sharing emanated from these research participants will work as a propelling force for global EFL teachers working under arduous teaching dynamics owing to the full activation of their resilience enabling them to stay on the right educational tracks; educating young generations for better future lives.
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Omar, Abdulfattah, Bader Deraan Aldawsari, and Yasser Muhammad Naguib Sabtan. "Exploring the Perspectives of EFL Instructors toward the Employment of L1 in EFL Reading Classes." World Journal of English Language 12, no. 8 (October 20, 2022): 296. http://dx.doi.org/10.5430/wjel.v12n8p296.
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In recent years, numerous studies have been concerned with evaluating the effectiveness of using L1 in EFL contexts. Nevertheless, there is no consensus so far on the usefulness of the use of L1 in EFL contexts. More specifically, there is a wide disagreement between scholars and researchers regarding the use of Arabic as an L1 in EFL contexts given the significant linguistic differences between Arabic and English. In light of this argument, this study is concerned with evaluating the effectiveness and usefulness of the use of L1 in EFL classes in the Saudi universities of the instructors’ perspective. Semi- structured interviews were conducted with twelve EFL instructors in four Saudi universities. Results indicated that the majority of the participants indicated that the integration of L1 in EFL classes can be usefully used to achieve a proper classroom discipline and keep the structure of the classroom activities in a way that makes the realization of the target outcomes possible. They also stressed that L1 can be used to help EFL learners develop their English language skills. They also indicated that the use of Arabic in EFL classes helps establish a good relationship with the instructor and reduces students’ stress and anxiety. It can be finally concluded that the use of Arabic serves as a useful teaching and learning tool in EFL contexts.
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Zhang, Hao, Wu-Yuin Hwang, Shih-Ying Tseng, and Holly S. L. Chen. "Collaborative Drama-Based EFL Learning in Familiar Contexts." Journal of Educational Computing Research 57, no. 3 (April 9, 2018): 697–722. http://dx.doi.org/10.1177/0735633118757731.
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Contextual learning has been recognized as an important method for English as a Foreign Language (EFL) learning and drama was also usually employed to be a good activity for EFL learning which guided learners to interact and use body language to practice English. However, there were few studies to consider both drama and authentic contexts together with mobile devices to facilitate EFL learning. In this research, we developed a contextual drama (CD) system in mobile devices for EFL learning. Students can use CD system to prepare, make, and conduct drama with voices, photos, and texts in authentic contexts to improve English learning. Our goal is to examine how CD system and collaborative CD influences students' learning behaviors and achievement. One quasi-experiment design was conducted with 78 participants, who were the fifth-grade elementary school students during a 5-week experimental period. The results demonstrated that drama-based learning in authentic contexts resulted in better learning achievements than traditional methods. Moreover, we found that collaboration, as key in drama-based EFL learning, could promote peer discussion and therefore help students improve students' storytelling and writing abilities. Students' improved abilities were demonstrated in their sentence complexity and diversity. Additional analysis results derived from the interviews and observations also revealed that students' body languages usage and their engagement in drama activities have significant effect on their learning achievement.
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Zarei, Leila, Mohammad Sadegh Bagheri, Firooz Sadighi, and Vonzell Agosto. "Educational accountability in EFL contexts: Providing remedies." Cogent Education 6, no. 1 (January 1, 2019): 1669381. http://dx.doi.org/10.1080/2331186x.2019.1669381.
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Wijaya, Kristian. "The Important Role of Extensive Reading Strategy in Indonesian EFL Learning Contexts." Acuity: Journal of English Language Pedagogy, Literature and Culture 6, no. 2 (May 10, 2021): 107–17. http://dx.doi.org/10.35974/acuity.v6i2.2482.
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Academic literacy is one of the paramount global competencies that should be mastered by worldwide university academicians including Indonesian EFL learners. To fully fulfill this holistic educational objectivity, extensive reading plays a key role in fostering overarching Indonesian EFL learners’ target language proficiency due to the inducement of pleasurable, continual, and stress-free L2 reading learning dynamics proffered by this student-centered learning approach. Furthermore, the researcher attempted to delve more profoundly regarding the important role of extensive reading strategy in Indonesian EFL learning contexts. This present qualitative study harnessed a document analysis approach to yield renewable insights for Indonesian EFL experts, practitioners, researchers, and educators concerning the influential impacts potentially promoted by extensive reading strategy implementations. The research results indicated that the inducement of contextual and continual extensive reading activities had successfully improved EFL learners’ L2 reading interest and competencies. Future researchers are advocated to conduct a more exhaustive document analysis on the contrary beliefs and perilous effects generated by extensive reading approach to better impart more appropriate extensive reading programs applicable for Indonesian EFL learners’ reading needs, interests, and levels.
Keywords: document analysis, extensive reading strategy, Indonesian EFL learning contexts
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Minalla, Amir Abdalla. "From EFL Teachers’ Perspective: Impact of EFL Learners’ Demotivation on Interactive Learning Situations at EFL Classroom Contexts." English Language Teaching 15, no. 3 (February 7, 2022): 1. http://dx.doi.org/10.5539/elt.v15n3p1.
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For some reason, EFL students lose their motivation and interests and become more demotivated as time goes by. Many of the conducted studies focus on the factors that cause EFL learners’ demotivation rather than how EFL learners’ demotivation impact on classroom learning processes. Thus, the study will focus on the impact of EFL learners’ demotivation on the procedures and processes employed for EFL classroom interaction. The data are collected and statistically analyzed. The findings revealed the processes and the procedures that adopted for developing classroom interaction are negatively affected by the low quality of the participation that EFL demotivators do. These results negatively reflected EFL classroom interaction processes, EFL teachers’ performance, and EFL classroom group dynamics. In the light of these results, it recommended that the interactive classroom activities should be carefully designed and appropriately adapted to stimulate EFL demotivators’ interests. For example, the characteristics of these interactive classroom activities are in their content that reflects EFL learners’ cultural backgrounds and connects them to their every day actions.
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Warrington, Stuart D. "Concerns With Content-Based Instruction (Cbi) In Asian Efl Contexts." Buckingham Journal of Language and Linguistics 1 (June 22, 2010): 129–41. http://dx.doi.org/10.5750/bjll.v1i0.9.
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With the considerable amount of interest in content-based instruction (CBI) over the past decade, inevitably, CBI has found its way into Asian EFL contexts. This is largely due in part to its ‘success’ in ESL environments and its global attraction as a mode of language education for the world. Yet, in Asia, a number of significant concerns with CBI have repeatedly failed to attract much attention. These primarily relate to EFL students, EFL teachers, concept learning, and the research ‘supporting’ content-based instruction as it pertains to the negative implications of downplaying the importance of conventional language teaching. Consequently, this paper looks to examine these issues in the hopes of raising awareness of the disadvantages of using CBI in Asian EFL environments, and how it can inevitably prove problematic in such contexts.
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Wijaya, Kristian Florensio. "CODE-SWITCHING IN INDONESIAN EFL TEACHING-LEARNING CONTEXTS." UC Journal: ELT, Linguistics and Literature Journal 2, no. 1 (May 27, 2021): 22–34. http://dx.doi.org/10.24071/uc.v2i1.3419.
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Code-switching had been one of the central discussed educational topics forming in both globalized and Indonesian EFL learning contexts. On the first supportive side, the further utilization of code-switching is cogently supported by Indonesian EFL teachers to better facilitate the whole second language learning dynamics. Taking a glance on another contradictory side, the use of code-switching is strongly discouraged to maximize learners’ target language competencies in a meaningful manner. This qualitative study employed a document analysis approach to proffer the advantageous values potentially imparted by the incorporation of code-switching through Indonesian EFL learning settings. Thirty code-switching studies conducted in this archipelago were carefully selected to generate more robust research findings. Two major themes were unearthed in this study namely code-switching potentially promote more meaningful L2 learning encounters and lead Indonesian EFL learners to foster their target language competencies to the fullest potentials. Regarding the future advancement of code-switching studies in this nation, the researcher expectantly hoped future researchers will conduct more exhaustive library qualitative investigations focusing on the disadvantages of code-switching to provide richer perspectives toward this L2 communication strategy.
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Wijaya, Kristian Florensio. "Investigating EFL Teachers' Emotional Regulation Strategies in Second Language Classroom Contexts." ELT Worldwide: Journal of English Language Teaching 8, no. 1 (April 30, 2021): 97. http://dx.doi.org/10.26858/eltww.v8i1.18032.
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ABSTRACT It is of clear importance for EFL teachers to better regulate their emotions while facing multivariate classroom vicinities offering undeniable uniqueness possessed by each learner. As a contradictory, EFL teachers frequently undergo emotional impairs during engaging in their vocation as burnout, emotional exhaustion, boredom, frustration, and reluctance. Responding to this serious teaching issue, emotional regulation strategies should be introduced earlier for EFL teachers in order to bring about positive teaching-learning influences for the whole school communities in terms of enjoyable learning activities, spirited learners, committed educators, and a solid rapport established among educational boards. This current study attempted to probe more profoundly on tangible emotional regulation strategies implemented by EFL teachers teaching in distinctive school institutions. One research problem was formulated in this study namely, what are the specific strategies EFL Teachers apply to regulate their emotions in second language learning contexts? This qualitative study utilized narrative inquiry to better obtain more obvious portrayals out of the teachers’ real-time experiences of managing their emotional states for particular teaching periods. The findings of this study displayed that the diminution of EFL teachers’ negative emotions will enable learners to achieve their gratifying learning outcomes and retain teachers to survive longer in their current vocation.
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Alzubi, Ali Abbas Falah. "The Role of Mobile Technologies in Impacting Learner Autonomy in an EFL Context." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 3 (July 2021): 56–73. http://dx.doi.org/10.4018/ijcallt.2021070104.
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This article reviews previous research conducted on the role of mobile devices that support learner autonomy (LA) in English is a foreign/second language (EFL) context from 2010 to 2021 based on a number of criteria that included research design, publication type, period, field of study, and use of technology. Mainly, the review examined design features of the empirical studies on mobile technologies and learner autonomy (LA) in EFL contexts and the ways mobile technologies impact LA. A coding sheet was used to analyze the papers (N = 23) having met the selection criteria in terms of education form and level, instrumentation, location, context, gender, use of technology, English as a foreign/second language (EFL) skills, and learning impact. It was revealed that all of the examined studies were conducted in Asia and Europe. Also, most of the studies had male and female participants. In addition, most studies on utilizing mobile devices to impact LA were investigated in higher education informally. Moreover, literature has paid more attention to reading and writing skills, vocabulary/grammar skills, and EFL in general. Finally, the analysis showed that mobile devices played a vital role in impacting LA in EFL contexts in a positive sense. Future research gaps and recommendations are suggested based on the findings of this review.
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Lestari, Ida Puji. "The Portrait of Reading Strategies Research in Language Education: Policy Recommendations." Jurnal Sains Sosio Humaniora 4, no. 1 (June 30, 2020): 71–75. http://dx.doi.org/10.22437/jssh.v4i1.9769.
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This article reports on reading research in an English as a foreign language (EFL) context. Literature review as an approach to exploring current theoretical and practical frameworks of reading was used in this paper. Findings suggest that reading, despite seen as a complicated skill to teach in EFL setting, has received multi-facet attentions from scholars. Several studies have investigated reading strategies used by EFL students and the effect of individual differences emerged in the teaching and learning of reading. The results of this review recommend stakeholders to consider reading strategies and learner differences in reading classes as parameters in constructing curriculum for teaching reading in EFL contexts.
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Wijaya, Kristian. "The Important Role of Self-Regulation in Worldwide EFL Learning Contexts." Acuity: Journal of English Language Pedagogy, Literature and Culture 7, no. 1 (November 11, 2021): 65–76. http://dx.doi.org/10.35974/acuity.v7i1.2578.
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To better cultivate life-long learning characters within EFL learners, they should be well-trained in activating their utmost self-regulation potentials. By becoming more self-regulated academicians, EFL learners will be more capable of controlling their targeted learning environments, resources, strategies, and time in a better purpose to reach the desired learning outcomes. Concerning this belief, this present qualitative library study was run to exhaustively unearth the crucial role of self-regulation in worldwide EFL learning contexts. To fulfill this main research concern, 30 prior self-regulation studies were conscientiously selected to generate a new enlightenment for globalized ELT educators to nurture their learners’ self-regulation growth in varied language learning situations. The obtained major findings unveiled that a higher degree of self-regulation enabled EFL learners to transform into more life-long knowledge seekers fully reaping more fruitful language learning outcomes. For the betterment of this pivotal psychological investigation, a considerable number of self-regulation literature in line with the interconnected nature of other psychological constructs are highly suggestive for future researchers aiming to conduct identical studies.
Keywords: self-regulation, library study, worldwide EFL learning contexts
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Young, Davey. "Guide to Systematizing Support for Students with Disabilities in Postsecondary EFL." Latin American Journal of Content & Language Integrated Learning 13, no. 1 (August 28, 2020): 26–42. http://dx.doi.org/10.5294/laclil.2020.13.1.2.
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Despite the ubiquitous presence of students with disabilities (SWDs) enrolled in institutes of higher education around the world, English as a Foreign Language (EFL) programs are often underequipped to provide them with appropriate and effective disability services and inclusive instruction. Given the general uncertainty among EFL professionals of how to provide such services and instruction, and considering that postsecondary EFL learning environments can differ considerably from context to context, it may be useful for language program leaders to create context-specific support systems to serve SWDs enrolled in their courses. The present paper provides a set of practical guidelines for establishing an institutional or departmental policy and procedure for ensuring a continuum of services to SWDs in contexts where such measures do not already exist, as is the case in many postsecondary EFL learning environments around the world. These guidelines are presented as a set of eight steps in a suggested sequence of execution: identify existing policies or create new ones, identify and determine the availability of resources, identify and remove barriers in the learning environment, assign clear roles and responsibilities for leadership, create a framework for service delivery, include a provision for post-implementation evaluation, offer opportunities for professional growth and creation of expertise, and share best practices with practitioners in other contexts.
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Pham, Vu Phi Ho, and Thi Kim Loan Bui. "Genre-based Approach to Writing in EFL Contexts." World Journal of English Language 11, no. 2 (August 11, 2021): 95. http://dx.doi.org/10.5430/wjel.v11n2p95.
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Writing is a challenging and demanding skill for EFL learners in Vietnam. Teaching writing skills at Vietnamese universities is problematic since different approaches to writing have not been implemented effectively. Mainly, a genre-based approach to writing has not yet been implemented in EFL writing classrooms successfully. This paper investigates how the genre-based writing approach has been taught and learned at Van Lang University. The study mentions some critical notions of systemic functional linguistics, genre-based writing approach, and the importance and effects of genre-based approach to writing. 128 students turned in their midterm essays in week 5 of the 10-week writing course. These 128 expository essays were analyzed and synthesized using Microsoft Excel to calculate the differences in move-step structure. The findings indicated that the students had difficulty following the fixed move-step structure, and they also faced challenges of lexico-grammatical usage for the expository. Hence, the study suggests some implications for applying a genre-based approach to writing for EFL teachers and students and suggests further research.
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Yoon, Jung-hyoe. "Gender-Neutral Pronouns He and They." Convergence English Language & Literature Association 7, no. 3 (December 31, 2022): 141–60. http://dx.doi.org/10.55986/cell.2022.7.3.141.
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This paper attempts to investigate the Korean EFL students’ understanding of singular they in comparison with gender-neutral he. When it comes to the choice of third person singular pronouns in gender-indeterminant contexts, prescriptive grammar prefers gender-neutral he, while descriptive grammar recommends singular they, among other alternative pronoun forms. As grammar books and guideline sources gradually adopt singular they as a proper, or a better, pronoun candidate compared to gender-neutral he, an experimental study was designed to examine how Korean learners of English acquire this recent language change in EFL contexts. In a naturalness judgment task, the Korean EFL learners judged singular they in informal contexts as less natural than in formal contexts and even as unnatural when the antecedents included ‘every/any,’ though it has been reported that native speakers prefer singular they in informal contexts rather than in formal contexts.
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Bhowmik, Subrata. "Writing Instruction in an EFL Context: Learning to Write or Writing to Learn Language?" BELTA Journal 5, no. 1 (June 1, 2021): 30–42. http://dx.doi.org/10.36832/beltaj.2021.0501.03.
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Writing is an important skill to function effectively in a foreign language. In an EFL context, writing is all the more important as a high percentage of students learn English for academic and professional purposes that require advanced writing skills. In the most recent scholarship of L2 writing, arguments have emerged regarding whether the focus of writing instruction should be to teach students how to write effectively in the target language, or how they should use writing to learn the language. Eliciting the main tenets around both these theoretical orientations, the current paper examines writing instruction in EFL contexts and makes the case that the learn-to-write and write-to-learn language approaches are not mutually exclusive. The paper further posits that learner needs should pivot L2 writing instruction in EFL contexts, and that approaches to L2 writing instruction need to be flexible and adaptable.
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Lindawati, Rini. "Students’ Perceptions Towards Extensive Reading In Efl Contexts." International Journal of English and Applied Linguistics (IJEAL) 1, no. 2 (August 9, 2021): 99–104. http://dx.doi.org/10.47709/ijeal.v1i2.1044.
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Most university students are struggling in learning English as Foreign Language. The utilization of an extensive reading strategy will potentially promote more striking influential impacts on EFL learners’ target language proficiency. The students' perceptions influence the success of teaching and learning English. The research aimed to know the students’ perception of Extensive Reading in EFL contexts. The researcher used the Qualitative Research method. This study was conducted in Universitas Islam Majapahit. The researcher selected twelve senior students of the English language education department who have already received the extensive reading subject in their previous semesters. The researcher collected the data through semi-structured interviews. The data were then analyzed by following Miles and Huberman’s (1994) framework. The results showed that the students had positive perceptions toward Extensive Reading practices. They considered if Extensive Reading is a reading activity for pleasure and information search where they can read material without any restraint. Besides, Extensive Reading also contributed to developing their comprehension and English skills such as listening, speaking, reading, writing, vocabulary mastery, and grammar. Moreover, Extensive Reading enabled them to enjoy the learning experience.
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García Cuevas, Sara. "English as a Lingua Franca for EFL Contexts." Pulso. Revista de educación, no. 42 (October 30, 2019): 293–96. http://dx.doi.org/10.58265/pulso.5037.
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M. Faruq Ubaidillah and Nasuha. "Teaching Practicum in EFL Contexts: Voices from Stakeholders." Middle East Journal of TEFL 2, no. 2 (December 30, 2022): 86–99. http://dx.doi.org/10.56498/442222022.
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This study was conducted to explore the beliefs of preservice teachers about teaching English as a foreign language through eight weeks teaching practicum in secondary schools. This study employed a mixed-method research by involving thirty four preservice teachers in a private university in Malang. Data were collected through a questionnaire adapted from the latest version of Beliefs about Language Learning Inventory (BALLI) and semi-structured interview to gather in-depth information. The data obtained from participants were analyzed, triangulated, interpreted and finally concluded. The findings showed that preservice teachers’ beliefs in terms of five BALLI aspects appeared to be positive and were able to be practiced in the EFL classroom. The beliefs which were positive included people who speak more than one language as the very intelligent one, English as an easy language, classroom management as the most difficult part of teaching of English, social language as the most important part of teaching English, allowing beginner students to make error can make them difficult to speak correctly, the inclusion of something different in English class that should be done by English teachers. This study ended with implications and suggestions in order to be able to improve teaching practicum in teacher education program.
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Chen, Xin. "Narrowing the Gap between EFL and ESL:." INTESOL Journal 16, no. 1 (October 30, 2019): 79–98. http://dx.doi.org/10.18060/23380.
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The sharp increasing number of international students in the U.S. has warranted more research into the academic literacy development of those students whose first language is not English. A great number of studies have found that how to socialize themselves into the new discourse communities at university remains a challenge for most international students because of language and cultural barriers. The gap between learning the English language in EFL contexts and using the language in ESL contexts also becomes an issue in international students’ academic performance that needs to be addressed. This case study examines how a graduate student from Korea (an EFL country) developed her academic English when pursuing her degree in the U.S. (an ESL context for her). The research demonstrated her strategies of surviving the academic life despite the language limitations and investigated the factors that influenced her language development. Implications for how to support international graduate students in improving linguistic and cross-cultural competences are discussed.
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Reynolds, Barry Lee, Jin-Jy Shieh, Chen Ding, and Xuan Van Ha. "Sustained Content Language Teaching: Insights from an ESL and EFL course." International Journal of English Studies 22, no. 2 (December 23, 2022): 129–54. http://dx.doi.org/10.6018/ijes.507161.
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Instructional settings (English as a second language (ESL) and English as a foreign language (EFL)) may provide different opportunities for learners’ meaningful language use. This qualitative study was designed to shed light on this issue. The data included multiple sources collected from a sustained content gastronomy language course taught in an American ESL and a Taiwanese EFL context. Findings revealed that various factors (e.g., themes, environment, and learners) contributed to learners from both contexts meeting course goals. The findings further indicate that it is not the ESL/EFL context but instead using a sustained content language teaching approach that incorporates theme-based instruction and dynamic units that ensures learners are provided opportunities for meaningful and purposeful language use.
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Ozturk, Kadim. "A Study of Metaphor for Writing Skill in EFL Contexts." English Language Teaching 15, no. 7 (June 13, 2022): 38. http://dx.doi.org/10.5539/elt.v15n7p38.
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To communicate effectively in any language, one needs to be competent in using four language skills; that is, reading, listening, reading, and writing- and accordingly the integrative skills instruction has come into prominence in L2 teaching. EFL teachers’ beliefs, ideas, perceptions, attitudes are known to have a significant impact on their profession. Termed as “teacher cognition” by Borg (2003), the mentioned beliefs or perceptions are not directly observable. In this study, it is argued that teachers’ perceptions about four language skills as a part of their teacher cognition will give insight to their instruction. This is a qualitative study which aims at finding out the prospective EFL teachers’ perceptions about writing skill through metaphors. The participants included the undergraduate students studying English as a foreign language at two universities, Istanbul and Amasya. The data were analyzed with the content analysis technique. The findings revealed that prospective EFL teachers had various views regarding the nature of writing. These perceptions, either positive or negative, will influence their future practices; thus, it is essential that the awareness of prospective EFL teachers should be sharpened to help learners to understand the complicated nature of writing and proceed in writing.
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Nazari, Ahmad. "An Analysis of an EFL Teachers' Guide: A Case Study." Education Research International 2011 (2011): 1–7. http://dx.doi.org/10.1155/2011/249610.
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This paper is an attempt to analyse one of the documents which may affect the classroom activities of English as a Foreign Language (EFL) teachers, namely teachers' guides. It also explores the context at which the document is aimed and critiques how EFL teachers are advised to teach as well as how EFL is taught. As such, the paper stands where critical discourse analysis and language policy come together in the study of language policies in education. The teachers' guide chosen and the analysis carried out here are not necessarily concerned with their representativeness and typicality but with the opportunity they provide to the researchers and teachers to learn about such language policy documents and how language and language teaching objectives are represented in them. The issues raised in this paper will have relevance to the EFL teachers' guides and EFL education in other contexts, as these issues are likely to be true of other EFL milieux.
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Ofte, Ingunn, and Jennifer Duggan. "PEER RESPONSE IN LANGUAGE TEACHER TRAINING: STUDENTS’ PEDAGOGIC APPROACHES AND POSITIONING." Nordic Journal of Modern Language Methodology 8, no. 1 (July 3, 2020): 30–54. http://dx.doi.org/10.46364/njmlm.v8i1.482.
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Although peer response is increasingly used in English as a foreign language (EFL) courses within European higher education (HE), very little research has been carried out to explore its efficacy within specific sociocultural contexts outside of the Asia-Pacific region, and much of the research into peer response has been limited to English as a second language rather than EFL contexts (Yu & Lee, 2016). Students’ positioning of themselves relative to the authors of the texts they review and the texts themselves reveals significant information about how their culture and context impact their approach to peer response. As such, this study examined 119 written peer response texts of EFL teachers in training in a Norwegian HE institution. It found that the low power distance in Norway combined with a shared cultural belief that one should not show hubris impacted students’ ability to provide critical comments to their peers, as well as the manner in which comments were made.
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Ait Hammou, Brahim, Mohammed Larouz, and Mustapha Fagroud. "Word frequency, Range and Lexical diversity: Picking out Changes in Lexical Proficiency among University Learners in an EFL Context." International Journal of Linguistics and Translation Studies 2, no. 2 (April 28, 2021): 22–38. http://dx.doi.org/10.36892/ijlts.v2i2.131.
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While frequency of occurrence and lexical diversity are common measures of lexical proficiency, very few studies have examined range along with these two other lexical indices, especially in EFL contexts. Using a sample of 529 undergraduate EFL learners’ essays, the present study examined the development of three indices of lexical proficiency (word frequency, range and lexical diversity) across 3 different proficiency levels. No similar study has been conducted so far in the Moroccan context, which makes this study a valuable contribution to a better understanding of university learners’ productive lexical knowledge. Unexpectedly, although frequency is an established measure which can successfully show differences in learners’ proficiency, the results of this study indicate that at the productive level, the range of content words and lexical diversity might better reflect differences among learners of different proficiency levels. While word frequency was stable among the three groups, indices of range and lexical diversity reflected better lexical knowledge in higher proficiency levels. We concluded that in EFL contexts, range and diversity might be better measures of proficiency. This suggests that there should be more focus on developing these two aspects in EFL classes.
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Abdul Salam Alnamer, Sulafah. "On the Awareness of English Polysemous Words by Arabic-Speaking EFL Learners." Advances in Language and Literary Studies 8, no. 2 (April 30, 2017): 112. http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.112.
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This study measures the extent to which Arabic-speaking EFL learners are aware of polysemy in English. It also investigates whether the English proficiency level of Arabic-speaking EFL learners plays a role in their ability to distinguish between the various meanings of English polysemous words, and whether they face problems when they encounter these words in unusual contexts (i.e. the contexts that employ the extended meanings of the target polysemous words). To these ends, a translation test in which the participants were asked to give full Arabic translation for fifteen English sentences was designed. The words open, run, and make were the target polysemous words in this study. The Results show that Arabic-speaking EFL learners have little awareness of polysemy in English, and their English proficiency level does play a role in their ability to distinguish between the different meanings of English polysemous words. It was also found that Arabic-speaking EFL learners have no problems guessing the primary meaning of the English polysemous words. However, they face difficulty guessing the extended meanings of polysemous words in unusual contexts. Moreover, some Arabic-speaking EFL learners can guess the extended meanings of the polysemous words they encounter in familiar contexts, or when they understand some cues provided to disambiguate these words. This study concludes with some pedagogical implications and recommendations for further studies.
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Phetsut, Piyaporn, and Zainee Waemusa. "Effectiveness of Mobile Assisted Language Learning (MALL)-Based Intervention on Developing Thai EFL Learners’ Oral Accuracy." International Journal of Technology in Education 5, no. 4 (October 25, 2022): 571–85. http://dx.doi.org/10.46328/ijte.271.
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With the rapid growth of digital technology, mobile phones are widely used for EFL teaching and learning. However, little is known about the effectiveness of integrating a mobile application into EFL classrooms to improve oral accuracy in Thai school contexts. An instructional intervention grounded with Mobile Assisted Language Learning (MALL) and dynamic assessment in Thai EFL contexts needs to be further investigated. This quasi – experimental study aimed to investigate the effectiveness of a mobile-based intervention to develop Thai EFL learners’ speaking. Thirty students from a secondary school in southern Thailand were assigned to complete five oral tasks through the dynamic assessment process as an intervention on WhatsApp in order to develop their oral accuracy. Quantitative data were collected from the oral pre-test and post-test to examine the students’ speaking development by utilizing the paired samples t-test. The results showed a significant difference between the pre-test and post-test after the implementation of the MALL-based intervention. It could be suggested that the application of the MALL-based intervention could develop EFL learners’ oral accuracy in Thai school contexts. Implementations and recommendations of this study are discussed.
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Novianti, Nita, Angela Thomas, and Vinh To. "Addressing challenges in the practice of critical literacy in EFL classrooms: A new framework." Indonesian Journal of Applied Linguistics 10, no. 1 (June 1, 2020): 206–17. http://dx.doi.org/10.17509/ijal.v10i1.25049.
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The practice of critical literacy in EFL contexts answers the need for EFL pedagogy that considers the complex social and political dimensions of foreign language learning. Many teachers are still discouraged from practicing critical literacy due to the many challenges they encounter. In this paper, we outline a practical framework that can help teachers navigate the complexity of practicing critical literacy in EFL contexts. The framework consists of four resources of critical literacy practice, namely curriculum and standards, students’ experiences and background, local social issues, and text selection. The classroom activities include text analysis and critique, bridging the word and the world, and social action. Particular issues in EFL pedagogy are addressed with implications for the practice of critical literacy.
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Toufik Ghaffour, Mohamed. "Anti-Essentialist Culture Conception for Better Intercultural Language Teaching in EFL Contexts." Arab World English Journal 13, no. 1 (March 24, 2022): 273–84. http://dx.doi.org/10.24093/awej/vol13no1.17.
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Culture is a crucial facet in Teaching English as a Foreign Language. (TEFL) Hence, we shall in this paper discuss the theories underpinning this concept and how we can utilize these epistemological and ontological understandings to promote the TEFL field and the higher education task. Henceforward, we have answered the following question: How to move from the essentialist view of culture to the non-essentialist view of culture, and why it is essential to do so in 21st century English as a Foreign Language context? To answer the proposed question, we have discussed the essentialist and non-essentialist dichotomy of the culture concept and how both frameworks affect TEFL and intercultural language teaching (ILT) differently. In this regard, we aim to help EFL policymakers, EFL teachers, and students alike shift their attention towards the merits of adopting a non-essentialist understanding of the culture concept in the ILT. First, this article covers the theories of culture to understand this concept from different anthropological perspectives. Second, we relied on Byram’s Model (1997) critiques to demonstrate how a misunderstanding of culture as a concept can be damaging. Third, after critically discussing the relevant literature, we recommended an anti-culturalist perspective in the EFL context to improve the ILT experience. This article concludes with recommendations for EFL and ELT policymakers and EFL teachers and students alike. The proposals mainly focus on shifting the attention towards a non-culturalist approach towards culture.
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ILES, Yamina, and Amine BELMEKKI. "Charting New Venues for Teaching Literary Texts through Black English Vernacular in EFL Context: Case of H.B. Stowe’s Uncle Tom’s Cabin." Arab World English Journal 12, no. 1 (March 15, 2021): 128–38. http://dx.doi.org/10.24093/awej/vol12no1.9.
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This research paper attempts at studying the operation of literary texts teaching through Black English Vernacular (BEV) in EFL context, selecting the American novel: Uncle Tom’s Cabin, henceforth (UTC), (1852) by Harriet Beecher Stowe (1811-1896) as a parameter of research. Its main aim is to reveal and project the new venues for teaching literary texts through BEV in EFL classroom. The choice of this novel constitutes a luxuriant source of investigation. Additionally, it is abundant with various cultural elements used by its characters. The significance of the study relies on the examination and analysis of lexical items regarding the role of literature in the EFL context between the past and the present time. Also, with the difficulties of using literary texts as language tools in the EFL educational milieu. After implementing a stylistic analytical method on the selected novel, the results of the study end up by the selection of certain lexical entries from Black English that can be used as a reference in the teaching of literature in EFL contexts.
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Takrouni, Afra, and Hussein Assalahi. "An Inquiry Into EFL Teachers’ Perceptions of Integrating Student Self-Assessment Into Teaching Academic Writing at a Saudi University." Theory and Practice in Language Studies 12, no. 3 (March 1, 2022): 471–81. http://dx.doi.org/10.17507/tpls.1203.06.
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This paper aims to explore EFL teachers’ perceptions of integrating student self-assessment into teaching writing to EFL students, in the preparatory year at an English language center at a Saudi university. Previous research has indicated that through reflection and metacognition, self-assessment can help students in EFL contexts learn to write and improve the quality of their writing. The bulk of this research, however, simplistically underestimates the socio-cultural context in which learning to write takes place, especially one where the symbiotic relationship between different affordances is far from problematic. Drawing on Vygotsky’s socio-cultural theory, this study explores how these affordances play out in the context of this study and how they impact the quality of learning to write, in EFL contexts. The sample consisted of 53 EFL teachers, exploring their perceptions of, and experiences with, integrating self-assessment into teaching writing to students in the academic English track (ELIS). A mixed methods design was employed, and the findings revealed that although teachers have positive perceptions about self-assessment and encourage its implementation in their writing classrooms, they lack professional support for integrating self-assessment into the various stages of writing. The findings also suggested that the integration of self-assessment into teaching writing is a complex process, and the chaotic relationship between curriculum design, assessment policy, professional development initiatives, and students’ and teachers’ beliefs, might contribute to a lack of engagement when integrating self-assessment into teaching writing. Finally, pertinent recommendations for teaching writing and future research about integrating self-assessment into teaching writing are suggested.
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Wijaya, Kristian Florensio. "English Education Master Students' Perceptions on Their Agency as Future EFL Teachers." Journal of Foreign Language Teaching and Learning 6, no. 2 (July 28, 2021): PRESS. http://dx.doi.org/10.18196/ftl.v6i2.11994.
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This study investigated English Education Master Students’ perceptions of their agency as future EFL teachers. The underlying concern for conducting this study is a shortage of future EFL teachers’ professional development literature exploring the significance of promoting agency in varied second language classroom contexts. The narrative inquiry approach was employed to obtain more overarching depictions about the apparent stories told by the research participants to fulfil this central research objectivity. Ten open-ended written narrative inquiries were harnessed to shed more enlightenment for future EFL teachers’ professional development with the support of robust agency establishment. This set of narrative inquiry questions heed more profound attention to dig out graduate EFL students’ perceptions of their agency as prospective second language educators. The obtained findings overtly revealed that future EFL teachers could elevate their agency and promote holistic second language learning enterprises while their school institutions imparted continuous mutual supports. Eventually, the findings will shed more enlightenment for ELT experts, practitioners, and policymakers to design more unrestricted educational regulations. They supportively substantiate future EFL teachers' agency growth, particularly in Indonesia's EFL learning contexts, emphasizing the text-based learning achievements.
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Alqarni, Nada. "Language Learners’ Willingness to Communicate and Speaking Anxiety in Online versus Face-to-Face Learning Contexts." International Journal of Learning, Teaching and Educational Research 20, no. 11 (November 30, 2021): 57–77. http://dx.doi.org/10.26803/ijlter.20.11.4.
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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.
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Dolganova, Olga. "Exploration of Classroom Cultures in EFL." Modern Journal of Studies in English Language Teaching and Literature 4, no. 1 (June 27, 2022): 40–56. http://dx.doi.org/10.56498/412022300.
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This article documents an investigation of classroom cultures within the context of teaching English in a Russian university and aspires to shed light on the context of teaching English as a foreign language (EFL) in Russia. It provides a comprehensive understanding of what classroom cultures the teachers of English create, and how their vision of these cultures is influenced by the context in which they are situated. Echoing previous research suggesting that classroom contexts are co-constructed, this study also accentuates students’ contributions in their implicit role in the construction of classroom cultures. The findings reveal that tensions that arise in the classroom trigger processes of negotiation between teachers and their students. Owing to these negotiations, the teachers manage to acquire the students’ acceptance of their rules, and this appears to be considered as some sort of ‘validation point’ for the teachers, which, in turn, facilitates the development of the teachers and their respective classroom cultures. This finding positions the students as central to the teachers’ estimations of themselves.
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Lindawati, Rini. "Extensive Reading in EFL Learners: Moving from Theory to Practices." International Journal of English and Applied Linguistics (IJEAL) 1, no. 3 (January 31, 2022): 291–97. http://dx.doi.org/10.47709/ijeal.v1i3.1346.
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Since its introduction to the subject of English Foreign Language, extensive reading has grown in popularity (EFL). This type of reading has been shown to provide EFL learners with numerous benefits in a variety of areas. Extensive Reading has also been done in a number of situations. This essay seeks to (1) provide a thorough understanding of ER, both theoretically and in terms of principles, and (2) summarize recent ER research in EFL settings. The method of library research was employed by the researcher. According to the reports, extensive reading increased reading comprehension, vocabulary understanding, and writing abilities. Furthermore, the students showed positive attitudes and perceptions of extensive reading in EFL contexts. More teachers and practitioners are hoped for. Furthermore, the students had positive attitudes and impressions of extensive reading in EFL contexts. It is hoped that more teachers, practitioners, and educational institutions would see the possibility of incorporating Extensive Reading into the English curriculum in order to benefit from its multiple benefits.
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Wijaya, Kristian Florensio. "ENGLISH EDUCATION MASTER STUDENTS’ PERCEPTIONS ON THEIR SELF-EFFICACY IN EFL SPEAKING LEARNING CONTEXTS." UC Journal: ELT, Linguistics and Literature Journal 2, no. 2 (November 13, 2021): 105–18. http://dx.doi.org/10.24071/uc.v2i2.3438.
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AbstractSelf-efficacy should be fully integrated as one of the mainstays assisting multiverse EFL academicians to achieve greater speaking learning achievements, improve their actual communicative competencies, and justify their misconceptions of L2 speaking learning enterprises. Corresponding with these 3 aforementioned advantages, the full activation of robust self-efficacy will potentially allow EFL academicians to show greater effortful actions, resilience, motivation, and commitment to relentlessly forge their L2 communicative competencies in the presence of adverse speaking learning situations. This qualitative study was conducted in the support of the narrative inquiry approach to yield rejuvenated facts, trustworthy truth, and apparent evidence for worldwide EFL educationalists concerning the significance of self-efficacy implementations in diverse wide-ranging L2 speaking classroom vicinities. Two major positive influential factors are deemed as both internal and external factors affecting the luxuriant proliferation of striking L2 speaking skills as well as self-efficacy levels advancement namely the induction of long-life speaking learning endeavor and supportive speaking learning environments. For the future betterment of self-efficacy and EFL speaking studies, varied relevant research instruments need to be mutually accompanied by a considerable number of research participants to produce more significant research results contributing a richer understanding of affective second language learning fields. Keywords: Self-efficacy, EFL speaking, narrative inquiry
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Weisi, Hiwa, Ali Raygan, and Fatemeh Bakhtiari. "British or American? Iranian EFL learners’ Perceptions toward English Accents: Exploring possible relationships." IJET (Indonesian Journal of English Teaching) 8, no. 1 (July 23, 2019): 9–22. http://dx.doi.org/10.15642/ijet2.2019.8.1.9-22.
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Native English accents (British and American) are known as highly favored and accepted varieties compared to other existing accents in English as foreign language (EFL) context. Notwithstanding the research accomplished on EFL learners’ attitudes toward either of the accents (British or American), studies are still scant regarding the investigation of their perspectives in detail toward one of the accents specifically within the context of Iran. The aim of this study is to examine the Iranian EFL learners’ attitudes toward the two major known English accents (British and American. Additionally, the study highlights the major factors contributing to the learners’ preferences toward either of the accents (British or American). To that aim, a developed and validated questionnaire was distributed among 108 EFL learners selected from two of the major EFL contexts (universities and private institutes). The results indicated that the majority of the learners preferred American over British English accent. Besides, factor analysis revealed that American English exposure, lack of guidance, and lack of reinforcement toward British accent were among the mentioned factors accepted by learners for their preference of American. Finally, the study concludes with interpretations regarding the learners’ decision making issues in either of the two major accents, and recommendations are provided for revisiting the EFL learners’ attitudes and insights toward native English accents.
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Massri, Rola Ahmed. "Psychology of Efl Learners in Saudi Universities: A Literature Review." British Journal of Education, Learning and Development Psychology 5, no. 1 (July 9, 2022): 21–44. http://dx.doi.org/10.52589/bjeldp-40fwsi7u.
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With a view to gathering insights for EFL proficiency development amongst Saudi EFL learners, this study reviews the empirical literature on the influence of four key psychological factors on learning English as a foreign language. Specifically, the study addressed the following question: In what ways do the psychological factors of attitude, self-efficacy, anxiety and motivation influence the development of English proficiency amongst university learners in EFL settings?. To this end, 49 research articles published between 1990 and 2021 were selected for a systematic review of the selected factors. The selected studies were conducted in diverse university EFL learning contexts spanning 18 countries. Of this number, the highest numbers of studies (in descending order) falling within the criteria of the review were conducted within the Iranian (9), Chinese (8), Turkish (6) and Saudi (5) contexts. The study found that the psychology of EFL learners at the university level is complex and that there are multiple factors linked to the reviewed factors which need to be taken into account by policymakers, curriculum designers, teacher trainers and teachers to ensure effective EFL learning. The findings of most of the reviewed studies suggest that EFL learning is positively perceived by learners, although obstacles to effective EFL learning do exist and attitudes towards learning English seem to be influenced by a wide range of factors including parental support, gender, level of study, community support and motivation. The reviewed research also suggests a link between strategy-use and EFL learners’ self-efficacy and anxiety management. A key implication of these findings for improving the EFL learning experience in the Saudi context is the need to carry out more qualitative and in-depth studies that can help to map and address the actual issues affecting EFL learners. Further, intervention-based, rather than purely survey-based, research can enable Saudi EFL education providers to understand what pedagogical interventions and strategies can work most effectively in the local settings. Longitudinal studies would also enable researchers to understand whether attitudes, self-efficacy, anxiety and motivation evolve over time, and if they do, then what are the factors influencing such development, whether positive or negative. These understandings are key to creating a transformative EFL learning experience for Saudi university students which in turn determines their prospects of success in the academic setting and future employability.
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Goto Butler, Yoko. "Perspectives: Content-Based Instruction in EFL Contexts: Considerations for Effective Implementation." JALT Journal 27, no. 2 (November 1, 2005): 227. http://dx.doi.org/10.37546/jaltjj27.2-5.
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Recently, there has been growing interest in content-based instruction (CBI) in foreign language education, particularly in English as a foreign language (EFL) education. However, there are a number of challenges for successful implementation of CBI in EFL contexts, and its implementation therefore needs to be carried out with careful consideration and preparation. Based on a review of previous studies as well as the author’s observation of various CBI classes in EFL contexts in East Asia, this paper identifies factors that influence the effectiveness of CBI including: (a) program setting and curriculum, (b) characteristics of teachers, (c) characteristics of learners, and (d) resource availability. The paper concludes with a series of suggestions for the successful implementation of CBI in EFL contexts, with particular emphasis on the implementation of CBI in East Asia. 近年、外国語としての英語教育環境下（EFL） で、コンテント・ベース教授法 （CBI）に対する関心が高まっている。しかし、EFLにCBIを導入するには解決すべき課題も多く、効果的な導入には、慎重な検討と周到な準備が不可欠である。本論文では、CBI に関する先行研究や、筆者自身の東アジア 諸国での多種にわたるCBI導入ケースの観察に基づき、以下の４点をCBIの効果を左右する要因として指摘する。すなわち、（a）プログラムの施行状況とカリキュラム、（b）教員の特徴、（c）学習者の特徴、（d）資源サポートのありかたである。これらを詳細に分析し、主に東アジア地域に焦点を絞りながら、CBIを効果的に導入するにはどうしたらよいかについて具体的な提案を行う。
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Parvizi, Gholam Reza, Jafar Mashayekh, and Yasser Saremi. "On the Consideration of Environmental Factors and Social Milieu Effective in Iranian EFL Learners." Journal of Studies in Education 6, no. 4 (October 31, 2016): 60. http://dx.doi.org/10.5296/jse.v6i4.9712.
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It has been known that teaching and learning a language in an ESL context is by far easier than teaching and learning it in an EFL context and that learning a language must take place in a social context. Foreign language milieus are those in which students do not have enough opportunities for communication in the target language beyond their classroom settings whereas in second language contexts, the target language is readily available out there (Brown, 2001). Given the important role that language learning resources could potentially play in EFL contexts, in the present study an attempt is made to shed light on the environmental factors and resources which Iranian language learners rely on and to explore the possible resources which exist around them and of which not all of them are necessarily aware. To this end, a group of students studying in Iran Language Institute in Shiraz was chosen. The data of the study were gathered through a questionnaire and a semi-structured interview. The findings suggested that they rely on very few resources outside the classroom setting. In addition, it was revealed that in an EFL context, such as Iran, there is a range of resources which foreign language learners could rely on and which could present them with opportunities in all four language skills.
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Uchkunovich, Absalamov Khiloliddin. "Developing productive skills in esl and efl teaching contexts." ACADEMICIA: An International Multidisciplinary Research Journal 11, no. 3 (2021): 366–72. http://dx.doi.org/10.5958/2249-7137.2021.00641.8.
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Csaba, Kálmán. "EFL teachers’ motivation and motivational impact in corporate contexts." Journal of Adult Learning, Knowledge and Innovation 2, no. 1 (March 2018): 33–47. http://dx.doi.org/10.1556/2059.02.2018.03.
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Wijaya, Kristian Florensio. "The Utilities of Online Formative Assessment in Indonesian EFL Learning Contexts during Covid-19 Era." Journal of Foreign Language Teaching and Learning 7, no. 2 (August 22, 2022): 178–98. http://dx.doi.org/10.18196/ftl.v7i2.14249.
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Amid COVID-19 pandemic, online formative assessment has grown in English Language Teaching. Previous researchers strongly contended that the accurate usage of online formative assessment could remarkably substantiate EFL learners’ target language learning motivation, achievements, and outcomes. This present qualitative study was conducted in support of a document analysis approach to generate varied insightful perspectives for Indonesian EFL teachers and learners to begin valuing the potential rewarding merits as a result of online formative assessment implementations in distant learning situations. Twenty relevant online formative assessment studies from 2020 until 2022 year were selectively chosen to produce more up-to-date and rewarding research findings worth applicable in nowadays Indonesian EFL teaching-learning enterprises. Based on the in-depth document analysis, two major pivotal research results strongly encouraged Indonesian EFL teachers to make use of online formative assessment in daily-based online learning activities namely: (1) online formative assessment progressively promotes holistic second language learning rewards for learners and (2) online formative assessment fully creates a more convenient EFL teaching-learning atmosphere for learners. These above-depicted research results opened a broader perspective for future researchers to replicate this research theme in the light of potential online formative assessment shortcomings and a greater number of relevant investigation sources.