This study extends the existing research on phrasal elaboration by investigating the independent and interactive effects of English as a foreign language (EFL) proficiency and mode (speaking and ...writing) on the overall and individual use of five distinct types of noun phrase modifiers. These modifiers include premodifiers, prepositional phrases, non-finite verb phrases, relative clauses, and nominal clauses. A total of 7676 second-year English majors were instructed to produce both oral and written argumentative essays on the same topic. Robust ANOVAs showed that EFL proficiency exhibited neither a significant main effect nor a significant interaction with mode with regard to the overall use of noun phrase modifiers or the specific use of premodifiers and prepositional phrases. However, a significant effect of mode was detected for different EFL proficiency levels. Mode did not yield a significant effect, whilst EFL proficiency demonstrated a significant impact on the use of non-finite verb phrases. No significant main effects or interactions were observed for EFL proficiency and mode in terms of the use of relative clauses or nominal clauses. These findings suggest the pedagogical need to prioritize the learners’ procedural knowledge of noun phrases, with specific attention to the nuances of EFL speaking versus writing.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
It has been documented that grit plays an indispensable role in the process of language learning and teaching. It is postulated that gritty people are more able to become involved in classroom ...practice and remain motivated even in light of challenges; however, what remains vague is the interplay of grit, well-being, and classroom enjoyment. To this end, 335 male and female Chinese EFL (English as a Foreign Language) learners who were studying English in 28 universities took part in this study. They completed three questionnaires including the grit scale questionnaire (Grit-S), foreign language enjoyment scale, and PERMA well-being scale. The Pearson coefficient of correlation was run to investigate the first research question of the study while, after checking the preliminary assumptions, for the second research question a multiple regression analysis was used. The findings of the study demonstrated that there is a positive relationship between learners' grit and enjoyment, and high degrees of enjoyment were interrelated to high degrees of grit. The findings of the study also signified that grit significantly predicted students' well-being and was also a predictor of classroom enjoyment. Finally, some implications and recommendations have been offered for language teaching stakeholders in educational settings.
The booming Artificial Intelligence (AI) provides fertile ground for AI in education. So far, few reviews have been deployed to explore how AI empowers English as Foreign Language (EFL) teaching and ...learning. This study attempts to give a brief yet profound overview of AI in the EFL context by summarizing and delineating six dominant forms of AI application, including Automatic Evaluation Systems, Neural Machine Translation Tools, Intelligent Tutoring Systems (ITSs), AI Chatting Robots, Intelligent Virtual Environment, and Affective Computing (AC) in ITSs. The review furthermore uncovers a current paucity of research on applying AC in the EFL context and exploring pedagogical and ethical implications of AI in the EFL context. Ultimately, challenges from technical and teachers' perspectives, as well as future research directions, are illuminated, hopefully proffering new insights for the future study.
In Indonesia especially 2013 Curriculum and Independence Curriculum, technology play its role for ELT in EFL classroom. Based on the experience of the researcher during her pre-service teaching, ...teachers in school lack technological devices as well as understanding towards technology of its importance and effectiveness for teaching and learning outcomes, therefore, this study wishes to discuss the importance and effectiveness of technology for EFL teaching. In this study, the researcher uses mixed methods analysis of analyzing quantitative data and qualitative data. 42 Indonesian EFL teachers analyzed divided into 25 teachers in 2013 Curriculum and 17 teachers in Independence Curriculum from all grades (elementary, junior high, and senior high) of either professional or pre-service teaching background, and the research data were collected via an online questionnaire created in Google Forms. In the findings, average of 36% teachers strongly agree and 50% teachers agree from 25 teachers in 2013 Curriculum agree as well as average of 40% teachers strongly agree and 57% teachers agree towards the first issue – importance of technology for ELT in EFL classroom, while the second issue – effectiveness of technology for ELT In EFL classroom resulted average of 50% teachers strongly agree and 40% teachers agree in 2013 Curriculum, and 42% teachers and 54% teachers agree in the Independence Curriculum. The study concludes by highlighting the importance and effectiveness of technology in education, recommending it for Indonesia EFL classroom, particularly in relation to the 2013 Curriculum and Independence Curriculum.
The widespread use of Artificial Intelligence (AI) in language education contexts has motivated several scholars around the world to uncover the advantages and disadvantages of AI and AI-powered ...instruments in different language classrooms. Yet, as the review of earlier investigations revealed, few inquiries have been carried out to divulge the pros and cons of leveraging AI in EFL classes. To narrow this gap, using the phenomenological approach, this inquiry investigated the opportunities and challenges of implementing AI in EFL classes from the perspective of Chinese EFL students. To do so, through the criterion sampling technique, a total of 45 EFL students was recruited from different educational institutions in China. To collect the dataset, participants were asked to complete an open-ended questionnaire. For the sake of triangulation, among the 45 participants, 15 were randomly selected to engage in a follow-up interview session. With the aid of MAXQDA software (version 2023), participants’ perceptions of AI opportunities and challenges were carefully analyzed. Overall, the analysis findings uncovered that leveraging AI in EFL classes can bring numerous opportunities for EFL students, including individualized learning, timely and immediate feedback, rich educational resources, and an interactive learning atmosphere. However, as demonstrated by the analysis outcomes, implementing AI in EFL courses may also face students with a range of challenges and problems. The research outcomes would be of great help to teachers and educational leaders in mitigating the challenges of leveraging AI in language classrooms.
•Investigated AI opportunities and challenges in EFL classes from Chinese students' perspective.•Found that AI can bring numerous opportunities for EFL students.•Revealed that AI implementation in EFL courses poses serious challenges for students.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Abstract The article presents a mixed-methods study that examines how undergraduate students of English as a Foreign Language (EFL) sustain their practices of learning English during the ongoing ...Russo-Ukrainian war in 2022–2023. In total, 33 undergraduate EFL students (henceforth – participants) took part in the study. In order to gain insight into their sustainable learning practices, the participants were requested to write a short reflective essay titled “My Thoughts on How I Learn English during the War”. The participants were instructed to write their essays in English within a one-week timeframe. Seeking to identify and classify a range of sustainable practices related to the ways the participants learnt English during the Russo-Ukrainian war, their reflective essays were analysed qualitatively and quantitatively. The analysis of the participants’ essays revealed the following learning practices that, according to the participants, helped them to sustain their EFL learning trajectory in the wartime EFL contexts: (i) participation in online EFL courses, (ii) communication with the native speakers of English on social networking sites (e.g., Instagram), and (iii) the combination of EFL learning activities offered at the participants’ university. The findings are discussed in detail further in the article through the lens of sustainable multilingualism development. Specifically, we argue that the development of multilingualism in the time of crises is feasible and sustainable, especially if it is coupled with an EFL learner’s inner psychological factors that are further facilitated by the external support offered by the digital learning environments that are (i) institutionalised and systematic, and (ii) extra-mural and unstructured (in other words, digitally wild).
In many places, Teaching English as a Foreign Language (TEFL) has been taught in much the same way for the past twenty years: Pre-service teachers learn to teach reading, writing, speaking, ...listening, grammar and vocabulary through models such as content or task-based instruction. They learn about the local curriculum, the CEFR and the history of teaching methods and basic foundations of education and learning. Their basic education is solid and founded yet rarely do students learn to question the content they are provided with or the materials they are expected to work with in the public schools. It is for this reason that, as a small part of in-service teacher EFL training, a short, independent-study module has been created that helps pre-service students to look at their future practices in a different, more critical, and richer light that hopefully disrupts their thinking about how language should and can be taught.
•A critical literacy approach empowered indigenous students by providing ways for them to view and question English textbooks.•Students discerned norms and noted silenced own cultural groups in these ...textbooks.•Students noted sociopolitical power imbalances and repositioned their own identities.•Teaching involving these indigenous students’ culture provided a way for indigenous students to have their voices to be heard and understood.
The purpose of this study was to examine what happens when indigenous students, in a Grade 6 class in rural Taiwan, critically examine EFL textbooks. Without a critical reading of textbook content, indigenous students are unable to examine unfavorable mainstream position. However, there are few English as a Foreign Language (EFL) studies on a critical literacy approach involving indigenous students. Data collected include observations and transcripts of critical literacy teaching, participants’ artifacts, responses to questionnaires, interviews, and the researcher's reflection journal. The findings show that critical literacy classes can empower indigenous students by providing alternative ways for them to view the world and lead them to discern norms and “silenced voices” in EFL textbooks, and to “cross borders” by noticing and addressing sociopolitical power, thereby repositioning their own identities. The study extends the knowledge in knowing how critical literacy work for indigenous group and gives suggestions to EFL teachers.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Teacher resilience (TR) has been widely researched in recent years in the general education field. However, scant attention has been given to language teacher resilience (LTR). An in-depth and ...systematic exploration of the inner structure of LTR is still lacking, which somewhat hinders our understanding of LTR. To address this gap, this study adopted a quantitative approach to investigate the structure of resilience among teachers of English as a foreign language (EFL). An adapted Chinese version of the Connor–Davidson Resilience Scale (CD-RISC) (Connor & Davidson, 2003) was completed by 658 Chinese senior high school EFL teachers. Exploratory and confirmatory factor analyses found a tri-factorial structure of TR involving tenacity, optimism and coping style; the latter was a newly discovered component of TR. In addition, we examined levels of EFL TR and found that they remained moderate to high. On the basis of these findings, the paper offers implications for sustaining and developing EFL TR and proposes future directions for LTR research.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Psychologically complicated by nature, anxiety refers to feelings of worry, fear, or apprehension. Several research studies have been devoted to exploring anxiety's effects on language skills, ...including writing. Since foreign language anxiety directly influences a learner's motivation and determination to learn that language, it is imperative to study the findings and reasons behind these anxious feelings. One-third of foreign language learners have been experiencing at least a moderate level of anxiety. Researchers have attempted to investigate the causes of anxiety among foreign language pre-service teachers. The present study objectifies two goals to determine the extent of writing anxiety, followed by reasons and references to the role of gender. Seventy-two pre-service teachers of the English language training department from the University of Education, Multan, Pakistan, were selected for the study using convenience sampling. Second language writing anxiety inventory (SLWAI) and second language writing anxiety reasons inventory (SLWARI) were used to collect data, and semi-structured interviews were taken with students. The findings presented no difference in anxiety levels between genders, whereas cognitive anxiety type was distinctive in results. Most of the participants experienced high and medium levels of anxiety.
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