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Journal articles on the topic 'Academic achievement in EFL'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Li, Lisheng, Yajun Wu, and Xia Kang. "Foreign Language Learning Boredom, Academic Engagement, and Achievement: A Mediation Model." Asian Journal of Interdisciplinary Research 5, no. 3 (2022): 22–31. http://dx.doi.org/10.54392/ajir2233.

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Boredom, as a commonly experienced negative, deactivating achievement emotion, is significantly correlated with the key indicators of academic and well-being outcomes. However, compared with enjoyment and anxiety, boredom in the field of English as a foreign language (EFL), especially the mediating mechanism of boredom on academic performance, still remains relatively unexplored. This study aimed to test whether academic engagement mediated the relationship between boredom and academic achievement in the EFL setting. Data were collected from 535 Chinese EFL secondary school students. Structura

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Wu, Yajun, and Xia Kang. "Perceived Teacher Support and EFL Achievement: The Mediating Roles of Academic Enjoyment and Self-concept." International Journal of Linguistics and Translation Studies 4, no. 2 (2023): 38–53. http://dx.doi.org/10.36892/ijlts.v4i2.320.

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Perceived teacher support, the primary social support that students receive in classroom settings, is positively associated with students’ academic achievement. However, limited studies have explored whether academic enjoyment and self-concept mediated the relationship between perceived teacher support and academic achievement in the learning English as a foreign language (EFL) context in China. The aim of the present study was to investigate the chain-mediating role of academic enjoyment and self-concept in the association between perceived teacher support and EFL achievement. Survey data wer

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Wu, Yajun, and Xia Kang. "The relationship between academic boredom and EFL achievement: Examining the mediating role of behavioral engagement." Journal of Language Teaching 3, no. 2 (2023): 1–10. http://dx.doi.org/10.54475/jlt.2023.002.

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In addition to anxiety, academic boredom has also begun to enter the vision of educational researchers in recent years. However, studies on academic boredom in the English as a foreign language (EFL) domain could be more comprehensive, especially the mediating mechanism of academic boredom on EFL achievement needs to be further explored. The present study investigated the direct and indirect effects of academic boredom on EFL achievement in a sample of two hundred and thirty-five Chinese secondary EFL learners. SPSS Process and Mplus were utilized to analyze the data. The findings revealed tha

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Asakereh, Ahmad, and Nouroddin Yousofi. "Reflective Thinking, Self-Efficacy, Self-Esteem and Academic Achievement of Iranian EFL Students in Higher Education: Is there a Relationship?" International Journal of Educational Psychology 7, no. 1 (2018): 68. http://dx.doi.org/10.17583/ijep.2018.2896.

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The present study investigated the relationship between reflective thinking, general self-efficacy, self-esteem and academic achievement of Iranian EFL students. To this end, 132 Iranian EFL students from three state universities were recruited. To collect the data, the participants completed four questionnaires, namely background information questionnaire, the reflective thinking skills questionnaire (Kember et al., 2000), the general self-efficacy scale (Schwarzer & Jerusalem, 1995) and Rosenberg self-esteem scale (Rosenberg, 1965). The results of two correlation matrixes revealed that t

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Wu, Yajun, and Xia Kang. "The Role of Peer Support in Promoting EFL Achievement: Academic Self-Concept as the Mediator." English Learning Innovation 4, no. 2 (2023): 68–81. http://dx.doi.org/10.22219/englie.v4i2.26036.

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For secondary school students, peer support is an essential component of social support, which might significantly influence their academic achievement. However, the mediating mechanism between peer support and academic achievement needs to be further explored, especially in teaching English as a foreign language (EFL). The present study explored the relationship between peer support, foreign language (FL) self-concept, and EFL achievement based on the data of 499 Chinese secondary EFL learners. Structural equation modelling (SEM) and mediation analysis results demonstrated that peer support p

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Hamzavi, Raouf, Hannane Sharifi, Soha Kalantari, and Sahar Imani. "Iranian University EFL Students’ Cognitive Appraisals of Control and Value, Learning-Related Achievement Emotions, and Academic Achievement." Mextesol Journal 47, no. 3 (2023): 1–10. http://dx.doi.org/10.61871/mj.v47n3-16.

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The purpose was to examine the relationship between cognitive appraisals of control and value, learning-related achievement emotions, and academic achievement among Iranian EFL university students. Participants included 440 senior EFL students of different ages (22-35) from 15 universities in Iran. They completed the Motivated Strategies for Learning Questionnaire (Pintrich, et al., 1991), and the Achievement Emotions Questionnaire (Pekrun et al., 2005). Moreover, the participants’ total Grade Point Averages were collected from the universities. The results revealed that control and value appr

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Kang, Xia, and Yajun Wu. "Academic enjoyment, behavioral engagement, self-concept, organizational strategy and achievement in EFL setting: A multiple mediation analysis." PLOS ONE 17, no. 4 (2022): e0267405. http://dx.doi.org/10.1371/journal.pone.0267405.

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Motivated by the positive psychology movement in the English as Foreign Language (EFL), existing studies have demonstrated that subject-related enjoyment has a positive correlation with academic achievement. However, quite a few studieshave examined why academic enjoyment can predict positive academic achievement. This study aimed to investigate whether behavioral engagement, self-concept, and organizational strategy mediated relations between academic enjoyment and achievement in EFL setting. 528 Chinese secondary school students (Male: N = 280; Female: N = 248) participated in the survey and

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Amri, Zeineb. "Self-regulated Learning and Academic Achievement in the EFL Classroom." Journal of English Language Teaching and Applied Linguistics 6, no. 1 (2024): 87–99. http://dx.doi.org/10.32996/jeltal.2024.6.1.11.

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This study explores the role self-regulated learning (SRL) plays in academic achievement in the EFL classroom by comparing self-regulated learning strategies use and motivational beliefs among Tunisian EFL learners coming from different achievement groups. The participants (n=59) were 8th form pupils enrolled at a preparatory school in the region of Sfax. Data was collected using the Motivated Strategies for Learning Questionnaire. Data analysis included descriptive, statistical and analytical procedures. Findings revealed that there is a positive relationship between self-regulated learning a

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Morales Rodríguez, Francisco Manuel. "SCHOOL MOTIVATION AND ACHIEVEMENT OF STUDENTS IN SECONDARY EDUCATION." Problems of Psychology in the 21st Century 4, no. 1 (2012): 39–49. http://dx.doi.org/10.33225/ppc/12.04.39.

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This paper aims to analyse the importance of intrinsic motivation factors as determinants of academic achievement in English as a Foreign Language (EFL). The general aim of the present study has been to analyse the existing relationship between students’ academic motivation and performance. This paper explores the importance of motivational variables for school achievement. In particular, the present study suggests that students with a higher intrinsic motivation to learn English will achieve better grades in this subject. Participants were 542 students (male and female) of Secondary Education

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AMIRI, Elmakki, and Abderrahim El KARFA. "The Impact of Learning Environment on EFL Students’ Academic Achievement: A study of Socio-Cultural Factors Affecting Academic Achievement." Arab World English Journal 12, no. 4 (2021): 387–400. http://dx.doi.org/10.24093/awej/vol12no4.25.

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It is worth pointing out that learning a foreign language in a multicultural context is a long and complex undertaking. Several factors influence whether or not English as a Foreign Language (EFL) students can accurately perceive and produce the foreign language. These variables can potentially contribute to the success and, or failure in learning and acquiring a foreign language. Given the Moroccan educational system, the research provided minimal insight into the relationship between those factors and language achievement. The present study’s aim, therefore, was to investigate the environmen

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Waluyo, Budi, and Benjamin Panmei. "English Proficiency and Academic Achievement: Can Students’ Grades in English Courses Predict Their Academic Achievement?" Mextesol Journal 45, no. 4 (2021): 1–10. http://dx.doi.org/10.61871/mj.v45n4-17.

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Research into the relationship between English proficiency and academic achievement was built upon the concern of the academic success of international students studying in English-speaking countries, raising the question if such a relationship exists in domestic EFL learners studying at a university in their home country. This study, therefore, expands the exploration to the investigation among EFL learners in a non-English speaking country, i.e., Thailand by considering the variables at a micro-level across general English courses involving course grade and academic achievement–grade point a

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Jiang, Meihong. "Investigating the Interplay of Foreign Language Enjoyment, Elaboration Strategies, Gender Differences, and Academic Achievement among Chinese EFL learners." International Journal of Linguistics and Translation Studies 4, no. 4 (2023): 159–74. http://dx.doi.org/10.36892/ijlts.v4i4.399.

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The objective of this study was to investigate whether foreign language enjoyment predicted elaboration strategy and academic achievement and to test whether there are gender differences in the relations of foreign language enjoyment, elaboration strategies, and academic achievement in the English as a foreign language (EFL) context in China. Data were collected from 536 Chinese secondary EFL learners aged 11-15 years in Grade 7 and Grade 8. Results from structural equation modeling analysis (SEM) found that foreign language enjoyment was positively correlated with EFL learning achievement dir

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Tajmirriahi, Tayebeh, and Ehsan Rezvani. "Learner Autonomy in L2 Writing: The Role of Academic Self-Concept and Academic Achievement." Education Research International 2021 (November 26, 2021): 1–10. http://dx.doi.org/10.1155/2021/6074039.

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Embracing a learner-based approach in line with a psychological perspective, the present study investigates learner autonomy (LA) in L2 writing with a focus on the role of academic self-concept (ASC) and academic achievement of Iranian English-as-a-Foreign-Language (EFL) university students. The research entailed three interrelated phases: In phase one, the readiness of 69 EFL students in three intact English essay writing classes was measured in terms of certain factors of autonomy in writing. Besides, their ASC was surveyed and the participants were asked to report their overall grade point

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Alghamdy, Rashed. "EFL Learners’ Behavior States and Academic Outcomes during Playing Games Strategy." Journal of Language Teaching and Research 10, no. 4 (2019): 826. http://dx.doi.org/10.17507/jltr.1004.20.

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To identify the impact of playing games on the achievements of EFL learners, a quasi-experimental design study was applied for 4 weeks at an elementary school in Saudi Arabia. This study examines the impact of playing games in enhancing EFL students’ English skills ability in learning English as a foreign language context. In particular, this study purposes to investigate the impact of playing games in comparison to traditional learning in learning English skills on the achievement of EFL learners and their behavioral states during playing games. The participants in this study were 52 male pup

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Li, Xiaoxue, Siyu Duan, and Honggang Liu. "Unveiling the Predictive Effect of Students’ Perceived EFL Teacher Support on Academic Achievement: The Mediating Role of Academic Buoyancy." Sustainability 15, no. 13 (2023): 10205. http://dx.doi.org/10.3390/su151310205.

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Recent studies have shown the crucial role of students’ perceived English as a foreign language (EFL) teacher support in their academic learning within their immediate social environments. Nevertheless, little is known about the intricate links among dimensions of perceived EFL teacher support and academic achievement as well as the mediating function of personalities (e.g., academic buoyancy). To close these gaps, in the current study, a quantitative approach was used to examine the effects of particular dimensions of students’ perceived EFL teacher support (i.e., academic, emotional, and ins

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Zhou, Xiaoqi, and Yajun Wu. "The Interplay between Teacher Support, Behavioral Engagement, and Academic Performance among Chinese Secondary EFL Learners." Indian Journal of Language and Linguistics 5, no. 4 (2024): 1–14. http://dx.doi.org/10.54392/ijll2441.

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Teacher support is a crucial form of social support available to secondary school students, particularly within classroom settings. Numerous studies have investigated the relationship between perceived teacher support and academic achievement, consistently showing a positive predictive relationship. However, limited research has delved into the underlying mechanisms linking perceived teacher support and academic achievement, particularly within EFL (English as a Foreign Language) learning, especially in the Chinese educational setting. Therefore, this study aimed to examine the predictive infl

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Jiang, Meihong. "Evaluation of Academic Self-Concept to Predict EFL Achievement: The Mediating Role of Behavioural Engagement." International Journal of Scientific and Academic Research 03, no. 10 (2023): 12–22. http://dx.doi.org/10.54756/ijsar.2023.v3.10.2.

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Academic self-concept is an essential psychological factor affecting students’ school outcomes. However, few studies have examined the mediating role of behavioural engagement between academic self-concept and achievement. This study explored whether academic self-concept could affect academic achievement directlyor indirectly via behavioural engagement. Five hundred and one Chinese English-as-a-foreign-language (EFL) learners from one middle school were recruited to complete the questionnaire. Results of structural equation modelling (SEM) and mediation analysis demonstrated that foreign lang

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Alogiliy, Monther A. "The Impact of Self-Efficacy on Academic Achievement Mediated by Learning Motivation and Moderated by Socioeconomic Status Among Jordanian EFL Students." Theory and Practice in Language Studies 14, no. 12 (2024): 3871–79. https://doi.org/10.17507/tpls.1412.22.

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With learning motivation as a mediator and socioeconomic status (SES) as a moderator, this study examined the role of self-efficacy in predicting academic achievement among English as a Foreign Language (EFL) students in Jordan. A survey was conducted among EFL students from Jordanian universities during the 2022-2023 academic year. A stratified random sampling was used, resulting in a total of 429 completed questionnaires. The data were analyzed using structural equation modeling. The results indicate that self-efficacy is positively related to academic achievement and to learning motivation.

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Hua, Meng, and Lin Wang. "The relationship between Chinese university students’ learning preparation and learning achievement within the EFL blended teaching context in COVID-19 post-epidemic era: The mediating effect of learning methods." PLOS ONE 18, no. 1 (2023): e0280919. http://dx.doi.org/10.1371/journal.pone.0280919.

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The effectiveness of the blended teaching model in improving university students’ English learning achievement has been frequently reported in China in the post-pandemic era. However, such research has seldom explored the students’ entire EFL (English as a foreign language) learning process and mechanism from the perspective of learners within this model. This study therefore used the 3P (presage, process and product) teaching and learning theory to explore the mediating role of learning methods (i.e., learning engagement and academic procrastination) in the relationship between learning prepa

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Abbasian, Gholam-Reza, and Matin Karbalaee Esmailee. "Peer- Coaching, EFL Teacher’s Professional Identity Development and Students' Academic Achievements." Theory and Practice in Language Studies 8, no. 1 (2018): 150. http://dx.doi.org/10.17507/tpls.0801.19.

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The purpose of this study was two-fold: examining the effect of peer coaching on EFL teachers’ professional identity and learners’ academic achievement. To this end, this very mixed-methods research was designed to see the extent to which the least investigated variable in the Iranian EFL setting. Five high school RFL teachers were triangularly coached and achievements of their classes including those of 307 EFL students were investigated. The teachers received questionnaire both before and after a 12-session coaching process while being both observed and attended a think-aloud protocol report

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Skenderi, Lindita. "Students’ Perceptions of Corrective Feedback in EFL Classrooms in Higher Education." European Journal of Education and Pedagogy 3, no. 3 (2022): 264–67. http://dx.doi.org/10.24018/ejedu.2022.3.3.372.

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Feedback in general represents an essential aspect of the teaching and learning process. As such, it is also seen as closely connected to students’ academic achievement and development. This study examines students’ perceptions of three types of corrective feedback, such as explicit correction, elicitation, and recasts. Additionally, it aims to show the correlation between the academic achievement of students and corrective feedback. A self-designed questionnaire was used to collect data from a random sample of 37 students who attend Business English as a foreign language course. Analysis of t

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Li, Zheng, and Bing Li. "A path analysis of university EFL students' perceptions of the classroom environment and academic achievement." Global Journal of Foreign Language Teaching 12, no. 3 (2022): 163–76. http://dx.doi.org/10.18844/gjflt.v12i3.7418.

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The current study aimed to explore the relationships between students' perceptions of the classroom environment and their academic achievement in higher education. The participants were 846 first-year undergraduate students who were learning English as a foreign language (EFL) in China. Data on students’ perceptions of the classroom environment were collected by the College and University Classroom Environment Inventory. Students’ academic achievement was measured by a national standardized test for English competence (the College English Test). The results of path analysis showed that student

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Yamaoka, Kanako. "Self-Determination Theory and Academic Achievement in an EFL Blended Classroom." International Journal of Computer-Assisted Language Learning and Teaching 15, no. 1 (2025): 1–16. https://doi.org/10.4018/ijcallt.386083.

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This study investigates changes in motivation and test score, and the relationships between them, in English as a foreign language (EFL) blended learning environments. It employs self-determination theory to examine EFL learners' motivation and uses a pre-post quasi-experimental design and a mixed-methods approach. Twenty-four Japanese EFL learners participated in the study over the course of a semester. News broadcasts served as the primary teaching and learning material in a computer-equipped classroom. Questionnaires and test results provided data. A Wilcoxon signed-rank test revealed no si

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Ge, Zouyi, and Haihui Wang. "Exploring the Relationship between Value Belief, Behavioral Engagement, and Academic Achievement in the Chinese EFL Learning Context." Studies in Linguistics and Literature 8, no. 4 (2024): p89. http://dx.doi.org/10.22158/sll.v8n4p89.

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Previous research has established a positive link between behavioral engagement and academic achievement. However, the mediating role of behavioral engagement between value belief and academic achievement, particularly in the context of English as a Foreign Language (EFL), has received limited attention. This study examined this mediation using Structural Equation Modeling (SEM) with a sample of 657 secondary EFL students. Results revealed that value beliefs positively influenced behavioral engagement, which in turn enhanced academic achievement. The indirect path from value beliefs to academi

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Sujana, Sari Anggraeni, Hariswan Putera Jaya, and Fiftinova Fiftinova. "SOCIAL ADJUSTMENT AND ACADEMIC ACHIEVEMENT OF EFL STUDENTS AT HIGHER EDUCATION." Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 8, no. 2 (2021): 138–49. http://dx.doi.org/10.36706/jele.v8i2.14328.

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Abstract: Colleges may find certain difficulties to achieve a good academic achievement, such as personal or social factors. One of the social factors is the ability of the collegians to adapt to their surroundings. It is concerned with how they adjust to the college environment, academic conditions, and people around them. The purpose of this research was to determine the relationship between social adjustment and academic achievement, as well as the contribution of social adjustment to academic achievement among EFL Students in higher education. Total population sampling was used as the samp

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Khan, Khalid Azim, Hazrat Ali, Shahid Azim Khattak, and Shaukat Khan. "Impact of Cooperative Learning on the Achievement of EFL Tertiary Level Learners: A Case-Study of a Mainstream University in a Middle Eastern Country." International Journal of English Linguistics 8, no. 2 (2017): 168. http://dx.doi.org/10.5539/ijel.v8n2p168.

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Academic achievement of most of the Saudi EFL learners is generally poor. A lot of research has been done to probe problems of EFL learners but very little attention has been paid to overcome these problems via better classroom environment and teaching strategies. This quasi-experimental study aimed at investigating the impact of cooperative learning on academic achievement of EFL tertiary learners at a mainstream public sector university in a Middle Eastern country. The sample of the study included 50 EFL non-English major male students enrolled at the preparatory year program in the first se

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Khoumich, Abderrahim, and Driss Benattabou. "Students’ Perceptions of Teachers’ Gender-Biased Treatments in the Classroom Context." International Journal of Linguistics, Literature and Translation 3, no. 10 (2020): 174–87. http://dx.doi.org/10.32996/ijllt.2020.3.10.20.

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Much research has been undertaken to examine teachers’ differential treatment of boys and girls, and the way this biased practice affects their academic achievement. There is a dearth however of research investigating students’ perceptions of gender bias which shapes most of the EFL classroom practices. This study comes to fill in this gap in research assessing Moroccan EFL learners’ perceptions of their teachers’ differential treatment. Relying on the implementation of She & Fisher’s (2002) Teacher Communication Behavior Questionnaire (TCBQ), this study examined the relationship between s

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Kralova, Zdena, Robert Tomsik, Elena Kovacikova, and Jana Hartanska. "MOTIVATION TO BECOME AN EFL TEACHER AND ACADEMIC ACHIEVEMENT." Slavonic Pedagogical Studies Journal 11, no. 1 (2022): 2–21. http://dx.doi.org/10.18355/pg.2022.11.1.1.

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This paper deals with the motivation for choosing English teaching as a profession. The objective is to determine the impact of motivation on academic achievement by measuring the significance of gender. Teacher trainees (male n = 42; female n = 42; uncategorized n = 3) completed the Scale of Motivation for Choosing a Teaching Profession (SMVUP; Tomsik, 2019a) which measures eleven factors in three types of motivation – intrinsic, extrinsic, and altruistic. The scale is a validated instrument based on the globally used Fit-Choice Scale (Watt and Richardson, 2012) and adjusted to the European e

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Mujiono and Siti Fatimah. "Moodle Integration Intervention in EFL Virtual Classroom and Academic Flow on University Students’ Achievement in Writing." Theory and Practice in Language Studies 12, no. 10 (2022): 2182–90. http://dx.doi.org/10.17507/tpls.1210.26.

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Teachers of English as a foreign language (EFL) now have more opportunities to use a learning management system (LMS) like Moodle to enhance EFL learners learning. This study aimed to examine the effect of Moodle as a learning management system based on academic flow on EFL learners' writing skills. The quasi-experimental research was designed to assess the impact of Moodle-based on academic flow on EFL learners' writing skills. This study recruited 69 second-year English Education Department as the sample population. They were divided into experimental and control groups. This study used an e

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Sajjadi, Seyyed Abbas, and Pardis Elahi. "Exploring language learning styles and academic achievement among Iranian senior high school EFL students." Contemporary Educational Researches Journal 15, no. 1 (2025): 1–8. https://doi.org/10.18844/cerj.v15i1.9446.

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This study aimed to investigate the relationship between language learning styles and academic achievement among Iranian senior high school EFL students. The study addressed a gap in the literature regarding the impact of learning styles on EFL students' performance in Iran, as few studies have explored this connection in this specific educational context. The target sample consisted of 40 randomly selected 11th-grade students from two public schools in Kazerun, Fars province, Iran. The VARK Learning Style Index was used to identify the students' preferred learning styles, and their final exam

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Wang, Kunbang, Yajun Wu, and Xia Kang. "Investigating latent mean differences in achievement emotions among Chinese secondary EFL learners: A gender and grade perspective." PLOS ONE 19, no. 5 (2024): e0303965. http://dx.doi.org/10.1371/journal.pone.0303965.

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The control-value theory (CVT) of achievement emotions posits that achievement emotions are significantly associated with the key indicators of academic outcomes, including academic motivation, engagement, and performance. Existing studies have tested the theoretical hypothesis of the CVT in a variety of cultures, disciplines, and samples. However, evidence is limited for whether there are gender and grade differences in achievement emotions, especially in the context of English as a Foreign Language (EFL). 1,460 Chinese secondary school students (male N = 671; female N = 789; seventh-graders

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Yang, Qian. "An Analysis on EFL learners’ Emotional Intelligence, Academic Emotions and EFL Learning Achievement." IRA International Journal of Education and Multidisciplinary Studies 18, no. 4 (2022): 59. http://dx.doi.org/10.21013/jems.v18.n4.p8.

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<p>With the development of society, the influence of emotional intelligence and emotion on foreign language learning is receiving increasing attention from scholars. At the same time, with the development of positive psychology in the field of second language acquisition, the research on academic emotion is changing from negative emotion to positive emotion. A thorough understanding of the current research on emotional intelligence and foreign language learning emotion can enrich the relevant research theoretically and promote students’ positive emotions in practice. This paper reviews t

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Devi, Anit Pranita. "Relationship between English Proficiency and Academic Achievement of Indonesian EFL Postgraduate Students." Journal of English Language Learning 7, no. 1 (2023): 303–8. http://dx.doi.org/10.31949/jell.v7i1.5566.

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There is still a debate about using English proficiency in determining one's academic success or access to an opportunity. Hence, research on the correlation of language proficiency and academic achievement is urgently needed. This study attempted to investigate the relationship between Indonesian postgraduate students’ English language proficiency and their academic achievement. To achieve the objective, 54 male and female postgraduate students majoring in English education at a university in Bandung were involved as the sample. Students’ language proficiency was seen from their Test of Engli

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Yusuf, David Ilham. "EFL Students’ Academic Procrastination in Indonesian Context." Journal of Language Intelligence and Culture 4, no. 2 (2022): 143–66. http://dx.doi.org/10.35719/jlic.v4i2.110.

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Many studies have been written about students’ academic procrastination. Yet, not many wrote specifically about EFL context. This study tried to fill the gap, especially in Indonesian context where English is officially taught as a foreign language. The study aims to examine the level of EFL students’ academic procrastination; the reasons of doing the procrastination; and the correlation of students’ procrastination level with their academic achievement especially for reading and writing skill. It was conducted by applying quantitative approach with descriptive quantitative and correlation res

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Saud, Wafa Ismail. "Emotional Intelligence and its Relationship to Academic Performance Among Saudi EFL Undergraduate Students." International Journal of Higher Education 8, no. 6 (2019): 222. http://dx.doi.org/10.5430/ijhe.v8n6p222.

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AbstractThe purpose of the present study was to provide a description of the emotional intelligence level of Saudi EFL undergraduate students, as well as to examine the effect of emotional intelligence on success in foreign language learning. A total of 80 Saudi undergraduate students from the English Department at King Khalid University participated in this study. Data was collected by means of Schutte Self Report Emotional Intelligence Test (SSEIT), and by an English achievement test. SSEIT questionnaire data was matched with the students’ academic scores in the English language achievement

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Wahib, Mohsine, and Youssef Tamer. "Exploring the Effect of the Flipped Classroom Model on EFL Phonology Students’ Academic Achievement." International Journal of Language and Literary Studies 3, no. 2 (2021): 37–53. http://dx.doi.org/10.36892/ijlls.v3i2.581.

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Recent research has shown that the flipped model had a great success in higher education. Yet, there are very limited experimental studies that prove its effects on EFL students’ academic achievement in Moroccan higher education. The central objective of this paper is to investigate the effectiveness of the flipped model in an EFL Phonology course and its effect on students’ academic achievement. The sample was composed of 156 participants (n=156) of two intact groups of EFL phonology course at two Moroccan higher education institutions. In a semester-long study, the phonology course was taugh

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Alfian, Heri, Aqzhariady Khartha, and Mutmainnah Bahri A. Bohang. "INDONESIAN EFL LEARNERS’ SELF-EFFICACY TOWARD THEIR LEARNING ACHIEVEMENT." KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE 6, no. 3 (2024): 948–56. https://doi.org/10.52208/klasikal.v6i3.1242.

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This study aimed to find out how the self-efficacy impact Indonesian EFL learners’ learning achievement. This study was conducted at Sembilanbelas November University of Kolaka. The subjects were six 7th students of English Education Department. The study was employed a case study design. The instrument used to gather the data was interview guidelines to explore the sources of self-efficacy. Data of interview were analyzed based on procedure of data analysis that consisted of the data condensation, data display, and drawing conclusion/data verification. The results of the study shown that stud

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Antari, Ni Made Rini, and Made Hery Santosa. "Ramification of social-emotional learning on students’ academic success in English: A systematic literature review." English Learning Innovation 5, no. 2 (2024): 316–26. http://dx.doi.org/10.22219/englie.v5i2.34534.

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This study aims to explore the previous research using systematic literature review related to the ramification between social-emotional learning competence (henceforth, SEL competence) and students’ academic achievement in English learning context related to the integration of SEL in English learning. The study also investigates whether SEL competence levels of EFL/ESL students and teachers are correlate with students’ academic success based on the literature review on the previous study related to the relationship between SEL and English achievement. This study belongs to systematic literatu

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Wu, Yajun, and Xia Kang. "The role of Academic Boredom in Affecting Chinese Secondary School Students EFL Proficiency: A Mediation analysis of Organizational Strategies." International Journal of Scientific and Academic Research 03, no. 04 (2023): 03–04. http://dx.doi.org/10.54756/ijsar.2023.v3.4.1.

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Drawing upon the control-value theory (CVT), various subject domains have explored the relationship and mediating mechanism between academic boredom and academic achievement. However, few studies have explored the potential mediating effect of cognitive strategies in the association between academic boredom and achievement, especially intheEnglish as a foreign language (EFL) learning context. A sample of 524 Chinese secondary EFL learners from one middle school using convenience sampling participated in the study. Results of structural equation modelling (SEM) analyses and mediation analysis i

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Subekti, Adaninggar Septi. "Academic Procrastination among Indonesian University Learners: Interaction with Cheating, Absenteeism, and L2 Achievement." Journal of Language and Education 9, no. 1 (2023): 129–38. http://dx.doi.org/10.17323/jle.2023.14717.

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Background. Many studies suggested that academic procrastination is particularly prevalent among learners at university level. However, empirical data on the interactions between academic procrastination and, respectively, learners’ attitudes towards cheating (AtC), absenteeism, and learning achievement, are either generally inconclusive or non-existent, especially in English as Foreign Language (EFL) literature. Thus, it is worthwhile to conduct a study to examine these issues in the Indonesian EFL context, home to one of the largest communities of EFL learners in the world. Purpose. Th

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Namdaran, Hojjat, and Omid Akbari. "Effect of Flipped Learning Model on EFL Learners' Academic Achievement, Self-Esteem and Self-Confidence." IJET (Indonesian Journal of English Teaching) 10, no. 2 (2021): 158–68. http://dx.doi.org/10.15642/ijet2.2021.10.2.158-168.

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The aim of the study is to examine the effect of flipped learning model on EFL learners academic achievement, self-esteem and self-confidence. This is a quantitative qualitative study in which a mixed methods design is used for data collection procedure. The study sample includes two groups of intermediate English students who study in foreign language institutions. They are selected by purposive sampling method. This method of sampling allows the researcher to select students with two years of learning experience. In this study, the independent variable of the research is flipped learning mod

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Pédro, Marius EGOUNLETI. "Adapting EFL Teaching to Student's Learning Styles in some Secondary Schools in Beninese Republic." International Journal of Social Science and Human Research 05, no. 04 (2022): 1264–77. https://doi.org/10.5281/zenodo.6416942.

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This research aims at identifying both teaching and learning styles of Beninese EFL teachers and learners so as to examine the impacts of these styles on students’ academic performance. Quantitative and descriptive research approaches have been used to collect data in 10 state-owned and private secondary schools through (2) types of questionnaire addressed to 20 EFL teachers and 200 students. In addition, a structured focus -group was organised with 12 EFL teachers to better understand their teaching style preferences as well as their impacts on their students’academic achievements

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Levchyk, Iryna, Hanna Chaikovska, Oksana Mazur, Zoriana Adamska, and Nataliia Zakordonets. "The Impact of Metacognitive Reading Strategies on Master Students’ EFL Reading Proficiency and Academic Achievement." Acta Paedagogica Vilnensia 48 (November 7, 2022): 26–46. http://dx.doi.org/10.15388/actpaed.2022.48.2.

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The paper investigates correlation of learners’ academic achievements with the application of metacognitive reading strategies (MRS) by the master students in EFL academic reading activities. The study was conducted in Ternopil Volodymyr Hnatiuk National Pedagogical University. Data was collected by means of focus groups interview and adapted scales of the MARSI questionnaire. The highlighted research is of a descriptive character; it has been completed with the aim of collecting the information at the initial stage of the experiment on master students’ usage of MRS in EFL academic reading act

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A. Alqarni, Nada. "Investigating the Relationship between Emotional Well-being and Grit as Predictors of Saudi EFL Female Students’ Foreign Language Achievement." Arab World English Journal 13, no. 3 (2022): 498–511. http://dx.doi.org/10.24093/awej/vol13no3.32.

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Research into language learning psychology has shown that personality and psychological traits have influenced learners’ academic outcomes. Nevertheless, the literature contains very little research into the positive psychology of language learners and positive constructs such as grit and well-being. Consequently, this study aimed to examine how the psychological factors of well-being and grit impact the academic achievement of foreign language Saudi female learners concerning their age. Thus, this study attempted to determine the possible statistical relationships between grit, emotional well

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Aunurrahman, Aunurrahman, Fuad Abdul Hamied Hamied, and Emi Emilia. "EXPLORING THE TERTIARY EFL STUDENTS' ACADEMIC WRITING COMPETENCIES." Indonesian Journal of Applied Linguistics 7, no. 1 (2017): 72. http://dx.doi.org/10.17509/ijal.v7i1.6860.

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For tertiary English as a Foreign Language (EFL) students, academic writing is not an easy task. It requires knowledge of the academic writing genres with their particular linguistic features. Moreover, academic writing demands good critical thinking. This research aims to explore the students' academic writing competencies that also focus on critical thinking. The research involved thirty-six first-year tertiary EFL students from a regular class of a private university in Pontianak, West Kalimantan, Indonesia. The source for data collection was the students’ texts. Three texts were selected a

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Abu, Ulfah Alfiyyah, and Abdul Halim. "Effective EFL Teachers as Viewed by Senior High School." ELT Worldwide: Journal of English Language Teaching 4, no. 2 (2017): 180. http://dx.doi.org/10.26858/eltww.v4i2.4505.

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This research aimed to investigate the characteristics of effective EFL teachers as viewed by the students and various characteristics of effective EFL teachers as viewed by the different students’ English achievement. This research was designed by using qualitative research. This research applied purposive sampling technique. The participants of this research were two classes of SMA Negeri 17 Makassar in the academic year 2015/2016. The data was collected through class discussion and individual interview. The results of this research suggest that EFL teachers are need to focus on 15 characte

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Hamed, Muftah, and Abubaker Almabruk. "Perceptual Learning Style Preferences of English Major Libyan University Students and their Correlations with Academic Achievement." Advances in Language and Literary Studies 12, no. 5 (2021): 1. http://dx.doi.org/10.7575/aiac.alls.v.12n.5.p.1.

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Exploring perceptual learning style preferences and their relationships with academic achievement is important to success in teaching and learning language. The aim of this study, therefore, was to investigate the perceptual learning style preferences of Libyan EFL University students majoring in English at Omar Almukhtar University and to check whether there is a significant relationship between students’ perceptual learning style preferences and their academic achievement. A total of 75 fourth year English major students were participated in this study. A self-reporting learning style questi

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Ghanizadeh, Afsaneh, and Safoura Jahedizadeh. "The Nexus between emotional, metacognitive, and motivational facets of academic achievement among Iranian university students." Journal of Applied Research in Higher Education 9, no. 4 (2017): 598–615. http://dx.doi.org/10.1108/jarhe-05-2017-0060.

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Purpose The purpose of this paper is to scrutinize university students’ affective experiences in academic contexts as well as the ways to integrate affection into existing models of motivation and learning. In particular, it probed 235 English as foreign language (EFL) students’ emotional exhaustion by investigating its role in their intrinsic motivation, effort regulation, and academic achievement. It also sought to examine the impact of intrinsic motivation on effort regulation and academic achievement as well as the effect of effort regulation on academic achievement among Iranian universit

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Meihong, Jiang. "Teacher support as antecedent of students' academic achievement in EFL learning: Mediating role of academic buoyancy." World Journal of Advanced Research and Reviews 24, no. 1 (2024): 968–77. https://doi.org/10.5281/zenodo.15019253.

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Teachers’ academic support has been empirically shown to positively influence academic performance through both case studies and quantitative research. However, the mechanisms underlying this relationship remain inadequately explored. This gap is particularly evident in the domain of teaching English as a foreign language (EFL), where the integration of positive psychology warrants investigation into how teachers’ academic support fosters students’ academic buoyancy, subsequently enhancing academic performance. To address this issue, the present study engaged 610 secondary sc

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Zhou, Maojie, and Xuemei Wang. "The influence of enjoyment, boredom, and burnout on EFL achievement: Based on latent moderated structural equation modeling." PLOS ONE 19, no. 9 (2024): e0310281. http://dx.doi.org/10.1371/journal.pone.0310281.

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In recent years, the boom in the field of positive psychology in second language acquisition research has seen an increasing number of scholars focusing on the individual well-being of second language learners alongside their learning effectiveness. Despite this growing interest, there is a need to further investigate the specific emotional factors influencing academic achievement in foreign language learning. This study investigates the impact of three emotions—enjoyment, boredom, and burnout—on academic achievement, and the moderating role of academic buoyancy. Data were collected from 563 c

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