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Journal articles on the topic 'Arab EFL students'

Author: Grafiati

Published: 3 June 2025

Last updated: 1 August 2025

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1

M ALI, Salah, Kamariah Yunus, Turky Alshaikhi, Mohammed Abdulgalil Abugohar, Taleb Mohana, and Taya Mustafa. "The Effects of Blended Learning on First-Year Arab University Students' Oral Production." World Journal of English Language 13, no. 8 (2023): 146. http://dx.doi.org/10.5430/wjel.v13n8p146.

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Arab language learners struggle with oral production due to limited exposure to the English language, the absence of direct interaction with English-speaking populations, and the prevailing English teaching and learning approaches offered by educational institutions. Blended learning approaches in language teaching and learning were established in the English as a Foreign Language (EFL) context to improve students’ skills. This study examined the impact of a blended learning approach on first-year Arab university male and female students’ oral production using a mixed-methods’ approach. The st

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Saeed, Aziz Thabit. "Arab EFL Learners’ Acquisition of Modals." Research in Language 7 (December 23, 2009): 75–98. http://dx.doi.org/10.2478/v10015-009-0006-5.

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This paper investigates Arab EFL learners’ acquisition of modal verbs. The study used a questionnaire, which comprises two versions, testing students’ mastery of modals at the levels of both recognition and production. The questionnaire was distributed to 50 English major university students who had studied English for 12-14 years and who had scored 500 or more on the TOEFL. The findings of the study show that the overall performance of the subjects in the study was quite low. The study established a hierarchy of difficulty and identified the major causes of difficulty in the use of modals.

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Assaggaf, Hussein Taha. "A Process Genre Approach to Teaching Report Writing to Arab EFL Computer Science Students." International Journal of English Linguistics 6, no. 6 (2016): 8. http://dx.doi.org/10.5539/ijel.v6n6p8.

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<p>In the teaching and learning of EFL writing, the Process Genre Approach (PGA), an integration of the process approach and the genre approach, has recently received much attention worldwide. This approach, however, has not been given enough focus in the Arab EFL context. The purpose of this paper is twofold: to report an implementation of a process genre approach in teaching a report writing course; and to explore views of the Arab EFL students attending that course. The study employs two instruments for data collection: observation, for describing the implementation of the PGA; and a

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Fareh, Shehdeh. "Problems Arab EFL Students Encounter in Learning Prepositions." International Journal of Arabic-English Studies 10, no. 1 (2009): 93–112. http://dx.doi.org/10.33806/ijaes2000.10.1.8.

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This paper reports the findings of a study that aimed at identifying the difficulties that Arab EFL learners encounter in using prepositions at the levels of both recognition and production. Data were collected through a specially designed questionnaire that was given to 50 university students. It was found that the overall performance of the subjects was low as they encounter a number of tangible difficulties in acquiring English prepositions. A hierarchy of difficulty was established and the major causes of these difficulties were identified. The semantic complexity of prepositions, the mult

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Al-Salman, Saleh M., and Aziz T. Saeed. "Effects of Text-messaging on the Academic Writing of Arab EFL Students." Research in Language 15, no. 3 (2017): 237–52. http://dx.doi.org/10.1515/rela-2017-0014.

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This paper investigates the effect of text-messaging on Arab EFL learners’ English academic writing. It also investigates teachers’ attitudes and reactions to the presence of e-texting features in their students’ writing. Qualitative and quantitative methods of analysis were employed on data obtained from the following sources: (1) a sample of freshman students’ writing, (2) a survey investigating students’ use of e-chatting in Arabic and English, and (3) a questionnaire eliciting teachers’ reactions to students’ use of texting features in academic writing. The data were collected from a stude

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Abood, Ajwad Thamir, and May S. Rizqallah. "Stressed and Unstressed Forms as Recognized by Iraqi EFL Arab and Kurdish University Students." Al-Adab Journal 3, no. 139 (2021): 1–8. http://dx.doi.org/10.31973/aj.v3i139.2278.

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This study aims to investigate the Iraqi EFL Arab and Kurdish University students’ ability to recognize the stressed (full or strong) forms and the unstressed (reduced or weak) forms within connected speech of English. The material chosen includes six auxiliary verbs. The sample of the study is twenty Iraqi EFL Arab and Kurdish fourth year university students of both genders (males and females). The participants are from the University of Baghdad and the University of Duhok.

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Al-Jarrah, Hamza, and Nur Salina Binti Ismail. "Reading Comprehension Difficulties Among EFL Learners in Higher Learning Institutions." International Journal of English Linguistics 8, no. 7 (2018): 32. http://dx.doi.org/10.5539/ijel.v8n7p32.

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One of the most significant problems faced by instructors is reading deficiency in English texts among the university students, which reflects the students&rsquo; poor academic performance. It is assumed that learners who are unable to read and comprehend face many challenges during their studies and after graduation. This study aims to investigate reading comprehensions difficulties among EFL learners in higher learning institutions. The study employed quantitative method, 100 out of 281 Arab students of Universiti Sultan Zainal Abidin (UniSZA) and Universiti Malaysia Terengganu (UMT) wer

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Alfghe, Abudalslam, and Behbood Mohammadzadeh. "Realisation of the Speech Act of Request, Suggestion and Apology by Libyan EFL Learners." SAGE Open 11, no. 4 (2021): 215824402110503. http://dx.doi.org/10.1177/21582440211050378.

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This study investigates the three speech act strategies of request, suggestion and apology in Libyan Arab EFL undergraduate students (AREFLUS) and Amazigh EFL undergraduate students (AMEFLUS). It also examines their linguistic and pragmatic competence in these strategies. Two Libyan universities (Sebha and Zwara) are selected for the study, which includes 50 AREFLUS and 37 AMEFLUS participants. To investigate the students’ socio-pragmatic and pragma linguistic competence, two instruments are used: a questionnaire in the form of a Discourse Completion Test (DCT) and a rating scale. The results

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Atari, Omar. "A Text-Oriented Procedure for Corrective Feedback in an Arab EFL/EAL Writing Class*." International Journal of Arabic-English Studies 5, no. 1 (2004): 207–20. http://dx.doi.org/10.33806/ijaes2000.5.1.13.

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This paper proposes an EFL corrective feedback procedure at the intermediate level that is based on both (1) findings of empirical research on Arab EFL writers' compositions (Atari, 1985; Atari and Triki, 2000; Kharma, 1986; Kaplan, 1966; Mukattash , 1986; etc.) and (2) a unified theory of EFL writing pedagogy integrating both product and process at all language levels: cf Connor (1987). The proposed procedure consists of four recursive cycles of revising processes as p art of the "overarching " composing process (Witte, 1985). These are: 1. Awareness-raising; 2. Peer evaluation of students' i

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Nazari, Ahmad, and Majid Rasim Younus. "THE EFFECTS OF ACCENT FAMILIARITY ON ARAB EFL LEARNERS’ PERCEPTIVE INTELLIGIBILITY." LLT Journal: A Journal on Language and Language Teaching 24, no. 1 (2021): 103–16. http://dx.doi.org/10.24071/llt.v24i1.3081.

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In accord with the current status of English as an International Language, the aim of this article is to develop a methodological framework to investigate the effects, if any, of accent familiarity on perceptive intelligibility in an Arab EFL context. To this end, a perception intelligibility test was developed to measure the intelligibility of Arab EFL learners and to determine the extent to which intelligibility varied in relation to accent familiarity. A listening text in English from the Speech Accent Archives produced by three speakers of different first language backgrounds constituted t

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Abdelmohsen, Moustafa Mohamed. "Arab EFL Learners’ Writing Errors: A Contrastive Error Analysis Study." British Journal of English Language Linguistics 10, no. 4 (2022): 1–17. http://dx.doi.org/10.37745/bjel.2013/vol10n4117.

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The present study delved into the impact of students' L1 (Arabic) morphosyntactic system on their L2 writing skills; the influence of Arabic socio-cultural and educational context (where students learn L2) on students’ writing; students’ attitude towards L2 writing and EFL teachers’ perceptions and interpretations of students' writing difficulties. The study was conducted in 8 public higher education institutions in Oman. The participants of the study were 598 Omani EFL students who studied at The General Foundation Program and 54 EFL teachers. The study was underpinned by two theories: transf

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Al Jawad, Ahmed Sanoussi Himeda, and Asma Abdalrahman Mansour. "An Exploration of Grammatical Errors in Written English of Libyan EFL Students with Special Reference to Arabic as their First-Language." Journal of World Englishes and Educational Practices 3, no. 7 (2021): 07–25. http://dx.doi.org/10.32996/jweep.2021.3.7.2.

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This study focuses on an exploration of grammatical errors in written English of Libyan EFL students with special reference to Arabic as their first language. One of the most important factors that negatively affect EFL students' writing is grammatical errors. Several studies have looked at grammatical errors made by learners of English as a foreign language. Some studies have reported that L1 interference has been indicated as an important factor in the commission of such errors. The current study explores the phenomenon of EFL learners making grammatical errors. It also examines whether the

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Khreisat, Mohammad N., and Sarjit Kaur. "English recreational reading habits of Arab Jordanian EFL tertiary students." Education, Business and Society: Contemporary Middle Eastern Issues 7, no. 1 (2014): 17–32. http://dx.doi.org/10.1108/ebs-08-2013-0030.

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Purpose – This study aims to investigate English recreational reading habits of Arab Jordanian EFL university students when classes are in session and during vacation, and the types of recreational reading they engage in. In addition, the study explores other relationships such as the relationship between reading habits and students ' cumulative grade point average (CGPA); and the effect of parents ' educational level and their time spent on reading. Design/methodology/approach – The respondents, comprising 225 third- and fourth-year English majors, completed an English recreational reading ha

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Al-Jarf, Reima Sado. "Processing of Cohesive Ties by EFL Arab College Students." Foreign Language Annals 34, no. 2 (2001): 141–51. http://dx.doi.org/10.1111/j.1944-9720.2001.tb02819.x.

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15

Raza, Kashif. "Adapting Teaching Strategies to Arab Student Needs in an EFL Classroom." Journal of Ethnic and Cultural Studies 5, no. 1 (2018): 16–26. http://dx.doi.org/10.29333/ejecs/93.

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Despite vast research on differentiated instruction, little has been done on tailoring the instructional strategies for Arab student needs in an EFL classroom. However, language teachers endeavor to implement differentiated instruction by adapting materials and modifying teacher-talk for mixed-ability classrooms, this practice is not always treated as an indispensable strategy for implementing a relevant and effective Foreign Language (FL) teaching strategy. A classroom with distinct levels of language competencies requires instructors to address the learning needs of his/her students through

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Batiha, Jafar Mohammad, Noorizah Mohd Noor, and Rosniah Mustaffa. "Examining the Reading Anxiety Phenomenon of Arab EFL learners." AJELP: The Asian Journal of English Language and Pedagogy 9, no. 1 (2021): 28–42. http://dx.doi.org/10.37134/ajelp.vol9.1.3.2021.

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The anxiety phenomenon has been widely acknowledged as one of the most important psychological phenomena. Theorists and second language researchers claimed that anxiety and language learning are associated. Thus learners who portray low levels of anxiety allow more and better input into the brain, increasing their language learning performance. However this may not be the case for many learners of English as a foreign language (EFL). They face challenges of learning new vocabulary, grammar, pronunciation and reading in the target language. In reading, most of the texts require critical synthes

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Zayed, Jihan. "Internationalization vs. Globalization: What Can the Arab EFL Teachers Do to Assure Quality in Education?" International Journal of Applied Linguistics and English Literature 9, no. 1 (2020): 14. http://dx.doi.org/10.7575/aiac.ijalel.v.9n.1p.14.

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Internationalization of higher education appeared as a counterattack to mitigate the impact of globalization on education. In a sense, it has entered higher education as a means for ensuring that graduates are a competitive workforce worldwide. Meanwhile, TEFL has been emphasized as the medium of instruction. The current paper investigated the roles of EFL teachers could perform at schools to prepare their students before joining internationalized higher education whether at home or abroad. Adopting a descriptive design, a quantitative data-gathering instrument, an opinionnaire, was designed t

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18

Dougherty, Patrick. "Creative Writing in English and EFL Students: Finding Motivation in Self-expression." East West Journal of Humanities 5 (February 20, 2015): 1–14. http://dx.doi.org/10.70527/ewjh.v5i.29.

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This article details an investigation of the application of creative writing to English as a Foreign Language (EFL) students at two universities, one in Abu Dhabi, the United Arab Emirates (UAE), and the other in Dhaka, Bangladesh. It asks three questions: (1) do EFL students perceive creative writing in English as motivational in their English studies, (2) does creative writing in English encourage EFL students to write in English outside of the classroom, and (3) does creative writing in English motivate EFL students to be better users of English? The answers to these questions have universa

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Mohammed, Abdulmoneim Mahmoud. "The Use of Prepositions by Arab Efl Learners: Looking on the Bright Side." Buckingham Journal of Language and Linguistics 4 (October 31, 2011): 84–90. http://dx.doi.org/10.5750/bjll.v4i0.39.

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Throughout the history of teaching and learning EFL, prepositions earned a reputation of being difficult for a number of reasons such as the large number of prepositions in English, the complexity of the preposition system, the mismatch between the first language and EFL, and the lack of rules of usage in most cases. Prepositions are believed to be problematic even for university students. Impetus to this study was given by the fact that claims about the difficulty of learning prepositions in EFL run counter to my observation that university students use most of the English prepositions correc

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20

Farhat Jahara, Syed, and Abbas Hussein Abdelrady. "Pronunciation Problems Encountered by EFL Learners: An Empirical Study." Arab World English Journal 12, no. 4 (2021): 194–212. http://dx.doi.org/10.24093/awej/vol12no4.14.

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Arabs often mispronounce many sounds of English due to a lack of exposure to English as a foreign language. This research article focuses on pronunciation problems encountered by Arab undergraduate EFL learners. It uses questionnaires, recorded speech samples, and pronunciation tests as part of its methodology to analyze learners’ performance orally through repetition drills to help participants articulate the sounds of English through Blackboard Collaborate Ultra Learning Management System. This research emphasizes the main question on the common problems encountered by EFL undergraduates wit

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Zareva, Alla. "At the Intersection of L1 Congruence and L2 Exposure: Collocational Knowledge of Advanced Arab Users of English." International Journal of Arabic-English Studies 15, no. 1 (2014): 77–102. http://dx.doi.org/10.33806/ijaes2000.15.1.6.

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The study is quantitative research, examining the effects of learning environment and native language (L1) on the collocational knowledge of advanced Arab users of English as a second language (ESL) (n=34) and foreign language (EFL) (n=33). The participants were university students who completed two collocation tests, containing verb-noun and noun-adjective congruent (collocations with L1-L2 translation equivalents) and incongruent (L2-specific) collocations. The results showed that the two groups markedly differed in their collocational knowledge (both productively and receptively), with the

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Abugohar, Mohammed Abdulgalil, and Kamariah Yunus. "Difficulties Encountered by Arab Students in Pronouncing English Correctly." International Journal of Education and Literacy Studies 6, no. 4 (2018): 93. http://dx.doi.org/10.7575/aiac.ijels.v.6n.4p.93.

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Since spoken language is the most important channel of communication, it is supposed to be the first skill to master when learning a language. However, in English as a Foreign Language (EFL) context, learners encounter various problems limiting their abilities. One of the remarkable phenomena in English as a foreign language (EFL) learning is the inability of most students to utter English correctly and fluently. The present study investigates the difficulties that hamper high school students from pronouncing English vocabulary and simple sentences correctly and fluently. This research was car

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Chaleila, Wisam, and Basem Khalaila. "The Effect of Comprehensive Explicit Instruction Approach on Arab EFL Students’ Academic Writing Performance." English Language Teaching 13, no. 5 (2020): 80. http://dx.doi.org/10.5539/elt.v13n5p80.

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While recent literature has focused extensively on the widely embraced approach of explicit instruction, there is a considerable paucity of research concerning plausible practical frameworks that can demonstrate how such particular approach is implementable in EFL classes. To address the specific writing deficiencies of EFL students, the current study proposes an innovative, comprehensive, practical framework that derives from Fisher &amp; Frey&rsquo;s explicit instruction approach. As such, an experimental three-stage of pretest-posttest design research took stock of the impact of a m

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Nagour, Mona, and Nadia Shukri. "Female EFL Learners' Needs of an Advanced Communication Course in an Arab University." International Journal of English Language Education 6, no. 1 (2018): 87. http://dx.doi.org/10.5296/ijele.v6i1.12764.

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This needs analysis is conducted to examine the EFL communication skills needs of female EFL undergraduate students at a female Arab university located in Jeddah, Saudi Arabia from their own perspectives. The significance of this study is to help the administrators and educators at this university to identify and accommodate the students’ current needs and lacks which are required for the advanced course, i.e. English 102 (ENGL 102). The participants were 52 female undergraduate students from diverse majors enrolled in English 101 (ENGL 101) course. A questionnaire adapted from (Gravatt, Richa

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Kocatepe, Mehtap. "Female Arab EFL Students Learning Autonomously Beyond the Language Classroom." English Language Teaching 10, no. 5 (2017): 104. http://dx.doi.org/10.5539/elt.v10n5p104.

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Benson’s (2011a; 2011b) identification of out-of-class learning as constituted by contexts, resources, levels of formality and more and less intentional pedagogic outcomes was used as a framework to investigate a group of tertiary level female Emirati EFL students’ autonomous out-of-class learning experiences. Data collected via a survey, learner journals and semi-structured interviews indicated that out-of-class use of English and out-of-class language learning played a significant role in the lives of students beyond the classroom. These students utilised naturally occurring material resourc

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Barkaoui, Mohamed Elboussairi Salih Elhaj Mohamed. "Exploring Distractions Impacting Arab EFL Learners in Online Environments." Journal of Educational Science and Technology (EST) 10, no. 3 (2024): 188. https://doi.org/10.26858/est.v10i3.67097.

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This study investigates key distractions impacting Arab EFL learners in online education, shaped by unique socio-cultural, technological, and environmental factors. Using a qualitative approach, semi-structured interviews with ten online teaching experts from the Arab region identified primary distraction sources and context-specific solutions. Thematic analysis revealed four main types of distractions: cultural influences, technological limitations, household interruptions, and low engagement levels, all significantly hindering students’ focus and academic performance. Experts recommended str

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Ibrahim, Mahmoud. "Explicit Versus Implicit Modes of EFL Reading Literacy Instruction: Using Phonological Awareness With Adult Arab Learners." English Language Teaching 11, no. 9 (2018): 144. http://dx.doi.org/10.5539/elt.v11n9p144.

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There is a strong belief among language teachers that intensive exposure to language alone can lead to acquisition. The present study is a qualitative- quantitative research design that used a quasi-experimental design to compare between the effectiveness of intensive exposure to language versus phonological awareness explicit instruction on adult Arab EFL learners’ EFL reading literacy in a Saudi university context. The study is also concerned with Saudi adult learners’ attitudes towards phonological awareness instruction. Participants (N=89) were all male students enrolled in an intensive EF

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Jamal, Assadi, Tareq Murad, and Hasssan Muhammad. "The Necessity of Digital Tools for Israeli Arab EFL Students: Benefits and Challenges." English Language Teaching 18, no. 2 (2025): 31. https://doi.org/10.5539/elt.v18n2p31.

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The pervasive influence of technology in contemporary life has significantly affected education, particularly language learning. As technological integration becomes increasingly essential in English as a Foreign Language (EFL) instruction (Caena &amp; Redecker,2019), this study investigates the necessity and effectiveness of digital tools within the Arab educational sector in Israel. Adopting a qualitative methodology, the research examines the perspectives of fifteen English teachers from diverse Arab schools across various regions of Israel. It explores their insights regarding the use

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Al-wossabi, Sami. "Speaking in the Target Language: Issues and Considerations." Journal of Language Teaching and Research 7, no. 5 (2016): 886. http://dx.doi.org/10.17507/jltr.0705.08.

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As English is the most widely used language in the world in various areas such as technology, science, and business, many Arab countries including Saudi Arabia have shifted into more focus on communicative English language instructions. However, there is still a persistent gap between what is intended to be taught and what is expected to be produced by EFL students. The purpose of the present study is, therefore, to highlight the factors that contribute to Saudi EFL students' reluctance to speaking meaningfully and purposefully in the target language. A survey is conducted to find out Saudi EF

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Al-Jarrah, Tamer Mohammad, Noraien Mansor, Rania Hassan Talafhah, Jarrah Mohammad Al-Jarrah, and Fedaa Mahmoud Al-Shorman. "The Role of Metacognitive Technique for Enhancing the Writing Skills of Arab EEFL Students." Journal of Education in Black Sea Region 4, no. 2 (2019): 191–205. http://dx.doi.org/10.31578/jebs.v4i2.179.

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One of the most problematic areas for foreign language learning is writing. Writing is the most complicated and complex aspect of the language system. This study aimed to investigate the kind of metacognitive strategies EFL students used before and after metacognitive strategy training and the effect of the changes observed. It also aimed to examine the influence of other external factors (L1 transfer, motivation, anxiety) on EFL students' performance when instructed to use metacognitive strategies. The subjects were 22 secondary school students in Irbid, Jordan. Two questionnaires were used t

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Saeed, Aziz Thabit. "Assessing the challenges with prepositions in phrasal prepositional verbs: Insights from Arab EFL learners." Language Testing in Focus: An International Journal 11 (January 2025): 21–38. https://doi.org/10.32038/ltf.2025.11.02.

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This study investigates the challenges Arab EFL learners encounter when using prepositions in phrasal prepositional verbs (PPVs). Data of the study were collected in two phases. First, 100 common PPVs were identified through eliciting them from 10 EFL teachers. The verbs that were most frequently mentioned were verified for common usage in daily discourse through the BNC. The 20 most frequent PPVs in this list were selected and used as a test administered to 40 English-major students at the Arab Open University, Kuwait to gauge their recognition and production of the correct prepositions. The

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Chaleila, Wisam, and Iman Garra-Alloush. "The Most Frequent Errors in Academic Writing: A Case of EFL Undergraduate Arab Students in Israel." English Language Teaching 12, no. 7 (2019): 120. http://dx.doi.org/10.5539/elt.v12n7p120.

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The current study examined the most common types of academic writing errors and the causes of such errors made by 44 tertiary EFL Arab-Israeli students. A methodological triangulation was employed in this research. Results and analyses of errors in the written samples revealed that students made a substantial number of errors in both rating scales. In the generic writing performance scale (the qualitative method), 75% of students&rsquo; written samples rated poor, and the error frequency rating scale (the quantitative method) showed that the students made 2965 errors, which is a notably la

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محمد ابوالقاسم محمد بن الاصفر, همة روشني بنت مصطفى, and حمدان بن سعيد. "A Meta-Analysis Of Request And Apology Speech Acts In L2 Language Learning Of Arab Postgraduate Students At Malaysian Universities." Journal of Human Sciences 22, no. 4 (2023): 33–43. http://dx.doi.org/10.51984/johs.v22i4.2830.

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The speech Acts of Arab students have also been an interesting domain of research due to the translation of phrases by the students to the English language directly from the Arabic language. Currently, various researches have been conducted in this domain. The speech acts of requests are complaint, complement, compliment, greeting, invitation, refusal, request etc. The most commonly used among these requests and apologies which when compared to the rest of them holds a number of repetitions. This study undertakes a meta-analysis to examine the utilization of request and apology speech acts wit

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Lghzeel, Fatma Ali, and Noor Raha Mohd Radzuan. "The cross-linguistic influence of Arabic on the English passive voice." Global Journal of Foreign Language Teaching 10, no. 3 (2020): 182–90. http://dx.doi.org/10.18844/gjflt.v10i3.4941.

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It is difficult to describe cross-linguistic influence; however, it has been a contentious phenomenon for a long time. Whenever the speaker of a language becomes bilingual, the first language will subtly affect the new one, even if it is not used much. This is how first language influence begins since the majority of Arab English as a foreign language (EFL) learners suffer from this problem. This current research aims to study the negative influence of the native language (Arabic) on utilising the English passive voice. In this article, we aim to discover the levels of Arab EFL learners’ knowl

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Aldera, Abdullah. "Cohesion in Written Discourse: A Case Study of Arab EFL Students." Arab World English Journal 7, no. 2 (2016): 328–41. http://dx.doi.org/10.24093/awej/vol7no2.22.

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Alammar, Ammar. "Instrumental Analysis of English Vowels Produced by Male and Female Zilfaawi Arabic Speakers." World Journal of English Language 13, no. 7 (2023): 206. http://dx.doi.org/10.5430/wjel.v13n7p206.

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Arab and non-Arab English as a foreign language (EFL) students continue to have difficulty pronouncing English vowels accurately. To examine this, our study analyzes how male and female Saudi EFL students pronounce English monophthongs when compared to native speakers assessed in previous research. Gender-related variations between male and female Arab English speakers are also explored. Formant frequencies (F1 and F2) are employed to evaluate vowel quality, with vowel duration measured to investigate vowel length. Learners’ pronunciations of English words containing vowels of interest are use

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Saeed, Aziz Thabit, Hayat Al-Khatib, Kaldun Mohamednur Said, and Ghada Abdel Hafeez. "Empowering EFL Learners: A Multilayered Deep Learning Framework for EMI Universities." Journal of Language Teaching and Research 16, no. 1 (2025): 145–57. https://doi.org/10.17507/jltr.1601.16.

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The globalization of English has significantly impacted its teaching and learning enterprise at universities in the non-native context in an unprecedented proportion. However, concerns have been voiced that school exit levels in English competency do not match higher education entry requirements (Coleman et al., 2018). This research, conducted by the Faculty of Language Studies (FLS) at the Arab Open University (AOU), investigates the needs of new EFL entrants in higher education institutions that use English as the medium of instruction (EMI). It aims to identify effective teaching-learning m

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Bara'ah, Riyad Abed, and Rahimi Alishah Akbar. "The Reasons for Poor Speaking Skills among Jordanian EFL Learners." International Journal of Recent Research in Social Sciences and Humanities 9, no. 2 (2022): 212–16. https://doi.org/10.5281/zenodo.6598124.

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<strong>Abstract:</strong> This paper aims at investigating the reasons for poor speaking skills of Arabic EFL students and identifies the efficient methods for improving their speaking abilities. The major interest of such paper lied in discovering the embedded reasons regarding their inability to communicate in English as well as to cope with factors influencing learners’ English speaking skill. For this objective, a questionnaire addressing students’ attitudes of English language was distributed to the students. The sample consisted of 20 Jordanian EFL bachelor male and female s

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Mustafa, Mubarak Pathan, Emhemad Mari Aldersi Zamzam, and Ali Gerair Alsout Ergaya. "Speaking in their Language: An Overview of the Major Difficulties Faced by the Libyan EFL Learners in Speaking Skill." International Journal of English Language and Translation Studies 02, no. 03 (2014): 96–105. https://doi.org/10.5281/zenodo.15956.

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Of the four major language skills, speaking is regarded as the most crucial and central one as it enables the learner to establish successful communication in that language, which is often the main aim of learning any foreign language. That is why it forms the focus of attention in any foreign language teaching and learning as failure to master this crucial language skill leads to the failure to establish successful communication. However, mastering this language skill does not go so easily with the EFL learners and particularly for the Arab EFL learners as many factors, including the mother t

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Alhussain, Aisha M. "Arab EFL Learners’ Identification of English Sentence Patterns." International Journal of English Linguistics 8, no. 3 (2018): 158. http://dx.doi.org/10.5539/ijel.v8n3p158.

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The article investigated if a significant relationship existed between Arab EFL learners’ and the English sentence pattern identified. The participants were 64 third-year college students studying in the Department of Linguistics at Princess Nourah University, Saudi Arabia. They were assigned 28 literary texts and asked to derive examples for each of the nine sentence patterns listed in Stageberg (1981). An ANOVA test at alpha level P 0.05 and a post hoc test were used to analyze data. The findings of the study showed a highly significant result at p between participants’ performance and the p

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Alsyouf, Amjad, and Kayed Murad Al. "Interactive Intervention Strategy for English as a Foreign Language Classes Versus Traditional Methods to Teach Speaking." Studies in English Language and Education 8, no. 2 (2021): 479–91. https://doi.org/10.24815/siele.v8i2.18649.

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This paper proposes Interactive Intervention Strategy (IIS) as an effective activity to teach English as a Foreign Language (EFL) in the Arab world and other similar EFL environments. It explores the impact of IIS on the speaking skills (fluency, pronunciation, vocabulary, and grammar) of EFL students in the Jordanian context. The study used a quasi-experimental quantitative design to analyze the data. The sample of the study consisted of 30 students as a control group and 30 students as an experimental group. Both groups were enrolled in a speaking course in their first semester. The study em

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Alakrash, Hussien Mohamad, and Norizan Abdul Razak. "Motivation towards the Application of ICT in English Language Learning among Arab EFL Students." Journal of Advanced Research in Dynamical and Control Systems 11, no. 10-SPECIAL ISSUE (2019): 1197–203. http://dx.doi.org/10.5373/jardcs/v11sp10/20192963.

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Elmotri, Bilel, Radhia Harizi, Amel Boujlida, et al. "The Impact of AI-Generated Feedback Explicitness (Generic vs. Specific) on EFL Students’ Use of Automated Written Corrective Feedback." Arab World English Journal 16, no. 1 (2025): 384–402. https://doi.org/10.24093/awej/vol16no1.24.

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This study investigates how AI-driven Automated Written Corrective Feedback can facilitate EFL writing, teaching, and evaluation in Arab schools and universities. The study addresses a significant research gap in the Computer-Assisted Language Learning literature by examining the impact of Automated Essay Scoring systems’ feedback on EFL University students’ writing. AI-powered AWCF tools have the potential to enhance writing accuracy, provide individualized feedback, and reduce teachers’ workload by offering automated yet effective corrective feedback. By analyzing EFL learners’ and instructo

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Al-Hamly, Mashael, and Christine Coombe. "An Investigation into Assessment Preferences of Gulf Arab Students." Journal of Arts and Social Sciences [JASS] 6, no. 3 (2015): 17. http://dx.doi.org/10.24200/jass.vol6iss3pp17-33.

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The purposes of this study are to gain insight into Gulf Arab EFL students’ preferences when being assessed in their university-level English courses and to investigate if gender and degree of test anxiety have an impact on these preferences. Data were obtained from responses on an adapted form of Birenbaum’s (1994) Assessment Preferences Inventory. Results show that the students participating in this study favor assessments with multiplechoice (MCQ) questions as they are viewed as being easier to prepare for, easier to take, and thus will bring in relatively higher scores. Results also indica

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Al-Hamly, Mashael, and Christine Coombe. "An Investigation into Assessment Preferences of Gulf Arab Students." Journal of Arts and Social Sciences [JASS] 6, no. 3 (2015): 17–33. http://dx.doi.org/10.53542/jass.v6i3.1106.

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The purposes of this study are to gain insight into Gulf Arab EFL students’ preferences when being assessed in their university-level English courses and to investigate if gender and degree of test anxiety have an impact on these preferences. Data were obtained from responses on an adapted form of Birenbaum’s (1994) Assessment Preferences Inventory. Results show that the students participating in this study favor assessments with multiplechoice (MCQ) questions as they are viewed as being easier to prepare for, easier to take, and thus will bring in relatively higher scores. Results also indica

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Murad Tareq. "Educational Games and Vocabulary Acquisition in Elementary School EFL Classes." International Journal of Scientific Research in Science, Engineering and Technology 12, no. 1 (2025): 94–108. https://doi.org/10.32628/ijsrset25121156.

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This study explores elementary school teachers’ perspectives on the role of educational games in enhancing vocabulary acquisition among Arab students in Israel. Employing a qualitative approach, 15 teachers participated in semi-structured interviews to share their insights regarding the benefits, challenges, and strategies associated with game-based learning. The findings indicate that educational games significantly boost student engagement, foster motivation, and enhance vocabulary retention through interactive and culturally relevant experiences (Medina & Goddard, 2024). Teachers acknow

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Al-makatrah, Elham Salem. "Arab EFL Learners’ Perspectives on L1 Influence: Factors and Constraints." International Journal of Applied Linguistics and English Literature 8, no. 3 (2019): 155. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.3p.155.

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This paper aims at examining the factors that cause L1 influence from the perspectives of adult native-Arabic speaking learners of English. It also reports on the possible constraints on L1 influence and further delves into the role of Psychotypology. Despite the recognition of the importance of L2 learners’ perspectives regarding the influence of their L1 and the factors contribute to such influence; this topic is an understudied area in the context of native-Arabic speaking learners of English. A semi-structured interview and a rewrite test were conducted with 40 undergraduate students at a

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Alsyouf, Amjad, and Murad Al Kayed. "Interactive intervention strategy for English as a foreign language classes versus traditional methods to teach speaking." Studies in English Language and Education 8, no. 2 (2021): 479–91. http://dx.doi.org/10.24815/siele.v8i2.18649.

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This paper proposes Interactive Intervention Strategy (IIS) as an effective activity to teach English as a Foreign Language (EFL) in the Arab world and other similar EFL environments. It explores the impact of IIS on the speaking skills (fluency, pronunciation, vocabulary, and grammar) of EFL students in the Jordanian context. The study used a quasi-experimental quantitative design to analyze the data. The sample of the study consisted of 30 students as a control group and 30 students as an experimental group. Both groups were enrolled in a speaking course in their first semester. The study em

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Yousef Zrekat and Yehia Al-Sohbani. "Motivation to Speak English Language among Arab EFL Students at Jerash University, Jordan." Journal of Namibian Studies : History Politics Culture 34 (June 2, 2023): 2112–26. http://dx.doi.org/10.59670/jns.v34i.1478.

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The current study seeks to investigate students’ level of motivation to speak in English among Jordanian EFL undergraduate in Jerash University, Jordan. The paper is important in finding out students’ level of motivation to speak English and finding ways to enhance their speaking. Study sample consists of 351 students and five lecturers. The questionnaire adopted from Gardner (1985) with 32 items to determine students’ level of motivation. 35 students and 5 lecturers sat for interviews. The results show that 86.1% of respondents have low level of motivation to speak English and do not perceive

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Saeed Al-Sobhi, Bandar Mohammad, Sabariah Md Rashid, Ain Nadzimah Abdullah, and Ramiza Darmi. "Arab ESL Secondary School Students’ Spelling Errors." International Journal of Education and Literacy Studies 5, no. 3 (2017): 16. http://dx.doi.org/10.7575/aiac.ijels.v.5n.3p.16.

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English spelling has always been described by many language researchers and teachers as a daunting task especially for learners whose first language is not English. Accordingly, Arab ESL learners commit serious errors when they spell out English words. The primary objective of this paper is to determine the types as well as the causes of spelling errors made by Arab ESL secondary school students. In order to collect the data, a fifty-word standardised spelling test was administered to seventy Arab student participants. The students’ types of spelling errors were detected, analysed and then cat

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