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Journal articles on the topic 'EFL classroom'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Sakui, Keiko. "Classroom management in Japanese EFL classrooms." JALT Journal 29, no. 1 (2007): 41. http://dx.doi.org/10.37546/jaltjj29.1-2.

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The problems of classroom management in many academic subjects are an important area of research in general education in many countries (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999). Compared to the level of interest in the field of general education, not enough attention is paid to classroom management issues in language classrooms, and in particular there is little empirical research on classroom management in English as a Foreign Language (EFL) in Japan. To fill the gap, this study will report on: a) classroom management difficulties that arise in Japanese EFL classrooms when teache

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KESKIN, Dilara. "IMPLEMENTATION OF FLIPPED MODEL IN EFL READING CLASSROOMS." Turkish Online Journal of Distance Education 24, no. 3 (2023): 261–79. http://dx.doi.org/10.17718/tojde.1132888.

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Among many technology-enhanced teaching strategies, flipped classroom is one that gained popularity in recent years. This approach supports a more student-centered and communicative learning environment in English as a Foreign Language (EFL) classrooms. Although this approach is getting popular in the field, little research has examined the incorporation of flipped classroom approach in EFL classrooms. To address this gap, this study presented some tools to provide teachers an idea of how to flip a language classroom and make the learning process more active and communicative. Also, flipped cl

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Абдулхакимова, К., and К. Нарымбетова. "FLIPPING THE EFL CLASSROOM." Педагогика и методы обучения 52, no. 1 (2020): 87–97. http://dx.doi.org/10.47344/sdu20bulletin.v52i1.112.

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The study explores EFL flipped classroom in a higher education setting. The results obtained in observations and questionnaires showed that the flipped classroom improved students’ engagement in learning process and the teaching model was perceived positively by students. The study also identifies a number of drawbacks that need to be taken into consideration by teachers who are planning to use this instructional method in their classrooms.

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Nikussa, Mekonnen Tolera. "University EFL Instructors’ Attitude towards English Oral Interaction: A Case Study at Wollega University, Ethiopia." International Journal of Multicultural and Multireligious Understanding 10, no. 12 (2023): 530. http://dx.doi.org/10.18415/ijmmu.v10i12.5178.

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The purpose of the current study was to investigate EFL instructors’ attitude towards English oral interaction in EFL classroom. For the study, a constructivism paradigm, a descriptive case study design and a qualitative research approach were employed. The participants were eight EFL instructors selected through purposive sampling technique. The data collection instrument was semi-structured interview. A phenomenological data analysis strategy was utilised. The data were analyzed in terms of the three components of attitude: cognitive, affective and behavioural components. Regarding cognitive

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Jeanretno Tiara Putri, Ayu, Sri Wuli Fitriati, and Zulfa Sakhiyya. "Pedagogical, Interpersonal and Instructional Functions of Code-switching to Support Online Classroom Learning." English Education Journal 12, no. 2 (2022): 252–63. http://dx.doi.org/10.15294/eej.v12i2.58014.

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This study was conducted during the COVID-19 pandemic when a shift from traditional classrooms to online classroom learning happened. Faced with online learning challenges, teachers practiced various strategies to support their classes. In EFL contexts, the way teachers manage these challenges can be investigated through online code-switching. The present qualitative study investigates an Indonesian EFL teacher’s perception and use of classroom code-switching in promoting pedagogical, interpersonal, and instructional functions to support teaching and learning in online classroom settings. The

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Adhikari, Devi Prasad, and Gopal Prasad Pandey. "Critical Pedagogy in Higher Education: EFL Teachers' Perceptions and Classroom Applications." AMC Journal 5, no. 1 (2024): 18–33. https://doi.org/10.3126/amcj.v5i1.75959.

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Critical Pedagogy (CP) is a radical approach in education that transforms English as Foreign Language (EFL) classrooms into a discursive, interactive, and dialogic platform for raising students' voices. The practice of CP in the classroom helps teachers to patronize their students’ oppressive voices. This study explored the perceptions and practices of critical pedagogy among higher-level EFL teachers. This is a qualitative study. It comprises a small sample; representing each university-level EFL teacher from different five colleges in Dhading district in Nepal. We used semi-structured interv

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Simhony, Julia, and Natthapong Chanyoo. "A Comparison of Corrective Feedback Used in International and EFL Contexts." Journal of Language Teaching and Research 9, no. 3 (2018): 573. http://dx.doi.org/10.17507/jltr.0903.17.

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The current study aims to investigate types of corrective feedback used in two classroom settings (i.e. EFL and international school classrooms) and to compare the frequency of corrective feedback types used in the two classrooms. The participants of this study were 31 students from two classrooms (6 international and 25 in EFL classrooms) and their respective teachers; one in each classroom. Data was collected through four classroom observations and one semi-structure interview conducted with the teacher from each classroom. The findings revealed that all six types of feedback were provided b

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Hastuti, Dwi Puji, Diah Kristina, and Endang Setyaningsih. "Developing Thinking Reading Classrooms: Insight from Pre-Service EFL Teachers’ Lesson Plans and Classroom Instructions." Register Journal 15, no. 2 (2022): 201–21. http://dx.doi.org/10.18326/rgt.v15i2.201-221.

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Numerous studies have investigated the integration of critical thinking in EFL classrooms and textbooks. Still, relatively few have investigated the integration of critical thinking into reading lesson plans and classroom instructions. The current study adopted a qualitative case study approach to provide insight into how pre-service EFL teachers infused critical thinking skills into online reading classrooms. The study also gives information on pre-service EFL teachers' challenges in critical thinking integration into reading classrooms. Eight pre-service EFL teachers who completed all three

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Bonyadi, Alireza, Mehdi Kheyrollahi Kalvanagh, and Minoo Bonyadi. "Teachers’ Perceptions on Code-Switching in EFL Classroom Discourse." Discourse and Communication for Sustainable Education 12, no. 2 (2021): 45–53. http://dx.doi.org/10.2478/dcse-2021-0015.

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Abstract Feasibility of maintaining an educational sustainable development (ESD) depends on exploring teachers’ concepts on their common practices in classroom settings. Speakers in multilingual contexts commonly switch their codes, languages, during their numerous social interactions. Nowadays, the phenomena, code switching, has expanded to cover any situation in which speakers switch from one accepted code into another. Through this perspective, various studies have been conducted to investigate different aspects of code-switching in EFL classrooms. The present study qualitatively investigat

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Albahiri, Mohammed Hamed, Ali Albashir Mohammed Alhaj, and Mohammed Saeed Alghamdi. "Successful Teaching Strategiesand Practices in EFL Virtual Classrooms: A Qualative Study For Analyzing Several Studies and Practices." Revista de Gestão Social e Ambiental 18, no. 3 (2024): e08002. http://dx.doi.org/10.24857/rgsa.v18n3-192.

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Objective: The current study intended to identify successful teaching strategies and practices in EFL virtual classrooms and to build a proposed model for designing teaching strategies and successful practices in virtual classrooms. Theoretical Framework: The research concerns itself with studies that concentrate on applications of artificial intelligence, adaptive learning, teaching methods, communication, and interaction in EFL virtual classrooms. Method: the study adopted the qualitative documentary method as the paradigm of qualitative research through extensive qualitative analyses of the

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Nat, Panharith. "Cambodian EFL university students’ perceptions of the flipped classroom: An action research study." Cambodian Journal of Educational Research 4, no. 1 (2024): 8–34. http://dx.doi.org/10.62037/cjer.2024.04.01.02.

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A flipped classroom model has been identified as a new classroom instruction in the 21st century. Since its emergence, the flipped classroom has been a subject of empirical studies in English as a Foreign Language (EFL) classrooms in various contexts. This action research study, adopting a qualitative approach, aimed to explore EFL university students’ perceptions of implementing the flipped classroom model in writing classes in Cambodia. An online open-ended questionnaire was used to collect data from three Year 1 classes consisting of 104 students studying an academic writing course called W

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Irmayani, Irmayani, and Uzlifatul Masruroh. "Supportive Teacher Talk Features to Promote Students’ Responses ın EFL Classroom." Education and Human Development Journal 8, no. 1 (2023): 26–37. http://dx.doi.org/10.33086/ehdj.v8i1.3565.

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Teacher talk is as important in teaching English as a foreign language as it is in any other subject. Teacher talk is supposed to be the maximum exposure of target language in the classroom setting as a main pedagogic function employed as a medium of imparting metalanguage (Ellis, 2008). Through classroom observation with 32 students, this research investigates supportive teacher talk elements that inspire students to be responsive. They are 1) what kind of supportive teacher talk features to promote students’ responses in EFL Classroom; 2) what is the dominant type of supportive teacher talk

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Alghamdy, Rashed Zannan. "English Instructors’ Use of Classroom Questions and Question Types in EFL Classrooms." English Language Teaching 16, no. 9 (2023): 77. http://dx.doi.org/10.5539/elt.v16n9p77.

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The aim of this study was to identify the degree to which English teachers apply classroom questioning skills from the point of view of English teachers in the Saudi context. I used a descriptive approach in this study and video recordings and questionnaires to collect data. The questionnaire consisted of three axes (skills for formulating classroom questions, skills for asking classroom questions, and skills dealing with students&rsquo; answers). The sample was 160 English teachers from intermediate government schools. Video cameras recorded English as a foreign language (EFL) teachers&am

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Hamid, Mohammad Hanif. "Classroom Culture in EFL Classrooms in Kabul University." International Journal of Scientific and Research Publications (IJSRP) 10, no. 3 (2020): p9926. http://dx.doi.org/10.29322/ijsrp.10.03.2020.p9926.

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Abin, Rais, and Ray Suryadi. "CLASSROOM MANAGEMENT STRATEGIES IN FOREIGN LANGUAGE CLASSROOM." JOEEL Journal of English Education and Literature 5, no. 1 (2024): 1–8. http://dx.doi.org/10.38114/joeel.v5i1.392.

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This research aimed to explore the strategies applied by EFL teachers in managing classroom. This research employed descriptive qualitative method. The subjects of this research were English teachers of seven grade at SMP Negeri 3 Wundulako which were selected through purposive sampling. The data of this research were collected by employing field note and an interview. The obtained data was analyzed in three major phases namely data reduction, data display, and conclusion. The result of the research revealed several strategies applied in the classroom management. They were classroom environmen

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Tareen, Hashmat. "Code-switching in English classrooms and its Impact on undergraduate learning in a public university in Afghanistan." Global Journal of Foreign Language Teaching 12, no. 2 (2022): 95–111. http://dx.doi.org/10.18844/gjflt.v12i2.7744.

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The alternate use of two different languages as code-switching is situated in the field of bilingualism and it is considered a common feature of those who speak two or more languages. The occurrence of code-switching in English classrooms is considered a conducive linguistic resource to be exploited and practiced sensibly. This study aims to highlight the current situation of code-switching in EFL classrooms, the motives for EFL lecturers’ code-switching during their instruction to facilitate the teaching and learning process, and the measures for avoiding the use of code-switching. A qualitat

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Primurizki, Juliance, and Didi Suherdi. "EXPLORING CLASSROOM LANGUAGE IMPLEMENTED BY NOVICE ENGLISH TEACHERS AT JUNIOR HIGH SCHOOLS." TELL-US JOURNAL 9, no. 1 (2023): 164–85. http://dx.doi.org/10.22202/tus.2023.v9i1.6672.

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Using English as a classroom language is widely acknowledged as the most effective means to encourage students to get used to English. The more often they are exposed to English, the more proficient they will be. However, teachers' awareness of the role of classroom language as a means to maximize student proficiency remains vague. Studies reveal that EFL teachers tend to use their own language in the classroom rather than the target language, English. Furthermore, teachers are susceptible to code-switching, which is the use of two or more languages in a single sentence or phrase. Despite the

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Sarah, Yulia. "STUDY ON EFL CLASSROOM MANAGEMENT IN CLASSROOM AT SMP NEGERI 13 AMBON." JURNAL TAHURI 19, no. 1 (2022): 10–19. http://dx.doi.org/10.30598/tahurivol19issue1page10-19.

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Inclusive classroom is widely discussing around the countries regarding the benefits and the challenges of EFL teachers’ constraints in managing the inclusive classroom. This study is aimed at finding out (1) the facts of inclusive classroom management in EFL teaching and learning process, (2) the challenges faced EFL teachers in managing the inclusive classroom and (3) the new insights proposed by EFL teachers for better improvement in managing the inclusive classroom. The findings of the study revealed that; a) Both EFL teachers have clear comprehension about the concepts of classroom manage

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Komang Arie Suwastini, Ni. "DIFFERENTIATED INSTRUCTION FOR EFL CLASSROOM." TELL-US Journal 7, no. 1 (2021): 14–41. http://dx.doi.org/10.22202/tus.2021.v7i1.4719.

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Pondan Perlindungan Leoanak, Sondang, and Bonik Kurniati Amalo. "Teachers’ Beliefs and Perceptions of Code Switching in English as Foreign Language Classroom." SHS Web of Conferences 42 (2018): 00034. http://dx.doi.org/10.1051/shsconf/20184200034.

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In Indonesia, the use of only English as a medium of instruction in English as a Foreign Language (EFL) classroom is highly demanded. The present study investigates how code-switching is perceived by High School teachers in Kupang city, East Nusa Tenggara province, Indonesia, in teaching English. Specifically, it aims to find out the teachers’ beliefs and perceptions towards the use of Indonesian language (L1) as their pedagogical instrument in teaching English in EFL classrooms. To achieve that goal, 40 EFL teachers were asked to give their responses to a 24-item of questionnaire which focuse

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GOKGOZ-KURT, Burcu, and Figen KARAFERYE. "Classroom Management and Leadership among EFL instructors: Self-Efficacy, Strengths, and Improvement Areas." Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi 43, no. 2 (2023): 1053–99. http://dx.doi.org/10.17152/gefad.1262348.

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The present study investigated tertiary-level English as a Foreign Language Teachers’/Instructors’ beliefs and perceptions of classroom management, discipline, and leadership in the classroom. In order to achieve this aim, EFL instructors completed the Teacher Self-efficacy in Classroom Management and Discipline Scale and two other open-ended questions asking them about their strengths and areas of improvement in classroom management and leadership. As revealed by the findings, EFL teachers reported their teaching and classroom management self-efficacy as somewhat high, while their view of ext

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Al-Ta’ani, Mohammed Hamid. "The Use of Arabic (L1) in the EFL Classrooms: How Do Umm Al-Quwain Teachers and Students Perceive It?" International Journal of Contemporary Education 2, no. 2 (2019): 1. http://dx.doi.org/10.11114/ijce.v2i2.4229.

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The role of students’ native language (L1) in the second language (L2) classrooms has been a debatable issue for a long time in the field of English Language teaching as a foreign language (EFL). The present study which took place in the United Arab Emirate (UAE), more specifically, at Umm Al-Quwain Educational Zone,(UAQ) aimed at investigating both students’ and teachers’ perceptions and attitudes towards the use of (L1) in the EFL classrooms. To achieve this, the researcher used both qualitative and quantitative research methods. Thus, it surveyed one hundred fifty (150) secondary students a

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Chen, Bin, Yunheng Li, and Honggang Liu. "Investigating Boredom Among Chinese Senior High School Students in English as a Foreign Language Classrooms." European Journal of English Language Studies me-4-2024, me-4-issue-2-june-2024 (2024): 89–101. http://dx.doi.org/10.12973/ejels.4.2.89.

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<p style="text-align:justify">Boredom is a commonly experienced unpleasant emotion in foreign language classrooms and may negatively influence students’ learning status and outcomes. Unfortunately, limited attention has been directed to classroom boredom among students while learning foreign languages. To address this gap, this study adopted a mixed-methods approach to investigate English as a Foreign Language (EFL) classroom boredom experienced by students. We invited 675 Chinese senior high school EFL students to participate in the questionnaire survey about their classroom boredom, an

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Alshreef, Nadyah, and Nashwa Saaty. "The Influence of Students' Independent Use of Generative AI Tools on the EFL Writing Classroom: Recommendations for Students, Teachers, and Policymakers." International Journal of English Language Education 13, no. 1 (2025): 152. https://doi.org/10.5296/ijele.v13i1.22832.

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This research explores the influence of generative AI tools on the EFL writing classroom through the lens of Complexity Dynamic Systems Theory (CDST), particularly with regard to the influence on classroom dynamics. The data were collected through semi-structured interviews with both teachers and students using an exploratory qualitative design. The results show that generative AI has disrupted writing classroom dynamics and resulted in a shift in assessment and classroom instructions. Also, since the rise of generative AI, noticeable changes have occurred in students’ writing. These tools hav

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Minalla, Amir Abdalla. "From EFL Teachers’ Perspective: Impact of EFL Learners’ Demotivation on Interactive Learning Situations at EFL Classroom Contexts." English Language Teaching 15, no. 3 (2022): 1. http://dx.doi.org/10.5539/elt.v15n3p1.

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For some reason, EFL students lose their motivation and interests and become more demotivated as time goes by. Many of the conducted studies focus on the factors that cause EFL learners&rsquo; demotivation rather than how EFL learners&rsquo; demotivation impact on classroom learning processes. Thus, the study will focus on the impact of EFL learners&rsquo; demotivation on the procedures and processes employed for EFL classroom interaction. The data are collected and statistically analyzed. The findings revealed the processes and the procedures that adopted for developing classroom

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Aljameel, Iman H. "Computer-Assisted Language Learning in Saudi Arabia: Past, Present, and Future." International Education Studies 15, no. 4 (2022): 95. http://dx.doi.org/10.5539/ies.v15n4p95.

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This study reviewed some of the research efforts exploring the use of technology in English as a foreign language (EFL) classroom in Saudi Arabia at different educational levels. The review aimed to examine the state of technology use in EFL classrooms and its potential. The findings showed that most studies were conducted by academic researchers and not classroom teachers. Additionally, the recommendations of the research conducted over the years concentrated on teacher training and building a reliable infrastructure. Moreover, the review showed that using technology in English classrooms cou

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Chanwaiwit, Panachanok, and Bhornsawan Inpin. "Synchronous collaborative writing instruction in a university EFL context: Challenges and solutions." World Journal on Educational Technology: Current Issues 13, no. 4 (2021): 721–39. http://dx.doi.org/10.18844/wjet.v13i4.6259.

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This study explored EFL instructors’ perceptions and practices to identify challenges of teaching synchronous collaborative writing (SCW) and then proposed solutions to the problems. The instructor survey of practices in online English writing instruction was sent to 52 instructors from 15 regional universities in Thailand; 51 responded to the survey and, after selection, 24 participants were included. Data also included classroom observations and interviews. The participants felt unprepared to teach SCW because of insufficient online pedagogical skills in engaging students in the classroom an

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Kurniawati, Nia, and Neni Suryani. "GENDER DIFFERENCES IN TEACHER QUESTIONING STRATEGIES: A CASE STUDY AT SMKS PASUNDAN 1 CIANJUR." Indonesian EFL Journal 10, no. 2 (2024): 325–34. https://doi.org/10.25134/ieflj.v10i2.10278.

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This study investigates the questioning strategies of male and female English teachers in EFL classrooms at SMKS Pasundan 1 Cianjur. Using a qualitative descriptive method and a case study approach, data were collected through observations, questionnaires, and interviews. The findings reveal that both genders use diverse questioning strategies to enhance classroom interaction, incorporating questions at the beginning, middle, and end of lessons. Furthermore, both genders use three main types of questions: procedural, convergent, and divergent. However, significant differences exist in the freq

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Qasserras, Mohammed, and Lhoussine Qasserras. "Teacher Trainers’ Readiness and Perceptions of Critical Thinking Instructional Practices in Morocco." European Modern Studies Journal 7, no. 2 (2023): 67–78. http://dx.doi.org/10.59573/emsj.7(2).2023.08.

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This study explores teacher trainers’ readiness and practices of critical thinking in the EFL classroom. A case study approach was set out to understand this phenomenon in depth, supported by a questionnaire to collect data. The findings indicated that teacher trainers are aware of the importance of incorporating critical thinking in their classrooms. However, the application of CR in the EFL classroom is still vague to the participants, as most of them did not receive any focused training on CR practice in the EFL classroom. Yet the lack of professional development, a well-rounded curriculum,

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TOÇI, Arta. "Translation in EFL Classroom." PRIZREN SOCIAL SCIENCE JOURNAL 5, no. 1 (2021): 113–17. http://dx.doi.org/10.32936/pssj.v5i1.217.

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Throughout much of the history of research into second language acquisition (SLA), the role of learners’ first language (L1) has been a hotly debated issue. Prodromou (2000) refers to the mother tongue as a ‘skeleton in the closet’, while Gabrielatos (2001) calls it a ‘bone of contention’. Such views are but a mere reflection of the different methodological shifts in English Language Teaching, which have brought about new and different outlooks on the role of the mother tongue. The conflict itself is taking place in academic circles rather than in classrooms, where the use of L1 is still consi

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Želježič, Mirjana. "Debate in EFL Classroom." ELOPE: English Language Overseas Perspectives and Enquiries 14, no. 1 (2017): 39–54. http://dx.doi.org/10.4312/elope.14.1.39-54.

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Relying primarily on the Common European Framework of Reference for Languages (CEFR) and The National EFL Syllabus, this paper focuses on the highest ranking goals within formal foreign language (L2) education: the development of communicative competence (which the communicative paradigm regards as the most important goal of contemporary language teaching), and of critical thinking (CT) ability, which is widely recognised as the main general education goal. It also points to some of the discrepancies generated by tensions between the fact that language is a social and cultural phenomenon that

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Antika, Rindilla. "POETRY IN EFL CLASSROOM." TELL-US JOURNAL 2, no. 2 (2017): 20–35. http://dx.doi.org/10.22202/tus.2016.v2i2.1335.

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Literature is considered as a promoting tool for language learning purposes. Literature can be used to foster students motivation to read and write in order to achieve their academic proficiency. Poetry as a part of literature has affirmed that literature has a great deal in developed students’ literacy competence. This paper argues for the use of literature and some approaches in teaching and learning literature especially poetry in EFL classroom. This paper also elaborates some benefits of using literature and poetry in the EFL classroom and proposes some assessments which can be used to ass

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Angelianawati, Luh. "Using Drama in EFL Classroom." JET (Journal of English Teaching) 5, no. 2 (2019): 125. http://dx.doi.org/10.33541/jet.v5i2.1066.

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Due to the many potential benefits and drama can offer in language learning, there has been a growing interest to use drama in ESL/EFL classrooms. However, the practice still causes many difficulties to both teachers and students due to several factors. This article reviews current theories and research findings on the use of drama in ESL/EFL teaching and learning to provide a better understanding of the use of drama to facilitate learning in EFL classrooms. It begins with current theories behind drama use in English learning. This section tries to clarify what drama is in the context of ESL/E

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Muis, Satriyana, Kisman Salija, Sahril Nur, and Geminastiti Sakkir. "Translanguaging in EFL Classroom at A Private University in South Sulawesi." EduLine: Journal of Education and Learning Innovation 3, no. 3 (2023): 396–406. http://dx.doi.org/10.35877/454ri.eduline1904.

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This research aims to investigate translanguaging in an EFL classroom. Several researchers have researched translanguaging (1) Sahib (2019), (2) Saputra (2014), (3) Rabbidge (2019), Yuvayapan (2019), Aoyama (2020), and Rasmin & Nur (2023). Nevertheless, in south Sulawesi, especially Palopo still not enough. Hence, this research tries to see the practice of translanguaging in EFL classrooms. This research focused on exploring the reasons lecturers conduct translanguaging, the way lecturers conduct translanguaging in EFL classrooms, and the lecturers’ and students’ perceptions toward transla

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Rahayuningsih, Dian, Mursid Saleh, and Sri Wuli Fitriati. "The Realization of Politeness Strategies in EFL Teacher-Students Classroom Interaction." English Education Journal 10, no. 1 (2020): 85–93. http://dx.doi.org/10.15294/eej.v10i1.33822.

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Politeness is one of the prominent issues in pragmatics. It becomes a major issue in education due to the implementation of curriculum 2013 which emphasized on character education. This study aimed at analyzing the realization of politeness strategies and sociological factors influencing the choice of politeness strategies in EFL Teacher-students classroom interaction at SMP Semesta Bilingual School. This study used qualitative research in the form of classroom discourse analysis. The participants were an EFL teacher and 30 EFL students in two EFL classrooms. The research instruments were made

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Ghufron, M. Ali. "Online EFL Classroom Management: Voices from Indonesian EFL Teachers." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 12, no. 1 (2022): 113. http://dx.doi.org/10.26714/lensa.12.1.2022.113-133.

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Due to the scarcity of studies on online EFL classroom management in the Indonesian context, this study attempts to explore online EFL classroom management from the viewpoints of Indonesian EFL teachers in terms of its processes, strategies, and challenges. This study employed a qualitative case study approach involving 6 EFL teachers. Within three months, data were gathered through interviews with EFL teachers, which were then evaluated in a narrative way. The findings reveal that (1) in management process, teachers must make an appointment with students, prepare the content and task for onli

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Meldia, Putri, and Supratman Zakir. "INTEGRATING ICT IN EFL CLASSROOM." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 13, no. 1 (2022): 119–29. http://dx.doi.org/10.33373/as.v13i1.4336.

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The purpose of this study is to examine the difficulties teachers face in integrating ICT into the teaching and learning English at Islamic Junior High School. As an example, learning innovations that use ICT are no longer in phase 4.0, but are now in phase 5.0, which means that ICT is being used in all fields. Following these advancements, the integration of ICT in education has become a necessity in today's world. As a result, this fact necessitates that teachers be capable of using ICT in the classroom. However, in the field, researchers discovered a number of barriers to teachers' use of I

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Ayash, Ahmed Abdul Salam. "Teachers Roles and Question Techniques in EFL Classroom." International Journal of English Literature and Social Sciences 9, no. 3 (2024): 533–39. https://doi.org/10.22161/ijels.93.71.

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The current research investigates teachers roles and question techniques in the EFL classroom. The purpose of this research is to investigate whether a relationship exists between the roles of teachers and question techniques in EFL classrooms at AL-Iraqia University, and to determine whether there is a difference in the roles of male and female teachers. This research employs a questionnaire as its tool. The population of the present study covers EFL teachers (male and female) who teach English language in the college of media at Al-Iraqia University for the academic year 2023/2024. The resea

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Zhuo, Jiayu, and Zuhana Mohamed Zin. "The Impact of Motivational Teaching Practice on Students’ L2 Motivation, Positive L2 Self, and Classroom Engagement." Journal of Language Teaching and Research 16, no. 4 (2025): 1383–94. https://doi.org/10.17507/jltr.1604.31.

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Motivational teaching practice (MTP) is regarded as a determining factor on students’ L2 (second language) motivation in English as a Foreign Language (EFL) classrooms. However, few studies have explored how MTP specifically enhances students’ L2 motivation and their classroom engagement. The study investigated the impact of MTP on students’ classroom engagement and evaluated its effectiveness in guiding students to develop positive L2 motivation. A six-week MTP intervention was conducted in university EFL classes. Likert-scale questionnaires were used to measure students’ L2 motivation, posit

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Andy Basoka Iskandar and Failasofah. "Language Dynamics in EFL Classrooms: Insights from Islamic Junior High School Teachers in Jambi on the Use of Bahasa Indonesia and Arabic." EduInovasi: Journal of Basic Educational Studies 5, no. 1 (2025): 811–16. https://doi.org/10.47467/edu.v5i1.7713.

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This study explored the use of Bahasa Indonesia and Arabic in teaching English as a Foreign Language (EFL) at Islamic junior high schools in Jambi, Indonesia. The research aimed to understand the dynamics of using these languages in EFL classrooms and to gather teachers' perspectives on this practice. Through semi-structured interviews and classroom observations, the study identified the benefits, challenges, and impacts of incorporating Bahasa Indonesia and Arabic into EFL instruction. The findings suggested that strategic use of these languages can enhance comprehension, classroom management

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Roslina. "Genetic Based EFL Classroom Management." JTP - Jurnal Teknologi Pendidikan 23, no. 3 (2021): 295–306. http://dx.doi.org/10.21009/jtp.v23i3.23818.

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This article was inspired by Jamil Pooniran's concept of STIFIn genetic intelligence and language learning methodology, especially regarding classroom management. All of these inspirations became the author's reference for pursuing his mind in building a genetic-based EFL classroom management concept. This article was not based on empirical data. Still, it was built and constructed from the previous concept, namely the STIFIn concept of genetic intelligence, which was synthesized into a genetic-based class management concept for the EFL class. This study aimed to determine how to apply the con

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Berutu, Hotma, and Sholihatul Hamidah Daulay. "PRAGMATICS TEACHING BARRIERS IN EFL CLASSROOM." TELL-US JOURNAL 9, no. 2 (2023): 348–63. http://dx.doi.org/10.22202/tus.2023.v9i2.6725.

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Pragmatics is a branch of linguistics that study about language and its context. In learning a second language, EFL learners need to have a pragmatic competence in order to be able to communicate effectively based on the context of the target language. There are some factors that can help learners improve their pragmatic competence, not only the EFL teachers who are competent in their field but also the tools and media that support the learning process. This study aimed to investigate (1) what the most common barriers to teaching pragmatics in EFL classrooms by Indonesian EFL teachers and (2)

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Rezvani, Ehsan, and Abbass Rasekh. "Code-switching in Iranian Elementary EFL Classrooms: An Exploratory Investigation." English Language Teaching 4, no. 1 (2011): 18. http://dx.doi.org/10.5539/elt.v4n1p18.

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This paper presents the results of a small-scale exploratory investigation of code-switching (CS) between English and Farsi by 4 Iranian English foreign language (EFL) teachers in elementary level EFL classrooms in a language school in Isfahan, Iran. Specifically, the present study aimed at exploring the syntactical identification of switches and the functions that the switches served. The data consist of field notes and scripts of audio-recordings of the teachers’ talk collected during classroom observations. The findings suggest that CS is a frequently applied strategy and a valuable resourc

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Gebreiyesus Mekt. "English Foreign Language Teachers’ Attitude Towards and Practice of Using L1 in the EFL Classroom in Case of Goh and Gelila Highschool in South Omo Zone, Ethiopia." International Journal of Integrative Sciences 1, no. 2 (2023): 31–42. http://dx.doi.org/10.55927/ijis.v2i1.3041.

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This study explores EFL teacher’s attitude forward and practice of using L1 in their classroom. It also considers that the context of using Aaraph in EFL classroom in high school level of two selected schools in south Omo zone, South and North Ari woreda’s (Goh and Gelila High School). It was a descriptive study. The study employed mixed research method using questionnaire, interview, and observation. Data through questionnaires were collected from 11 EFL teachers and 263students from both school in south and north Ari. In addition, semi- structured interviews were carried out with five Englis

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Sahib, Rahmawansyah. "Translanguaging as a Pedagogical Strategy in EFL Classroom." ELT-Lectura 6, no. 2 (2019): 139–46. http://dx.doi.org/10.31849/elt-lectura.v6i2.3032.

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This study investigates the use of Translanguaging as a Pedagogical Strategy by an EFL teacher in terms of interaction between the teacher and the students in teaching and learning process. It focuses to explore the teacher’s reason for using translanguaging in EFL Classroom, and to explore the benefits of teacher’s translanguaging on students in EFL Classroom. This study applied qualitative method. Two meetings of classroom observations were recorded by using audio recorder. Also, a teacher and ten students were interviewed after the classroom observation. The recordings and interviews were t

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Suganda, Lingga Agustina, Bambang A. Loeneto, and Zuraida Zuraida. "Teachers’ Use of Code Switching in An English as a Foreign Language Context in Indonesia." Script Journal: Journal of Linguistic and English Teaching 3, no. 2 (2018): 111. http://dx.doi.org/10.24903/sj.v3i2.202.

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This study proposed to investigate the phenomena of code switching which refers to the use of English and Indonesian as a medium of instruction used by the English as a Foreign Language (EFL) teachers in their classroom discourse. It depicted the attitudes of EFL teachers and their students towards the patterns, functions, and influence of code switching in two EFL classes in Indonesia. The data were collected from classroom observation, interview, and questionnaire which explored the occurrence of code switching during the teaching and learning process as well as the teachers and students’ pe

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Getaw, Fetene, Tamiru Olana, and Rufael Disasa. "THE TRIPARTITE RELATIONSHIP AMONG EFL TEACHERS’ COGNITION, PERCEIVED AND ACTUAL CLASSROOM PRACTICES OF READING INSTRUCTION." Journal of English Language and Literature 10, no. 02 (2023): 01–15. http://dx.doi.org/10.54513/joell.2023.10201.

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Understanding the beliefs that guide teachers’ decision making and actions in their classrooms could help educators adjust how they work with teachers to provide more targeted feedback, to support teachers‘ professional growth and development throughout their career. The ultimate aim of this study was to show the tripartite relationship among EFL teachers’ cognition, perceived and actual classroom practices of reading instruction at secondary schools in Addis Ababa. A descriptive survey research design was employed. Questionnaire, interview and classroom observation were used as major data col

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Saud, Chaerul Fadlan, Syukur Saud, and Abdul Karim. "The Students’ Attitude on Bilingual Based Instruction in Teaching English in Indonesian EFL Classroom." Interference: Journal of Language, Literature, and Linguistics 5, no. 2 (2024): 84. https://doi.org/10.26858/interference.v5i2.65536.

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Abstract. This research investigates Indonesian students' attitudes in EFL classrooms where bilingual focused curriculum is used to teach English to Indonesian EFL students. This study utilized subjective methodology as a fundamental structure of study with a contextual analysis technique. The subject of this investigation were fifty students of Indonesian EFL classroom. The data from poll were examined upheld Likert scale to explore understudies' demeanor and semi-organized meeting to find out the advantages of instructor's bilingual based guidance in educating English. This research demonstr

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Alsied, Safia Mujtaba. "AN INVESTIGATION OF THE USE OF THE FIRST LANGUAGE IN LIBYAN EFL CLASSROOMS." TEFLIN Journal - A publication on the teaching and learning of English 29, no. 2 (2018): 155. http://dx.doi.org/10.15639/teflinjournal.v29i2/155-176.

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This article attempts to explore the use of first language (Arabic) in the Libyan EFL classrooms as well as teachers' and students' attitudes towards using it. To this end, 5 Libyan EFL teachers and 143 Libyan EFL undergraduate students from the English department of Sebha University took part in the study. Data were gathered through questionnaires and semi-structured interviews. The findings of the study indicated that the Libyan EFL students had positive attitudes towards using Arabic in the classroom to some degree; however, they were in favor of using English more than Arabic. It was also

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Abdelhalim, Safaa M., and Ashwaq A. Aldaghri. "Creating Culture of Thinking in Language Classrooms: An Interpretive Inquiry Into Saudi University EFL Instructors’ Beliefs and Practices." Journal of Language Teaching and Research 15, no. 2 (2024): 396–407. http://dx.doi.org/10.17507/jltr.1502.08.

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Guided by sociocultural theory (SCT) perspectives, this mixed-methods study investigated Saudi university EFL instructors' beliefs and teaching practices regarding the creation of culture of thinking (CoT) in language skills classrooms, and the factors affecting this process. Research data were gathered from 169 EFL university instructors through a self-report questionnaire. Among the participants, 12 instructors participated in a semi-structured interview. Additionally, classroom observations were conducted in seven classrooms. Questionnaire data were analyzed quantitatively using descriptive

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