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Journal articles on the topic 'EFL (English as Foreign Language)'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

Hasbi, Muhamad. "The Attitudes of Students from ESL and EFL Countries to English." Register Journal 6, no. 1 (2013): 1–16. http://dx.doi.org/10.18326/rgt.v6i1.1-16.

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This research is to study the attitudes of English students from English as a Second Language (ESL) and English as a Foreign Language (EFL) country in English and Foreign Languages University (EFL University), Hyderabad to English. This is a descriptive-quantitative research with a survey method. The attitudes researched include those to listening, speaking, reading, and writing. The data was taken through questionnaireconsisting of 20 questions. The findings of this study showed that the English students in EFL University have neutral-to-positive attitudes to Listening, positive attitudes to

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Hasbi, Muhamad. "The Attitudes of Students from ESL and EFL Countries to English." Register Journal 6, no. 1 (2013): 1. http://dx.doi.org/10.18326/rgt.v6i1.220.

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This research is to study the attitudes of English students from English as a Second Language (ESL) and English as a Foreign Language (EFL) country in English and Foreign Languages University (EFL University), Hyderabad to English. This is a descriptive-quantitative research with a survey method. The attitudes researched include those to listening, speaking, reading, and writing. The data was taken through questionnaireconsisting of 20 questions. The findings of this study showed that the English students in EFL University have neutral-to-positive attitudes to Listening, positive attitudes to

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Angwah, Julius, and Emmanuel Tangong. "Cameroon’s Foreign Language Learning Culture and the Paradox of English as an Official Language." Global Academic Journal of Linguistics and Literature 4, no. 5 (2022): 153–60. http://dx.doi.org/10.36348/gajll.2022.v04i05.004.

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Substantial exposure to language is one of the most effectively proven approaches to language learning. In Cameroon, however, even with a fairly considerable exposure to the English Language, foreign language learners still lack very basic communicative competencies in it relative to other foreign languages. In this study, we sought to describe EFL learners’ degree of exposure to different foreign languages in the Francophone system of education vis-à-vis their performances, explore some striking pedagogic differences in the teaching of English and other foreign languages and finally assess th

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Yaseeni, Pervaiz. "The Language Learning Journey of an EFL Student: A Case Study of Taha at Kabul Education University." Journal of Social Sciences & Humanities 1, no. 1 (2024): 14–34. https://doi.org/10.62810/jssh.v1i1.7.

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Learning English as a foreign language is crucial for students at public and private universities across Afghanistan. English is the lingua franca of business communication, technology, medicine, and social sciences. Adult Afghans learn English to secure scholarships and enhance their competencies through academic English. However, learning English as a foreign language (EFL) is challenging for Afghans due to limited resources in social and educational environments. This research was conducted through a qualitative case study of adult students in the English Department, Faculty of Languages an

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La Ode Rasmin and Sahril Nur. "TRANSLINGUAGING IN EFL CLASSROOM AND ITS IMPACT ON STUDENT'S PERFORMANCE AT A SECONDARY SCHOOL LEVEL: A SYSTEMATIC REVIEW." ENGLISH JOURNAL OF INDRAGIRI 7, no. 1 (2023): 41–53. http://dx.doi.org/10.32520/eji.v7i1.2162.

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Translinguaging is a phenomenon of language use where the people are bilingual or multilingual. Tanslinguaging occurs in the community and schools, both rural and urban areas. At the Indonesian secondary school level, the learning of English as a foreign language (EFL), teachers and students at schools use the target language (English) and the Indonesian language as the official language in the education system. But, local languages also occur and are used in schools for the students who have their local language, including in rural schools. This article uses the literature review method to an

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Mora, Raúl Alberto. "Toward More Equitable Language Learning and Teaching Frameworks For Our ELT Community: Moving from EFL to ECL to CE." GIST – Education and Learning Research Journal 24 (June 30, 2022): 25–42. http://dx.doi.org/10.26817/16925777.1137.

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Over the past decade, different scholars in ELT have raised questions about the notion of English as a Foreign Language (EFL) and the growing issues related to inequity that such a framework has raised. Our field in Colombia needs to interrogate the very frameworks and concepts we use to define the language and how those definitions will include us or exclude us from the larger global conversations in the field of ELT and related ones as a way to remain active and relevant in years to come. This article proposes moving from English as a Foreign Language (EFL) into English as a Colombian Langua

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KAHN-HORWITZ, JANINA, RICHARD L. SPARKS, and ZAHAVA GOLDSTEIN. "English as a foreign language spelling development: A longitudinal study." Applied Psycholinguistics 33, no. 2 (2011): 343–63. http://dx.doi.org/10.1017/s0142716411000397.

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ABSTRACTEnglish as a foreign language (EFL) spelling was examined longitudinally three times (4th, 9th, 12th grades) during 9 years of EFL study among Hebrew first language (L1) students. The study examined the impact of L1 literacy variables including phonemic awareness, word attack, and spelling on EFL spelling and the relationship between EFL literacy variables and EFL spelling. Results showed that English spelling measured at earlier points strongly predicted later English spelling. L1 literacy skills measured in fourth grade were more significant than English word recognition in explainin

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Yastibaş, Ahmet Erdost, and Celal Turgut Koç. "An Interdisciplinary Study between Arabic Language Teaching and English Language Teaching on the Attitudes toward Learning Foreign Languages." Dinamika Ilmu 23, no. 2 (2023): 201–15. https://doi.org/10.21093/di.v23i2.6405.

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The present study aimed to find out the attitudes of Arabic as a foreign language (AFL) and English as a foreign language (EFL) students toward learning foreign languages in the Turkish higher education context within an interdisciplinary perspective. It was designed as a survey study and conducted with 26 Turkish AFL students and 26 Turkish EFL students who were chosen through convenience sampling. The data were collected through the attitude toward learning foreign languages scale for students studying at schools of Foreign Languages and were analyzed with descriptive statistics. According t

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Alsaleem, Abdulrahman Akram. "Review of Foreign Language Anxiety Relationship with Language Achievement of EFL Students in Saudi Arabia." International Journal of English Linguistics 10, no. 1 (2019): 305. http://dx.doi.org/10.5539/ijel.v10n1p305.

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This study is conducted to evaluate learning and teaching English as a foreign language (EFL) in the Kingdom of Saudi Arabia (KSA) since English is still treated as a foreign language. Despite the prevailing high-level anxiety in Saudi learners of the English language, there are limited researches available to study the impact of language anxiety on the achievement of the student in a particular language. This literature search study explored the underlying causes and impacts of foreign language anxiety (FLA) and then studied these impacts on the language achievement of Saudi students in EFL c

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Sharobiddinova, Madina Zuhriddinova Gulchexra Madaminova Mumtozbegim. "ENGLISH AS AN INTERNATIONAL LANGUAGE." ILM-FAN VA INNOVATSIYA ILMIY-AMALIY KONFERENSIYASI 2, no. 10 (2023): 156–58. https://doi.org/10.5281/zenodo.7993176.

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this article critically reviews and discusses English as an International Language (EIL) as an alternative to the traditional models of English as a Foreign Language (EFL) and English as a Second Language (ESL).  

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Siregar, Masitowani. "Students' Translation Use in English Foreign Language (EFL) Learning." SALTeL Journal (Southeast Asia Language Teaching and Learning) 3, no. 1 (2020): 47–50. http://dx.doi.org/10.35307/saltel.v3i1.47.

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The study was conducted to describe the students’ translation use in English Foreign Language Learning (EFL). The subject of the study was 100 students English Educational Study Program Languages and Arts Faculty, Universitas Negeri Medan. 40 Students were selected as the sample. The instruments used to collect data were questionnaire and interview. The data analysis indicated that English Department Students as foreign language learners used translation activities during their learning process such as, to comprehend reading text, to write English texts, to speak English, to understand vocabul

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Boonsuk, Yusop, and Eric A. Ambele. "Existing EFL Pedagogies in Thai Higher Education: Views from Thai University Lecturers." Arab World English Journal 12, no. 2 (2021): 125–41. http://dx.doi.org/10.24093/awej/vol12no2.9.

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Since English is extensively used among linguacultural users to access life opportunities, it has become a requisite foreign language in the Thai educational system. To prepare Thai learners for this new changing role of English and reduce English Language Teaching dependency on the native English variety, this study aimed to explore English lecturers’ voices in Thai universities on existing English as a Foreign Language (EFL) pedagogies at the Thai tertiary level with the research question: how do English lecturers in Thai universities perceive EFL in Thai universities? Data was collected thr

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Herawaty, Monika, Desi Sri Astuti, and Elly Syahadati. "AN ANALYSIS OF ENGLISH FOREIGN LANGUAGE (EFL) STUDENTS’ ANXIETY IN SPEAKING CLASS." Journal of English Language Teaching and Education (JELTE) 2, no. 2 (2021): 42–55. http://dx.doi.org/10.31571/jelte.v2i2.72.

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This research aimed find out the most common cause of English Foreign Language (EFL) students’ anxiety in speaking class to the Third Semester Students of English Education Study Program of IKIP PGRI Pontianak. The subject of this research was only one class, the number of subject was 31 students from B Morning class. This research was a descriptive research. The data collected from the questionnaire and interview. The data which have been collected are analyzed by using google form as a tool to collect the data. The findings showed the percentages of English Foreign Language (EFL) students’ a

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Yari, Fariba, and Akram Hashemi. "Does Acculturation happen in EFL Context?" JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 2 (2015): 916–26. http://dx.doi.org/10.24297/jal.v6i2.5172.

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In order to understand the second language culture, understanding the nature of acculturation is necessary. Teaching culture should be integrated into the foreign language textbooks and classroom practices. It is necessary for language teachers to integrate cultural materials and values into their teaching and to make them familiar with the culture of the language they are teaching.The aim of this investigation is to magnify the evidence of English Acculturation in Foreign Language Learning Settings (EAFLLS).And to emphasize the significant role of English text books do and have to play in Eng

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Celik, Seyda Savran, and Selami Aydin. "Wiki effect on English as a foreign language writing achievement." Global Journal of Foreign Language Teaching 6, no. 4 (2016): 218–27. http://dx.doi.org/10.18844/gjflt.v6i4.1674.

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The number of the studies conducted on the use of wikis on the English as a foreign language (EFL) learning process has remained fairly limited. More specifically, in the Turkish EFL context, little attention has been paid to the effects of wikis on EFL writing achievement. Thus, this study aims to examine the effects of a wiki-based writing environment in terms of EFL writing achievement in the Turkish EFL context. In this experimental study, a background questionnaire, a writing achievement pre- and a post-test were administered to a sample group of 42 EFL learners. Results indicate that the

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Josifović-Elezović, Sanja. "Reciting poetry in contemporary EFL instruction." Zbornik radova Filozofskog fakulteta u Pristini 51, no. 4 (2021): 27–50. http://dx.doi.org/10.5937/zrffp51-34029.

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The paper analyses the effects of reciting various poetic texts in a foreign language instruction at the advanced level, in order to improve linguistic, cultural, and personal competences of English language students. Contemporary foreign language teaching methodology is reviewed briefly, and the possibilities and consequences of using different poetic styles are considered, in the ways that successfully integrate foreign and native language, literature and culture, intensive and extensive reading in a foreign language. Final year students of English language and literature at the Faculty of P

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Özdemir, Emrah, and Selami Aydin. "Blogging Effect on English as a Foreign Language Writing Motivation." International Journal of Computer-Assisted Language Learning and Teaching 7, no. 2 (2017): 40–57. http://dx.doi.org/10.4018/ijcallt.2017040103.

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Not many studies have been present on the effects of blogging, particularly with respect to English as a Foreign Language (EFL) writing motivation. Those studies did not focus on the effect of the use of blogs on Turkish EFL learners' writing motivation. Thus, this study aims to examine how the use of blogs affects EFL writing motivation among EFL learners in a Turkish EFL learning context. A questionnaire interrogating demographic information, a pre-test and a post-tests measuring writing achievement were administered to a group of participants including 48 language learners. According to res

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Al-Ma’ani, Musallam, and Al Ghalia Al-Kindi. "Translation and EFL in Oman." Journal of Arts and Social Sciences [JASS] 8, no. 3 (2018): 5. http://dx.doi.org/10.24200/jass.vol8iss3pp5-14.

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The history of the didactics of translation indicates that it has been effectively used in the teaching of foreign languages. In the case of English as a Foreign Language (EFL), translation can have a sufficiently facilitating role in its teaching and learning. Particularly for the teaching of EFL in Oman, where English is taught at all stages of the educational system, translation from and into Arabic and English may improve the mastery of English. But there is disagreement among EFL teachers on the use of translation in their classes. This paper explores the views of EFL teachers in Oman wit

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Al-Ma’ani, Musallam, and Al Ghalia Al-Kindi. "Translation and EFL in Oman." Journal of Arts and Social Sciences [JASS] 8, no. 3 (2018): 5–14. http://dx.doi.org/10.53542/jass.v8i3.2463.

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The history of the didactics of translation indicates that it has been effectively used in the teaching of foreign languages. In the case of English as a Foreign Language (EFL), translation can have a sufficiently facilitating role in its teaching and learning. Particularly for the teaching of EFL in Oman, where English is taught at all stages of the educational system, translation from and into Arabic and English may improve the mastery of English. But there is disagreement among EFL teachers on the use of translation in their classes. This paper explores the views of EFL teachers in Oman wit

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He, Chunyan, and Fei Han. "A Study of EFL Curriculum of China’s Science and Technology Institutes under Graded Teaching Model." English Language Teaching 11, no. 2 (2018): 44. http://dx.doi.org/10.5539/elt.v11n2p44.

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Recent years, most universities and colleges have been reforming the English as a foreign language (EFL) curriculum system in China. Some reformed EFL curriculum into English for Specific Purposes (ESP) courses, for instance, while some conducted a graded teaching model in EFL teaching. However, the effect of this reform was not so good, especially at science and technology institutes. Therefore, in view of different opinions to classification of foreign language teaching, the classification scheme of English teaching was improved and rebuilt at first, based on the analysis of the learners’ fe

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Ghadyani, Fariba, Mohammad Hassan Tahririan, and Katayoon Afzali. "A Theoretical Model of Hope for Teaching English Language." Language Testing in Focus: An International Journal 6 (October 2022): 11–19. http://dx.doi.org/10.32038/ltf.2022.06.02.

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There is a research scarcity in theoretical conceptualizing of hope for teaching second or foreign languages. On the other hand, adopting an exploratory mixed-methods research design, Ghadyani et al. (2020) presented a categorical framework of hope for teaching English as a foreign language. Continuing the previous study, the specific objective of this paper is to depict the process by which hope for teaching English as a foreign language is created. Given conducted in-depth interviews with a purposive sample of experienced EFL teachers, a qualitative theoretical model of hope for teaching EFL

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Munandar, Imam, and Shaumiwaty Shaumiwaty. "Exploring Indonesian Lecturers' Perceptions and Practices on English Language Assessment." Vision: Journal for Language and Foreign Language Learning 12, no. 1 (2023): 67–84. http://dx.doi.org/10.21580/vjv12i217137.

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Assessments are crucial in teaching English as a Foreign Language (EFL), impacting students' knowledge acquisition and influencing teachers' beliefs and training. The present research investigates lecturers' fundamental conceptions regarding assessing English as a foreign language (EFL) and their instructional practices in higher education. Twelve English department EFL lecturers participated in a study using purposive sampling, semi-structured interviews, and questionnaires. The research used a thematic analysis methodology to identify themes, classifications, and subcategories reflecting res

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Zhou, Xuan, Yolanda Padron, and Hersh Waxman. "English as a Foreign Language Teachers' Technology Professional Development Needs." International Journal of Contemporary Educational Research 11, no. 1 (2024): 117–30. http://dx.doi.org/10.52380/ijcer.2024.11.1.631.

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This study examined the Technological, Pedagogical and Content Knowledge (TPACK) professional development needs of English as a Foreign Language (EFL) Teachers. EFL teachers participated in semi-structured interviews from seven primary schools in a middle-sized urban school district in the east part of China. The results indicated that though primary EFL teachers in China have basic technological knowledge to support teaching, they are lacking appropriate knowledge and training, particularly in areas of TPACK related to EFL teaching. Results from the present study indicate that there is a need

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Hezam, Abdulrahman Mokbel Mahyoub, and Rian Abdulrahman Moqbel Mahyoub. "Saudi University Students’ Perceptions towards Language Learning via Blackboard During Covid-19 Pandemic: A Case Study of Department of Languages and Translation, Taibah University, Al-Ula Campus." Advances in Social Sciences Research Journal 9, no. 11 (2022): 360–72. http://dx.doi.org/10.14738/assrj.911.12730.

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This study investigates the use of Blackboard in teaching and learning English as a foreign language at the Department of Languages and Translation, Faculty of Science and Arts, Taibah University (TU) in Al-Ula, Saudi Arabia. It aims to investigate the efficiency of using Blackboard in EFL. The study tries to answer the following questions: What are the effects of using Blackboard in teaching and learning English as a foreign language on the development of language skills? What are the attitudes of EFL learners toward using Blackboard at Saudi EFL colleges? The descriptive research design used

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Osborne, Denise M., and Miquel Simonet. "Foreign-Language Phonetic Development Leads to First-Language Phonetic Drift: Plosive Consonants in Native Portuguese Speakers Learning English as a Foreign Language in Brazil." Languages 6, no. 3 (2021): 112. http://dx.doi.org/10.3390/languages6030112.

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Fifty-six Portuguese speakers born and raised in Brazil produced Portuguese words beginning in one of four plosives, /p b k ɡ/. Twenty-eight of them were monolinguals (controls), and the rest were learners of English as a foreign language (EFL). The learners were also asked to produce English words beginning with one of four plosives, /p b k ɡ/. We measured the plosives’ voice onset times (VOT) to address the following research questions: Do foreign-language learners, whose exposure to native English oral input is necessarily limited, form new sound categories specific to their additional lang

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Vela Gámez, Martha Alicia. "Code-switching as a Learning Strategy for EFL Learners." International Journal of Linguistics, Literature and Translation 6, no. 10 (2023): 95–103. http://dx.doi.org/10.32996/ijllt.2023.6.10.13.

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Learning English as a foreign language (EFL) has great relevance for many people around the world due to globalization, technology, personal or professional goals and preferences. Likewise, English has been documented as one of the languages that has more non-native speakers than native speakers around the world (Shin, 2013). Code-switching is considered a linguistic variation and it has become a widely researched circumstance that is commonly reflected by bilingual, multilingual, and multicultural practices. This research has the objective to give an account of how English as a foreign langua

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Fortuna, Roniel Sanchez. "English as a Foreign Language (EFL) Students’ Speech Errors: Implications for English Language Teaching." Formosa Journal of Multidisciplinary Research 4, no. 3 (2025): 1273–92. https://doi.org/10.55927/fjmr.v4i3.118.

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This study identifies, categorizes, and analyzes speech errors committed by EFL students and explores their implications for English teaching. Data were collected through content analysis, following a qualitative descriptive design, and recorded via an audio recorder and a speech log over one month. The study revealed that speech errors were categorized into twelve types: anticipation, perseveration, substitution, metathesis (exchange), addition, blends, shift, omission (deletion), malapropism, spoonerism, sound-exchange errors, and native language interference errors. To improve students' spe

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Chu, Wenxiu, Honggang Liu, and Fan Fang. "A Tale of Three Excellent Chinese EFL Teachers: Unpacking Teacher Professional Qualities for Their Sustainable Career Trajectories from an Ecological Perspective." Sustainability 13, no. 12 (2021): 6721. http://dx.doi.org/10.3390/su13126721.

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Teachers’ quality has long been researched in the field of general education. However, little attention has been paid to the professional qualities of excellent English as a foreign language (EFL) teachers in the context of English curriculum reform, especially from an ecological perspective. To address this gap, this study adopted a qualitative approach to characterise the qualities of excellent senior high school EFL teachers in China and the development of their professional qualities using Bronfenbrenner’s ecological systems model. Four interconnected dimensions of excellent EFL teachers’

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Mulyanto, Haris, Encik Shahzool Hazimin Bin Azizam, and Jailani Jusoh. "Self Efficacy of Indonesian English Foreign Language Learners in Speaking English." International Journal of English and Applied Linguistics (IJEAL) 2, no. 3 (2022): 459–68. http://dx.doi.org/10.47709/ijeal.v2i3.1884.

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Self-efficacy is the condition of someone's capability to complete a task in a significant manner that impacts the development of human achievement, especially for students who are learning a foreign-speaking language system. It is one of the vital aspects of improving language learning. Thus, it is a crucial factor in building self-confidence in spoken English. Furthermore, this study is intended to analyze the Indonesian English Foreign Language Learner (EFL) in speaking English. The method used in this study is a literature review to reveal the impact of self-efficacy on Indonesian English

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Mulyanto, Haris, Encik Shahzool Hazimin Bin Azizam, and Jailani Jusoh. "English Language Minority in Indonesian EFL (English Foreign Language) Learners Rural Area." International Journal of English and Applied Linguistics (IJEAL) 3, no. 3 (2023): 291–99. http://dx.doi.org/10.47709/ijeal.v3i3.2903.

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English as a communication tool has been vital aspect into worldwide society. The element of English has a more profound influence through the implementation of life and daily human habit. Nowadays, English has been normalized as a language necessity for academics, basic internet norms, social status, and business. Hence, it is standard for English as a requirement for many fields. Although the fact that society uses English as language instruction, there is a majority of Indonesian districts that could not be able to apply the language vice versa. It is due to internal and external factors su

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Ramírez Basantes, Raúl Sebastián. "Developing english as a foreign language (EFL) teacher’s identity." Kronos – The Language Teaching Journal 2, no. 1 (2021): 79–90. http://dx.doi.org/10.29166/kronos.v2i1.3124.

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Early teaching and student experiences act as cultural references for English as a Foreign Language teachers. Tools and strategies are articulated in the form of roles, which are constantly tested and negotiated within the classroom, modeling the EFL teacher’s identity. The following is a case study on three EFL teacher’s identity development from the Pontificia Universidad Católica del Ecuador. The presence of roles related to EFL teaching was identified through a semi-participant observation and compiled in an observation grid. Observed tools and strategies origin was deepened in the transcr

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Alharbi, Ayed T. "Grammatical awareness and language performance: examining gendered differences among Saudi EFL (English as a foreign language) learners." F1000Research 11 (June 8, 2022): 625. http://dx.doi.org/10.12688/f1000research.109455.1.

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Background: Despite the many studies that have been conducted on the learners of English as a foreign language (EFL) regarding grammar ability in various contexts, some gaps are still unbridged and need researching. Therefore, this study addresses the research gap in the Saudi context concerning the grammatical competence of Saudi EFL (English as foreign language) learners. Methods: This study described the Saudi EFL learners’ level of awareness in developing grammatical forms. It also assessed Saudi EFL students' level of performance in grammar learning. Finally, it quantitatively explored wh

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Sadighi, Firooz, and Mehdi Dastpak. "The Sources of Foreign Language Speaking Anxiety of Iranian English Language Learners." International Journal of Education and Literacy Studies 5, no. 4 (2017): 111. http://dx.doi.org/10.7575/aiac.ijels.v.5n.4p.111.

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Foreign language learning anxiety is one of the affective factors which influence language learning negatively. It has several sources and different types. The present study aimed at investigating the sources of foreign language speaking anxiety of Iranian EFL learners. To do so, 154 EFL learners participated in the study. They were required to fill out a foreign language anxiety questionnaire which was developed based on the Foreign Language Classroom Anxiety Scale (FLCAS) by Horwitz, Horwitz, and Cope (1986). The results of the study indicated that “fear of making mistakes”, “fear of negativ

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Babaniyazova, N., and R. Sarsenbaev. "THE IMPORTANCE OF INFORMATION TECHNOLOGIES IN TEACHING ENGLISH AS A FOREIGN LANGUAGE." EurasianUnionScientists 1, no. 11(80) (2020): 4–8. http://dx.doi.org/10.31618/esu.2413-9335.2020.1.80.1090.

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The article describes the importance of using Information Technologies in teaching English as a foreign language (EFL). It deals with some problems in the process of teaching EFL for students. Nowadays the importance of incorporating Information Technologies in Foreign Language (FL) education has often been emphasized, especially by foreign language pedagogy scholars.  The aim of the paper was to summarize the results of the observations carried out at Nukus state pedagogical institute in Nukus in order to map ways of improving students’ foreign language were developed suitably and suffi

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Neupane, Nabaraj. "Native Language in English as a Foreign Language Classes: Teachers’ Lived Experiences." Educator Journal 10, no. 1 (2022): 119–25. http://dx.doi.org/10.3126/tej.v10i1.46734.

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Along with the prevalence of post-method pedagogy in English language teaching, the use of learners’ native language (NL) in English as a foreign language (EFL) context has become a vital issue. Considering the issue, this article aims to dig into the phenomenon of NL usage with special reference to Nepal. For achieving this objective, I followed a phenomenological study design to explore the teachers’ lived experiences. I purposively selected ten university English language teachers to observe their EFL classes based on age, qualification, gender, and teaching experience. The information obta

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Rozaq, Tomy Suhaili, Waode Hamsia, and Linda Mayasari. "Language learning strategies in EFL used by athlete students in sport language center." Concept : Community Concern for English Pedagogy and Teaching 7, no. 2 (2022): 102–18. http://dx.doi.org/10.32534/jconcept.v7i2.2351.

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The aim of this research is to identify the type of English learning strategies as foreign language used by athlete students and to analyse on how to use language learning strategies in learning English as foreign language to their achievement in English speaking skill. This research was conducted on six athlete students in Sport Language Center of Surabaya who are able to speak English in International Competition. The data for this research were taken from observation and filling up questionnaire analysis. It can be concluded that language learning strategies in learning English as foreign l

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Septianasari, Lina. "MOTHER TONGUE ISSUES AND CHALLENGE IN LEARNING ENGLISH AS FOREIGN LANGUAGE." IJIET (International Journal of Indonesian Education and Teaching) 3, no. 2 (2019): 204–14. http://dx.doi.org/10.24071/ijiet.v3i2.1941.

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Learning English as a foreign language (EFL) is quite challenging to particular learners. Their mother tongue somehow can be such an obstacle in comprehending the language they learn. The interference of their mother tongue more or less influence EFL Learners language acquisition. The aims of this research are to find out (1) the interference of learners mother tongue in acquiring English; and (2) the challenge faced by EFL Learners in acquiring English as their foreign language. The population of this sample is EFL learners at University level in Bandung. The researcher used purposive samplin

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Fiktorius, Teddy. "Phonetics Transcription in English Language Teaching (ELT): Implications for English Language Teachers." NOTION: Journal of Linguistics, Literature, and Culture 2, no. 2 (2020): 58. http://dx.doi.org/10.12928/notion.v2i2.2068.

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This paper is written through descriptive method or library research to discuss the use of phonetic transcription in the teaching of English as a foreign language (EFL) using the International Phonetic Alphabet (IPA). The first part describes the theoretical framework of the transcription basics. Then, the next part discusses the advantages of the phonetic transcription. This is followed by an illustration of understanding basic speech sounds. Some ideas of preparing classroom materials using the IPA are addressed in the next section. Finally, some solutions as well as recommendations are prop

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Fayzullaevna, Tadjieva Mastura. "DEVELOPING INTERCULTURAL COMPETENCE IN TEACHING ENGLISH AS A FOREIGN LANGUAGE." European Journal of Higher Education and Academic Advancement 1, no. 6 (2024): 83–87. http://dx.doi.org/10.61796/ejheaa.v1i6.616.

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This article explores the significance of intercultural competence in teaching of English as a Foreign Language (EFL). The review examines the concept of communicative competence, the understanding of intercultural competence, highlighting the role of cultural knowledge, beliefs, and values in shaping cross-cultural interactions. It underscores the importance of preparing EFL students to navigate unpredictable multicultural situations, rather than solely focusing on familiarity with a single culture. Drawing on a comprehensive analysis of existing literature, the article identifies best practi

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Guechi, Ryma, and Hariharan N. Krishnasamy. "Teaching English Culture in EFL Classrooms: What? When? How? Cultural Content Should Be Included In EFL Classroom." Pakistan Journal of Humanities and Social Sciences 8, no. 2 (2020): 79–82. http://dx.doi.org/10.52131/pjhss.2020.0802.0105.

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This article categorically analyzes the key issues faced in the teaching of culture in foreign and second languages to students. The definition of these two interrelated concepts given, respectively. Next, the characteristics and components of culture that need to be in cooperated into the EFL classrooms. Additionally, the article defines relevant concepts such as language and culture that although commonly used some learners may not be able to identify how they relate. The article also provides various techniques used to incorporate cultural studies into second and foreign language classes. B

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Moafa, Ruqayyah N. "Exploring the Phenomenon of Foreign Language Speaking Anxiety Among English Language Learners in Saudi Arabia." Theory and Practice in Language Studies 14, no. 5 (2024): 1371–80. http://dx.doi.org/10.17507/tpls.1405.09.

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The study aimed to understand the anxiety experienced by Saudi English as a Foreign Language (EFL) learners. It aimed to determine if their preference for foreign language classes affects their anxiety levels and which specific anxiety features are most prevalent when speaking English? The study employed a quantitative research technique to evaluate the anxiety levels of EFL learners. The anxiety was measured using the Foreign Language Classroom Anxiety Scale (FLCAS), a widely used tool for assessing speaking anxiety that was established by Horwitz, Horwitz, and Cope in 1986. The scale consist

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Quimosing, Abigail B. "Learning English as A Foreign Language (EFL): A Narratology." SALTeL Journal (Southeast Asia Language Teaching and Learning) 5, no. 2 (2022): 13–21. http://dx.doi.org/10.35307/saltel.v5i2.85.

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This study aimed at narrating the lived experiences of a Taiwanese student in learning English as a foreign language, which includes identifying the other means of learning English as a foreign language, the difficulties encountered in learning English as a foreign language and means of overcoming such. This study made use of a qualitative research design, employing a narrative approach, wherein the data were gathered through face-to-face interviews with the participant – a student representative who had been learning English at school since 13. The interview was audiotaped and transcribed, re

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Fauzi, Iwan. "Code-switching in EFL Classroom Settings: A Review from Teachers’ and Students’ Outlook." Journal of English Teaching and Learning Issues 6, no. 2 (2023): 107. http://dx.doi.org/10.21043/jetli.v6i2.19681.

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<p>The use of code-switching in English-as-a-foreign-language (EFL) classrooms has considerably occupied serious discussions. Most language researchers consider whether to use only the target language exclusively or to use it alongside the first language in foreign language classrooms. This paper reviews 15 empirical studies investigating code-switching in different EFL classroom settings and cultures regarding English as a second and foreign languages. There are three main things that this paper wants to seek for the answer from those studies viewed from teachers’ and students’ outlooks

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Tóth, Zsuzsa. "Foreign Language Anxiety and Advanced EFL Learners: An Interview Study." Working Papers in Language Pedagogy 5 (December 1, 2011): 39–57. http://dx.doi.org/10.61425/wplp.2011.05.39.57.

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Is anxiety about learning and using a foreign language mainly apparent at lower levels of language competence, or is anxiety also relevant at higher levels of proficiency? While considerable research has been conducted on the various sources of foreign language anxiety at the beginning stages of language learning, relatively little is known about anxiety at more advanced levels. To fill this gap this small scale qualitative inquiry examines the construct of foreign language anxiety in the case of advanced-level language students: English majors. It aims to provide an insight into the nature an

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Jahan, Noor. "Difficulties in Using Prepositions : A Study on Bangladeshi EFL Learners." Dhaka University Journal of Linguistics 10, no. 19 (2018): 167–92. https://doi.org/10.70438/dujl/1019/0010.

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This study aims to investigate the difficulties which the English as a Foreign Language (EFL) or English as Second Language (ESL) learners of Bangladesh face with English prepositions. English is taught as a foreign language to students throughout the country which is a second language for most of the learners as a part of their curriculum. Even after twelve years of institutional learning, most of the learners will face problems in using English properly. By reviewing the related literature and theoretical background, it is found that, the EFL or ESL learners face problems in the appropriate

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Gannoun, Hameed, Naciye Kunt, and Farhana Diana Deris. "INVESTIGATING ANXIETY ABOUT TEACHING A FOREIGN LANGUAGE AMONG EFL TEACHERS PURSUING THEIR POSTGRADUATE STUDIES." Issues in Language Studies 12, no. 1 (2023): 39–54. http://dx.doi.org/10.33736/ils.5101.2023.

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In the discipline of teaching English, scholars and even language teachers have long been interested in foreign language teaching anxiety (FLTA). With the increasing proliferation of English as a foreign language (EFL), there is a lack of comprehensive research on FLTA among EFL teachers. Therefore, the current study examines FLTA among 48 EFL teachers during their postgraduate programme at a public university in Northern Cyprus. The current analysis included the administration of the Teacher Foreign Language Anxiety Scale (TFLAS) and interviews. According to the results, the participants expe

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Mardhatillah, Mardhatillah, Utami Widiati, and Ahmad Heki Sujiatmoko. "Transitioning into a Professional Teacher: EFL Preservice Teachers' Anxiety in Teaching Practicum." ETERNAL (English Teaching Journal) 15, no. 1 (2024): 11–23. http://dx.doi.org/10.26877/eternal.v15i1.315.

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Foreign language anxiety has been proven to be an important issue in language learning, according to research on language learning in foreign languages. This study aims to determine the level of anxiety experienced by English preservice teachers. Most research projects in the past concerned learners’ anxiety about students who learning English. To fill the gap, the current study tries to deliver a different perspective on classroom anxiety. Thus, the current study investigates anxiety from preservice teachers’ points of view quantitatively. The current study examines the level of anxiety by ad

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Nitisakunwut, Panicha, Thanawat Nutayangkul, and Aphiwit Liang-Itsara. "The Sociocultural Perspective on the Use of L1 as a Supporting Tool for EFL Learning." English Language Teaching 16, no. 2 (2023): 74. http://dx.doi.org/10.5539/elt.v16n2p74.

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Many English as a Foreign language (EFL) teachers think that a target language should be solely used as a medium of instruction to allow the learners to immerse in the target language. However, in the learning process, the learners learn about the language content and other cognitively-related skills such as discussion, reasoning, and evaluation to complete the tasks. Some tasks could be more challenging to understand, discuss, explain, or complete in learners&rsquo; foreign language because they might need higher competence and fluency in the target language. This article attempts to revi

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Rasmin, La Ode, and Samsudin Samsudin. "Integrating Local Languages in Indonesian EFL Classrooms: A Literature Review on Pedagogical Implications." GLENS: Global English Insights Journal 2, no. 1 (2024): 28–38. http://dx.doi.org/10.61220/glens.v2i1.593.

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Integrating local languages in English as a Foreign Language (EFL) teaching has become a significant area of inquiry within Indonesia's multicultural educational landscape. This literature review explores the role and impact of local languages in supporting English language acquisition among Indonesian students. By examining fundamental studies and theoretical perspectives, this review addresses the challenges and benefits of incorporating local languages in EFL classrooms, including the potential for enhancing students' cultural identity, cognitive development, and linguistic skills. Findings

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Rahmawati, Fitria, Sittie Noffaisah Pasandalan, and Hani Novitasari. "An Analysis of YouTube as Sustainable Educational Resources for EFL Learners." E3S Web of Conferences 594 (2024): 05003. http://dx.doi.org/10.1051/e3sconf/202459405003.

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YouTube can be a platform to facilitate sustainable English teaching and learning. This study aims to determine the videos that English as a Foreign Language (EFL) learners tend to watch to learn English and their attitude towards using YouTube for a sustainable English Language learning. The respondents were the 6th-semester EFL students at one private Islamic university in Yogyakarta, Indonesia. The data were collected through a questionnaire from 178 students adopting a cluster sampling. This study revealed the YouTube video categories as “always” watched by the EFL students to learn Englis

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