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Journal articles on the topic 'EFL teachers; Thai English Language Classrooms'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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1

Penthisarn, Tawanshine, and Pilanut Phusawisot. "Perceptions of Thai Teachers of English Towards English Medium Instruction: A Case Study of a Local Primary School." Journal of English Language Teaching and Applied Linguistics 3, no. 9 (2021): 13–21. http://dx.doi.org/10.32996/jeltal.2021.3.9.2.

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Using a case study approach, this study investigated teachers’ perceptions of EMI, the challenges teachers encountered while adopting EMI, and opportunities for EMI in Thai EFL classrooms. The participants were three Thai teachers who used English as a medium of instruction in subjects such as mathematics and science in an intensive English program at a private primary school in the northeastern part of Thailand. Data were obtained from teachers’ journals and semi-structured interviews. The data were transcribed and coded into themes using content analysis. The current study reports the percep
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Punyaporn, Patthaya, and Kittitouch Soontornwipast. "An Exploration of Students’ Willingness to Communicate in Thai EFL Online Classroom." Arab World English Journal, no. 8 (July 25, 2022): 70–87. http://dx.doi.org/10.24093/awej/call8.5.

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This study aims at exploring the level of Thai EFL undergraduate students’ willingness to communicate in English language online classrooms. The crucial evidence from students’ voices was investigated through the mixed-methods paradigm, called exploratory sequential research design which employed a qualitative, followed by a quantitative approach to answer the main research question that investigated the levels of Thai EFL undergraduate students’ willingness to communicate in English language online classrooms. In the first phase, qualitative data was collected and analyzed from focus group in
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Onwanya Sriwongsa and Apisak Sukying. "Overcoming Challenges: Implementing the CEFR in Thai Secondary School English Classrooms." Journal of English Language Teaching and Applied Linguistics 6, no. 3 (2024): 06–13. http://dx.doi.org/10.32996/jeltal.2024.6.3.2.

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In 2016, the Thai Ministry of Education (MOE) introduced the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001) as a guideline for teachers in primary and secondary schools. The CEFR is a six-point scale (A1-C2) that describes a language learner’s proficiency. This study investigated how Thai EFL teachers implement the CEFR in the classroom. The participants were 300 Thai EFL teachers from public secondary schools in Northeastern Thailand, each with at least three years of teaching experience. Convenience sampling was used to select participants. Quantitative
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Rungsawang, Sathaphon, and Suphawat Pookcharoen. "Exploring EFL University Teachers’ Technology Integration to Promote Thai EFL University Students’ Critical Thinking Skills." English Language Teaching 16, no. 9 (2023): 87. http://dx.doi.org/10.5539/elt.v16n9p87.

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The purpose of the study was to investigate EFL university teachers' lived experiences with technology integration in order to foster critical thinking skills among Thai EFL university students. To explore teachers’ experiences, a phenomenological qualitative research approach was implemented. There were 16 EFL university teachers who were purposefully selected to participate in the study because they could provide valuable experiences relating to utilizing technologies to foster critical thinking skills in English language classrooms. Phenomenological semi-structured intervi
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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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Ma, Xingxing, Anchalee Wannaruk, and Zhibin Lei. "Exploring the Relationship Between Learning Motivation and L2 WTC in an EFL Classroom Among Thai EFL Learners." English Language Teaching 12, no. 7 (2019): 33. http://dx.doi.org/10.5539/elt.v12n7p33.

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The present study investigates the relationship between university learners’ English learning motivation and their willingness to communicate in English (L2 WTC) in EFL classroom under the big environment of Thailand joining the AEC (ASEAN Economic Community). By applying mixed methods, data is collected and the findings can be summarized as follows. Firstly, the university learners including males and females all have high motivation towards English learning, especially with higher instrumental motivation. Besides, the university learners in total have intermediate level on their wi
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Walter, Yepdia Leundjeu. "Translanguaging Pedagogy in Cameroon EFL/ESL Secondary Classrooms." International Journal of English Language Teaching 10, no. 7 (2022): 31–49. http://dx.doi.org/10.37745/ijelt.13/vol10n73149.

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First language rights in Cameroon EFL/ESL classrooms are marginally protected as they hardly meddle with teacher-student interactions. This study conducted in secondary grammar education in the Adamawa region seeks out English foreign language teachers’ attitudes towards translanguaging in the teaching of English. Teachers had to pronounce themselves on the importance of shuttling between English and French/Fulfulde during English lessons and state the conditions under which the use of students’ first language in second language teaching was suitable or detrimental to students’ growth in Engli
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Ambele, Eric A., and Akkarapon Nuemaihom. "Translanguaging for English Language Education: Uncovering Thai EFL Students’ Insights." Journal of Language Teaching and Research 15, no. 5 (2024): 1445–54. http://dx.doi.org/10.17507/jltr.1505.06.

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Translanguaging pedagogy has gained attention in recent years in language education; yet, there is limited research on how it is utilized and perceived by university students in Thailand. This study therefore examines the translanguaging practices and perceptions of Thai university students regarding incorporating such practices in classrooms with strict language boundary policy. The mixed method study analyzes questionnaire (N=77), observation and interview (N=10) data from students using descriptive statistics and qualitative content analysis, respectively. While this study participants are
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Fadila, Deandra Jeihan, Dery Tria Agustin, Rudha Widagsa, and Pramugara Robby Yana. "Students’ perceptions of teachers’ translanguaging practices in Indonesian EFL classrooms." Teaching English as a Foreign Language Journal 3, no. 1 (2024): 17–31. https://doi.org/10.12928/tefl.v3i1.916.

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In Indonesia, where more than 700 languages exist, EFL teachers make use of students’ linguistic repertoire (e.g., utilize the Indonesian language [hereafter ‘Indonesian’] which functions as the national and official language) during the English instruction. While previous studies have focused on various aspects of EFL teachers’ cognition, little has been known concerning students’ perceptions of teachers’ utilization of languages other than English during the EFL instruction. Therefore, the present study aims to further understand this issue by investigating students’ perceptions of translang
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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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Tran, Thi Thuy Lien. "THE AFFECTIVE FACTORS THAT INFLUENCE ORAL ENGLISH COMMUNICATION IN NON-MAJOR EFL CLASSROOMS." International Journal of Language and Literary Studies 5, no. 1 (2023): 127–55. http://dx.doi.org/10.36892/ijlls.v5i1.1161.

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Affective factors have been shown to play a crucial role in second language acquisition. However, they seem to be overlooked by most English as a foreign language teachers during classroom practices. Teachers’ oral English is an essential input for EFL students because they are rarely able to use and practice English outside classrooms. Compared with majors, non-English major students can have lower levels of motivation, which may lead to their lack of interest during lessons. Hence, the enhancement of English teaching efficiency in non-major EFL classes seems to be harder. This qualitative st
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Paster, Jaime. "An Autoethnographic Exploration of the Use of Basic Thai Phrases as a Code-Switching Strategy in Undergraduate English Classrooms: Benefits and Challenges." HUMAN BEHAVIOR, DEVELOPMENT and SOCIETY 26, no. 2 (2025): 198–209. https://doi.org/10.62370/hbds.v26i2.278818.

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Aim/Purpose: This autoethnographic study explored the firsthand experience of a Filipino English as a Foreign Language (EFL) teacher in Thailand, focusing on using basic Thai phrases as a code-switching strategy during activity instructions. The study investigated how this approach influenced various classroom aspects such as student engagement, comprehension, and overall classroom dynamics. Introduction/Background: This study explored the use of basic Thai phrases by a Filipino EFL teacher in a Thai university classroom as a code-switching strategy during activity instructions. Basic Thai phr
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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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Rahayu, Gupuh. "Teaching English As A Lingua Franca: Indonesia EFL Teachers' Views." Science and Education Journal (SICEDU) 2, no. 1 (2023): 214–21. http://dx.doi.org/10.31004/sicedu.v2i1.103.

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As the demand for English mastery grows in this globalization period, an English teacher takes the lead in students' learning progress since English as a foreign language has become the primary source of language input in many countries. Meanwhile, ELF as an English development emerging in South-East Asia may assist EFL teachers in presenting their teaching learning content in EFL classrooms. This study intends to analyze Indonesia EFL instructors' attitudes regarding teaching English as a Lingua Franca, as well as how EFL instructors' perceptions about the emerging ELF have lately changed. Th
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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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Wuttisrisiriporn, Niwat, Napanit Vinitchevit, and Siriluck Usaha. "A Situational Analysis of EFL Textbook Selection in Thai Public Schools." Indonesian TESOL Journal 2, no. 2 (2020): 71–80. http://dx.doi.org/10.24256/itj.v2i2.1247.

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It is undeniable that a textbook is a useful resource for teaching and learning. In English language education, especially in EFL countries, EFL teachers use a suitable EFL textbook to facilitate student learning. The present study, therefore, presents the current situation of how EFL textbooks are chosen as a core material in Thai public schools. An online questionnaire was distributed to 30 participants, who were English language teachers working at Thai public schools under the Office of the Basic Education Commission (OBEC). Interviews were also conducted to elicit more data from some of t
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Zhao, Shuang, Luying Zhang, and Yang Chen. "Exploring the Online EFL Classroom Ecology of Middle Schools During the COVID-19 Lockdown." Theory and Practice in Language Studies 12, no. 1 (2022): 65–74. http://dx.doi.org/10.17507/tpls.1201.08.

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The outbreak of COVID-19 has induced an abrupt shift from face-to-face instruction to online delivery mode for academic continuity. This research aims to explore the ecology of the pandemic-induced online English as foreign language (EFL) classrooms in Chinese middle schools and perceptions held by the English teachers, students, and parents. By analyzing data collected from 10, 576 questionnaires and eleven interviews, this study revealed how these participants played their respective parts in online EFL classroom ecology. Also, it was found that teachers’ evaluations of students’ learning pe
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Takahashi, Yuki, and Narathip Thumawongsa. "Verb Error Analysis of Thai EFL Generation Z and Generation Alpha Students in Thailand." rEFLections 31, no. 2 (2024): 543–67. http://dx.doi.org/10.61508/refl.v31i2.274817.

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In recent years, the shift in the teaching approaches employed in Thai English as a Foreign Language (EFL) classroom provides new opportunities and challenges to the teachers and students form Generation Z (1995 – 2009) and Generation Alpha (2010 – 2024). This study examines verb errors among Thai EFL learners from Generation Z and Generation Alpha to compare error types and sources. 300 written assignments from both generations were analyzed by Grammarly based on a mixed-methods approach adapted from Corder’s (1974). The findings showed that Generation Z produced 466 errors, considerably more
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White, Piyawadee, and Jutarat Vibulphol. "How Tiered English Instruction Affects Reading Comprehension of Thai Students in Mixed-Ability EFL Classrooms." Journal of Educational Issues 6, no. 2 (2020): 425. http://dx.doi.org/10.5296/jei.v6i2.17942.

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One challenge teachers have when teaching mixed-ability classrooms is ensuring that each student is appropriately supported and challenged based on their current ability. Tiering is an instructional strategy proposed in the Differentiated Instruction approach to address this issue. This article explores how an English reading course that tiered the content, process, and product affected the reading comprehension of ninth grade EFL students. The three elements were tiered to serve three groups of students—basic, grade-level, and advanced. Two parallel pretest and posttest were used to collect t
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Imsa-ard, Pariwat. "Motivation and Attitudes towards English Language Learning in Thailand: A Large-Scale Survey of Secondary School Students." rEFLections 27, no. 2 (2020): 140–61. http://dx.doi.org/10.61508/refl.v27i2.247153.

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Motivation and attitudes are believed to be significant factors in successful language learning. This study aims to investigate Thai EFL secondary school students’ motivation and attitudes towards learning English. The participants of this study comprise 640 secondary school students from all over Thailand. Data was collected using a modified 34-item motivational survey adapted from Gardner’s (2004) international version of Attitude/Motivation Test Battery (AMTB) and was analysedusing descriptive statistics and content analysis. The findings revealed that Thai EFL students are highly motivated
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Huensch, Amanda. "Pronunciation in foreign language classrooms: Instructors’ training, classroom practices, and beliefs." Language Teaching Research 23, no. 6 (2018): 745–64. http://dx.doi.org/10.1177/1362168818767182.

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The goal of this work was to explore the training, classroom practices, and beliefs related to pronunciation of instructors of languages other than English. While several investigations of this type have been conducted in English as a second/foreign language contexts, very little is known about the beliefs and practices of teachers of languages other than English. It is unknown whether recent shifts to focusing on intelligibility, as advocated by some pronunciation scholars, are borne out in foreign language classrooms. To fill this gap, instructors of Spanish ( n = 127), French ( n = 89), and
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Jantri, Palatee, and Pilanut Phusawisot. "The Influence of Linguistic Insecurity on Thai EFL Teachers’ Teaching Performance." International Journal of Linguistics, Literature and Translation 3, no. 8 (2021): 35–44. http://dx.doi.org/10.32996/ijllt.2021.4.8.6.

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Using a case study approach, this study focused on teachers’ linguistic insecurity. The purpose of this study was to investigate the influences of Thai EFL teachers’ linguistic insecurity on their teaching performance. The data were obtained from classroom observation and semi-structured interviews. Using a purposive sampling, the participants were two Thai EFL teachers who were in-service teachers at a public secondary school in the northeastern part of Thailand. The study was conducted in the second semester of the 2020 academic year. Data were analyzed by using content analysis to identify
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Panpistharwee, Patchaya, and Kasma Suwanarak. "Implementing the CLT Approach in Online Instruction during the COVID-19 Pandemic: Opportunities and Challenges Encountered by Thai EFL University Lecturers." LEARN Journal: Language Education and Acquisition Research Network 17, no. 2 (2024): 655–78. https://doi.org/10.70730/qybp1051.

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As a consequence of the COVID-19 outbreak, Thai EFL teachers have been assigned to change their teaching platform from traditional face-to-face to online classes during lockdown periods. In light of this change, the study attempts to explore the teachers’ views and their implementation of the CLT approach in online education in consideration of the fact that the approach was claimed to be the preferred approach in classroom-based instruction. Accordingly, three research instruments; namely, questionnaire, individual interview, and focus group discussion were applied to elicit information and a
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Watanapokakul, Sasa, and Woranon Sitajalabhorn. "A Needs Analysis for English as a Foreign Language Instruction for Thai Senior Secondary School Students with Hearing Impairment." rEFLections 30, no. 2 (2023): 428–67. http://dx.doi.org/10.61508/refl.v30i2.267417.

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At present, English holds a significant importance in numerous countries worldwide, including Thailand where learning English is compulsory for students. For students with hearing impairment, however, due to their physical limitations, English instruction is different from that of other students. Additionally, students with hearing impairment have different and specific needs for English as a Foreign Language (EFL) instruction. To design and develop an appropriate EFL course for them, we collected 68 questionnaires from Thai senior secondary school students at two schools for the deaf in Bangk
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Reaisi, Mina, Hossein Ghaiyoomian, and Massome Raeisi. "Rural and Urban EFL Teachers and Students' Attitude toward Using L1 in Iranian English Classrooms." Theory and Practice in Language Studies 10, no. 8 (2020): 999. http://dx.doi.org/10.17507/tpls.1008.21.

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This study aimed to explore students’ attitude toward the effect of using translation from L1 to L2 on improving English accuracy. It carried out in a junior high school in Isfahan, Iran and administered in two phases, one with teachers and another with students. The qualitative approach and survey design were exploited to conduct the research. The participants of the study were 30 students and they were given two sets of questionnaire. Findings showed that EFL teachers and students in rural areas used L1 no more than teachers and students in urban EFL classrooms. Results have shown that there
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Cejudo, Delfin, Jasson Compuesto, and Maricar Vinalay. "The Lived Experiences of Non-Thai Teachers in Code-Switching at Nakhon Pathom Rajabhat University." International Journal of Language and Literary Studies 6, no. 1 (2024): 128–42. http://dx.doi.org/10.36892/ijlls.v6i1.1593.

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This study investigates the lived experiences of non-Thai teachers' code-switching in delivering their English lessons in EFL classrooms. The study employed a qualitative approach, specifically phenomenology. The teachers were interviewed using semi-structured interview questions. The responses were transcribed and analyzed using Colaizzi’s seven-step descriptive phenomenological data analysis approach. The findings of this study showed that teachers’ experiences of code-switching were a helpful, practical, and essential tool to foster active participation from the students. The teachers’ reas
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Almalki, Mashael Ahmed, and Abeer Sultan Althaqafi. "Saudi EFL Students’ Perception of the Quality of Teacher-Student Relationships and the Factors that Impact Their Self-Efficacy Beliefs." Global Journal of Educational Studies 10, no. 2 (2024): 12. http://dx.doi.org/10.5296/gjes.v10i2.22136.

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This study aimed to explore the perceptions of English as Foreign Language (EFL) students in the Preparatory Year Program (PYP) at a Saudi university about emotional quality of teacher-student relationships and the factors that impact their self-efficacy beliefs in EFL classrooms. To accomplish this, an explanatory sequential mixed methods approach was implemented. Starting with a quantitative approach a questionnaire was distributed to 340 EFL students followed by a qualitative approach in terms of 8 semi-structured interviews were conducted to explore the students’ perceptions. The quantitat
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Boonmoh, Atipat, and Kannikar Boonkhaos. "The Effect of Using Google Translate and Other Online Resources on English Summaries Written by Thai EFL University Learners." CALICO Journal 42, no. 1 (2025): 165–88. https://doi.org/10.3138/calico-2024-1226.

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Google Translate (GT) and other online resources play an important role in English language learning. Automatic machine translation (MT) is regarded as one of the most significant advancements in digital technology for language instruction, and during the COVID-19 pandemic this led to an increase in the use of GT by second language (L2) students attempting to overcome language barriers. This study's objectives were to research how web-based MT training in language learning affected Thai L2-English learners’ writing, and to ascertain their attitudes after the training. Forty third-year English
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Intriago Alcivar, Wellintong Segundo, and Delia Hidalgo. "Factors that motivate ecuadorian public school english teachers to code-switch in the english as foreign language classroom." Kronos – The Language Teaching Journal 2, no. 1 (2021): 24–32. http://dx.doi.org/10.29166/kronos.v2i1.3032.

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Code-switching is a sociolinguistic phenomenon that usually occurs in bilingual or multilingual communities. Regarding English Language teaching contexts, it seems that code-switching also occurs in EFL classrooms. Therefore, this paper attempts to find out and describe the factors that motivate Ecuadorian English teachers to code-switch as well as establish the foundation for further researches about the code-switching effect and the role that L1 should play in the EFL classroom. This descriptive, combined, and ethnographic research gathered data through a surveys compound by 6 questions fram
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Inpeng, Sunisa, and Singhanat Nomnian. "FACEBOOK AS A PROMOTIONAL TOOL FOR LEARNER AUTONOMY: THAI PRE-SERVICE EFL TEACHERS’ VOICES." TEFLIN Journal - A publication on the teaching and learning of English 33, no. 2 (2022): 292. http://dx.doi.org/10.15639/teflinjournal.v33i2/292-309.

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Facebook has not only opened up new opportunities for social networking, but has also been recognized as an educational tool for language learning beyond the classroom. However, little is known as to what extent Facebook can promote learner autonomy among English as a foreign language (EFL) pre-service teachers (PSTs). This study explores the voices of EFL PSTs with regard to their use of Facebook as a tool for promoting their autonomy in learning English, especially during the COVID-19 pandemic. Drawing upon Betts and Kercher’s (1996) Autonomous Learner Model (ALM), this study gained deeper i
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Mularsih, Pipit Sri, Erlin Satyarini, and Faisal Faisal. "USING MOTHER TONGUE IN EFL CLASSROOMS: PROS AND CONS." Khazanah Pendidikan 18, no. 2 (2024): 467. https://doi.org/10.30595/jkp.v18i2.25710.

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The use of the mother tongue (L1) in teaching a foreign language is a controversial topic. While some researchers claim that L1 should not be used in foreign language classrooms, others think that it makes a valuable contribution to the learning process. The purpose of this study is to investigate the pros and cons of using the mother tongue in EFL classrooms. Literature review is conducted in this study to discuss the pros and cons of using mother tongue (L1) in EFL classrooms, particularly in Indonesia. Finding supportive books as well as previous studies related to the advantages and disadv
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Ngan, Cam Hong, and Thi Thi Hong Van Le. "Vietnamese EFL teachers’ and students’ perceptions of using Google Translate in the classroom." Computer-Assisted Language Learning Electronic Journal 26, no. 3 (2025): 228–47. https://doi.org/10.54855/callej.252638.

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Google Translate (GT) has become a widely used tool in EFL education. In Vietnam, GT is commonly used among EFL students, but few published studies have explored its use in classrooms. This research aims to fill that gap by examining the perceptions of both EFL teachers and students regarding their awareness, practices, and appropriateness of using GT in classrooms. It involved 450 students and 12 teachers in a Vietnamese private university. Its design included a cross-sectional survey and semi-structured interviews. The questionnaire design was based on the appraisal theory, and the ecologica
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Wiyati, Retno. "CHARACTER BUILDING: ARE EFL TEACHERS READY? (VOICES FROM LANGUAGE CLASSROOMS)." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 1, no. 2 (2019): 35–46. http://dx.doi.org/10.37742/jela.v1i2.9.

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Character building education in classroom contexts is nowadays gaining a lot more attention than in the past as a way to provide solution to the social misbehavior that students often conduct outside classroom and even school levels. This is in line with the new curriculum of 2013 in which “Pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat....peserta didik agar menjadi manusia yang beriman dan bertakwa kepada Tuhan yang Maha Esa, berakhlak mulia,sehat, berilmu, cakap, kreatif, mandiri, dan mejadi warga negara yang demokratis serta
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Phuong, Thi Thanh Huyen. "Feedback on Pronunciation: Vietnamese EFL Teachers’ Beliefs and Practice." SAGE Open 12, no. 3 (2022): 215824402211266. http://dx.doi.org/10.1177/21582440221126612.

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In EFL classrooms today, teachers are facing the challenge of helping their students improve their intelligibility in international communication in English. Feedback is one of the main ways through which teachers are performing the task. However, feedback on students’ English pronunciation has not received commensurate attention in EFL contexts. Aiming to shed some light on this essential but neglected aspect of English language teaching (ETL), this study examines the beliefs and practices of ten experienced teachers of English at a non-English-major university in Vietnam. Findings derived fr
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Eunjeong, Park. "Making English as an International Language Viral Again." International Journal of Arts and Social Science 4, no. 2 (2023): 01–05. https://doi.org/10.5281/zenodo.7739563.

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The widespread of English in the world is obvious. According to Population Reference Bureau, more than 527 million people around the world speak English as a first language, and more than 430 million people speak English as a second or foreign language around the world. In this sense, there have been many different ways to appreciate English globally, such as English as an International Language (EIL), World Englishes, and Lingua Franca. Still, not many language teachers consider English as above in the EFL classrooms. In particular, EIL is practically useful in broadening students’ unde
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GEÇKİNLİ, Fikri. "A Comparative Study of EFL Teachers’ and Students’ Perceptions towards ELF and its Pedagogical Implications." International Journal of Psychology and Educational Studies 9, no. 3 (2022): 754–64. http://dx.doi.org/10.52380/ijpes.2022.9.3.770.

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English has become the international language as a result of globalization. And English's status has already begun to have an impact on English language education. As a result of these changes in the language, it is vital to figure out whether there has been a paradigm shift in how EFL teachers and students think about it. The goal of this study was to find out how tertiary-level EFL teachers and students felt about English's status as an ELF and its pedagogical implications. The study enrolled 570 Turkish EFL students and 52 EFL teachers from an English preparatory program at a foundation ins
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Sein, Kyaw. "Culture learning in Myanmar EFL context." Journal of Green Learning 2, no. 1 (2022): 1–9. http://dx.doi.org/10.53889/jgl.v2i1.101.

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In this era of information and technology explosion, peoples in the world encounter one another more often and more easily than ever before. The need for mastering a foreign or second language besides one’s own seems to dramatically grow. More people are learning languages for their personal and professional needs. Specifically, cultural features of the language being learned must be taught concurrently with the linguistic parts, which have traditionally been underlined. Consequently, the present study sought to shed some light on the place of culture in EFL classrooms at educational context i
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Malkawi, Nibal AbdelKarim Mousa, Nazzem Mohammad Abdullah Attiyat, Islam M. J. Al Momani, and Tamador Khalaf Abu-Snouber. "A Study on the Ways to Generate and Facilitate Speaking in EFL Classes." Theory and Practice in Language Studies 13, no. 6 (2023): 1494–505. http://dx.doi.org/10.17507/tpls.1306.18.

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The article has highlighted the important ways to facilitate the speaking of a popular language which is the English language in Jordan. The culture of the country is different from a global culture where it has been reported that children in the classrooms of EFL answer in the Arabic language and on the other hand, the teachers are found to be flexible to accept those answers in the local language within EFL classrooms. English is one of the languages that have been used in every country. The two important theories that have been considered are self-efficacy theory and SCT where a student has
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Waluyo, Budi. "Technology-Fused English Teaching and Learning in Higher Education: From Individual Differences to Being Different Individuals." LEARN Journal: Language Education and Acquisition Research Network 17, no. 2 (2024): 42–47. http://dx.doi.org/10.70730/xsfp6133.

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This article explores the proficiency variance among English as a Foreign Language (EFL) learners based on my research findings from Indonesian and Thai universities. Key variables influencing English learning outcomes include individual differences, learning emotions, and technology integration. Fostering learner agency—encompassing intentionality, forethought, self-regulation, and self-efficacy—is crucial. Positive emotions such as enjoyment and confidence enhance proficiency, while negative emotions like anxiety hinder it. Integrating Information and Communication Technology (ICT), alongsid
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Sakmiankaew, Intira, Minh Tu Nguyen, Ngo Dai De Nguyen, and Adcharawan Buripakdi. "EFL Tertiary Teachers’ and Students’ Conceptualizations and Challenges of Using AI Tools to Improve Writing Skills in Thailand and Vietnam During the Covid-19 Pandemic." rEFLections 31, no. 3 (2024): 1120–43. https://doi.org/10.61508/refl.v31i3.277354.

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Artificial intelligence tools (AITs) have become a crucial resource for both English as a foreign language (EFL) teachers and students seeking to enhance their language skills. With the advent of cutting-edge AI technologies, the impact on teaching writing skills has been significant. A recent study explored the perceptions and challenges faced by Thai and Vietnamese tertiary teachers and students in utilizing AITs to excel in their writing skills during the Covid-19 pandemic. The study encompassed 40 teachers and 80 students from both countries who responded to questionnaire surveys, as well
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Boonmoh, Atipat, and Kittiya Chanchay. "The Integration of Soft Skills in Language Learning Classroom: The Perspective of Thai ELT Teachers at A University of Technology." rEFLections 31, no. 1 (2024): 255–74. http://dx.doi.org/10.61508/refl.v31i1.272794.

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Upon graduating, students are expected to have acquired soft skills to meet potential employers’ expectations. Since employers today are competing for qualified graduates possessing relevant training and workplace competencies, ELT teachers should guide their learners towards obtaining both a comprehensive understanding of theoretical concepts and a range of interpersonal abilities. This study examined whether Thai teachers incorporate these soft skills in the classroom, which soft skill elements are prioritized and taught, and how the teachers implemented these elements in their EFL classroom
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Elfatihi, Mohamed, and Yassine Ait Hammou. "Moroccan Teachers’ Level of ICT Integration in Secondary EFL Classrooms." International Journal of Language and Literary Studies 1, no. 3 (2019): 1–19. http://dx.doi.org/10.36892/ijlls.v1i3.65.

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The sheer growth of information and communication technologies (ICT) has reshaped teaching and learning practices tremendously in the learning environments all over the globe. Research reveals that teachers are the key agents in the integration of ICT in particular in language teaching and learning. However, some of the many factors, this ICT integration are associated with teachers’ personal characteristics such as gender. Therefore, the current study investigates the Moroccan male and female teachers’ level of ICT integration in teaching English as a foreign language (EFL) in the public seco
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Garcia-Ponce, Edgar Emmanuell, and Irasema Mora-Pablo. "Incidence and Nature of Negotiations for Meaning during Uncontrolled Speaking Practice in English as a Foreign Language Classrooms." Journal of Language and Education 4, no. 1 (2018): 31–41. http://dx.doi.org/10.17323/2411-7390-2018-4-1-31-41.

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The past three decades have seen an increasing interest in negotiation for meaning as interactional processes which advance language acquisition. Motivated by this claim, a number of studies have set out to determine the tasks that best promote negotiations for meaning (NfMs). However, this research has mostly tended to investigate NfM under experimental conditions, leaving considerably unexplored the negotiated interactions that might take place in real English as a foreign language (EFL) classrooms. In response to this, the present study sets out to investigate the incidence and nature of Nf
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Smagul, Aidana. "PRACTICES AND PERCEPTIONS OF L1 AND TRANSLATION USE: THEMATIC ANALYSIS OF A FOCUS GROUP INTERVIEW W ITH KAZAKHSTANI SECONDARY SCHOOL EFL TEACHERS." Journal of Educational Sciences 80, no. 3 (2024): 175–85. http://dx.doi.org/10.26577/jes2024v80.i3.014.

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From the latter half of the 20th century to the present day, monolingual or English-only teaching has been conventionally considered the optimal approach in English Language Teaching (ELT) literature and research. Nevertheless, there is a growing acknowledgement that mainstream ELT theory may of-fer a less precise portrayal of classroom dynamics than the actual observed reality. Consequently, this paper aims to explore teachers’ practices and perceptions regarding the use of learners’ first language (L1) and translation in EFL classrooms. A focus group interview (FGI) was conducted with in-ser
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Baghoussi, Meriem. "Critical Thinking in Algerian Secondary School EFL Classes: Expectations and Reality." Arab World English Journal 12, no. 3 (2021): 97–110. http://dx.doi.org/10.24093/awej/vol12no3.7.

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The Algerian educational system is competency-based; therefore, it focuses on developing learners’ competencies and skills through a learner-centered methodology that fosters autonomy. To help teachers apply such methodology, the English syllabus designers recommend using Project-Based Learning, active learning, and problem-solving strategies to help learners develop 21st-century skills and communicate effectively, collaborate, and think critically and creatively. However, those methods and strategies are absent in classrooms, and therefore critical thinking is not promoted. In this context, t
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Zhao, Haifang, Bianqi Sun, and Ying Gu. "A Study of Factors That Affect Chinese Tertiary EFL Learners’ Willingness to Communicate in Class." Higher Education Research 9, no. 5 (2024): 131–37. http://dx.doi.org/10.11648/j.her.20240905.15.

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Classroom interaction characterizes communicative language teaching. Effective classroom interaction promotes second language acquisition (SLA) and serves as an important means of using the language especially for students in a foreign language context. Willingness to communicate (WTC) has received constant attention since its application to the SLA field in the 1990s. Students’ WTC ensures the quantity and quality of classroom interaction. By analyzing the data from an end-of-year questionnaire in an ordinary Chinese college English class, the present study aims to examine Chinese non-English
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Alemi, Minoo, Hessameddin Ghanbar, and Atefeh Rezanejad. "The Integration of Verbal Humor into EFL Classrooms: The Issues of Appropriateness and Relevance in Focus." Journal of Language and Education, no. 1 (March 31, 2021): 14–27. http://dx.doi.org/10.17323/jle.2021.10861.

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The present study examined the manifestations of Iranian male and female EFL teachers’ use of humor in the classroom environment. To this end, a qualitative study with 30 participants was implemented in two English language institutes in Iran. Equally, 15 male and female EFL teachers were selected by convenience sampling and their classes were audio-recorded and later transcribed for the examination of the types of humor they used and their frequency. Wanzer, Frymier, Wojtaszcyk, and Smith’s (2006) method of humor analysis and categorization of appropriateness was exploited for the analysis of
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Mohd Tahir, Asman Bin, Suharyadi -, and Sintha Tresnadewi. "THE IMPACT OF GOOGLE CLASSROOM AND EXTENSION ON STUDENT’S MOTIVATION AND ENGAGEMENT IN EFL CLASSROOM (THE CASE STUDY OF SMA ISLAM ATHIRAH BONE)." EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS 13, no. 2 (2024): 661–74. https://doi.org/10.26618/exposure.v13i2.15307.

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In today's technology-driven world, students are increasingly surrounded by digital tools, with easy access to vast amounts of information (Egbert, 2009). From a pedagogical perspective, integrating technology into education is essential for successful learning outcomes (Sebring and Chicago School Consortium, 2013). Despite this, less than half of students utilize technology for academic purposes, though 92% have access to it at home. The evolving information age has made previously expensive technologies accessible to many (Edwards, 2009), necessitating that educators adapt to this technologi
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KRULATZ, ANNA, GEORGIOS NEOKLEOUS, and FRØYDIS VIK HENNINGSEN. "TOWARDS AN UNDERSTANDING OF TARGET LANGUAGE USE IN THE EFL CLASSROOM: A REPORT FROM NORWAY." International Journal for 21st Century Education 3, Special (2016): 137. http://dx.doi.org/10.21071/ij21ce.v3ispecial.5713.

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For a considerable number of years, mother tongue (MT) use has been ostracized in English as a foreign language (EFL) classrooms as a form of poor teaching that negatively affects target language (TL) acquisition (McMillan and Rivers, 2011). However, research on the potential disadvantages of teaching approaches that integrate MT use is inconclusive, as is research on the positive effects of an all-TL learning environment (Hall and Cook, 2012). Thus, EFL teachers who share the same language with their students are often left wondering to what extent and in what contexts they should employ TL a
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Elhaj Mustafa, Mustafa Eltireifi. "The Effect of Teaching English Culture on EFL Saudi Learner's Comprehension." Digital Education and E-Learning Innovations 01, no. 01 (2025): 01–11. https://doi.org/10.64220/deei.v1i1.005.

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This research evaluated English language learning and cultural incorporation in learning strategies for students learning English foreign language (EFL) in Saudi classrooms. With a survey sample of 98 students and 17 teachers from the English Language Institute at Jazan University, we found that universities largely utilize an examination-centric teaching framework rather than one focused on holistic teaching strategies to incorporate culture. Beyond Reading, Speaking, Listening, and Writing, universities should include a fifth skill: Target Culture as a vital motivator for teaching English. T
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