Relevant bibliographies by topics / Learning English as Foreign Language (EFL)

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning English as Foreign Language (EFL)'

Author: Grafiati
Published: 5 June 2025
Last updated: 1 August 2025

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

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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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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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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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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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Huzairin, Huzairin, Gede Eka Putrawan, and Bambang Riadi. "Technology and language learning." Texto Livre: Linguagem e Tecnologia 13, no. 3 (2020): 103–20. http://dx.doi.org/10.35699/1983-3652.2020.24657.

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A considerable number of studies on mobile-assisted language learning have been conducted, but less attention has been paid to online informal learning of English as a Foreign Language (EFL) performed using smartphones among undergraduate EFL learners in Indonesia. Thus, this study was specifically aimed at investigating EFL learners’ most frequently-performed EFL learning activities through smartphones, the predominant online language use, and the relationship between EFL learners’ predominant online language use and their perceived EFL proficiency. The study adopted a quantitative approach.
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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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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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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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Kambou, Moses Kwadwo, and Lassina Soma. "Local Culture and EFL Vocabulary Learning." Asemka: A Bi-Lingual Literary Journal of University of Cape Coast, no. 10 (September 1, 2020): 217–38. http://dx.doi.org/10.47963/asemka.vi10.283.

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This paper attempts to investigate the influence of learners‘ culture on foreign language vocabulary. It seeks to demonstrate that there is a link between culture and lexico-semantic errors committed by learners of English as a foreign language among Dioula speaking students in Burkina Faso. A sample population of 157 of Dioula speaking students from two secondary schools was purposively selected, using the non-probability sampling technique. A language test composed of two written activities was used as the data collection instrument. These activities were translation activities from Dioula i
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Dissertations / Theses on the topic "Learning English as Foreign Language (EFL)"

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Malallah, Seham. "A study in some aspects of foreign language learning at Kuwait University with special reference to computer assisted language learning." Thesis, Bangor University, 1994. https://research.bangor.ac.uk/portal/en/theses/a-study-in-some-aspects-of-foreign-language-learning-at-kuwait-university-with-special-reference-to-computer-assisted-language-learning(c650c11b-a3ad-4a5c-b0d5-b8058d0073dc).html.

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This thesis is concerned with foreign language learning and teaching. The initial aim of the thesis is to examine Gardner's (1985) model to find out whether this model is applicable to English foreign language learning (EFL) in Kuwait. The purpose is to determine the extent to which previous research findings can be generalised to a sample of University students in EFL courses in Kuwait. The thesis comprises three integrated background literature reviews: approaches to foreign language teaching and their implication for TEFL in Kuwait; 'CALL': (Computer Assisted Language Learning); and the rol
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Danuwong, Chayada. "The role of metacognitive strategies in promoting learning English as a foreign language independently." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/59.

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One of the challenges facing universities in Thailand is that of equipping graduates with the capacity for independent analytical thinking and learning which will enable them to operate in a global context while also contributing constructively to the changing needs of the local scene. The ability to think analytically and to learn independently calls for learners to be purposeful, strategic, and persistent in learning as well as to have more adaptive cognitive processes and the willingness to take charge of their learning. This is the role of metacognition in learning autonomy across domains.
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Bozorgian, Hossein. "Metacognitive strategy instruction in English as a Foreign Language (EFL) listening skill." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/54724/1/Hossein_Bozorgian_Thesis.pdf.

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Listening skill is allocated inadequate consideration in English language instruction and learning in Iran. At the school level, listening skill is not taught but reading and writing skills are taught traditionally. At the college level, reading skill is emphasised. For students seeking IELTS certification, institutes teach listening skill within the framework of a Communicative Language Teaching (CLT) approach. Nonetheless, despite the official syllabus, many teachers tend to test rather than teach listening skill. Currently, listening skill in the curriculum is embedded in an oral comprehens
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Nakamura, Taichi. "The use of vocabulary learning strategies : the case of Japanese EFL learners in two different learning environments." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313065.

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Alsowayegh, Najat. "An exploration of parental mediation of English language T.V. programmes in Saudi Arabia with young children learning English as a foreign language." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/19182.

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It is widely recognised that parents play an important role in children’s emotional and intellectual development, including their success at school. Recently, there has been a growing awareness of the potential of parents to support and enhance children’s English foreign language learning, especially since English learning resources are easily accessible through electronic media. In appreciation of this, there has been an increased interest in recent years in finding ways to harness parental potential through the creation of home-school partnerships in many parts of the world, including in the
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Robinson, Mark. "Imaginative challenge and discourse strategies in task-based language learning." Thesis, University of Leeds, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342287.

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Aeginitou, Violetta. "#Begin your sentences with a capital letter' : facework and politeness in the Greek EFL classroom." Thesis, Lancaster University, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260191.

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Do, Juhyun. "EFL Teaching on the Ground: A Case Study of Primary EFL Classroom in Korea." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492694900754303.

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Lin, Grace Hui Chin. "A case study of seven Taiwanese English as a foreign language freshman non-English majors' perceptions about learning five communication strategies." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1287.

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Noble, Priscilla Garrido. "Foreign Language Learning in Santo Domingo: Qualitative Case Studies in Two Private Schools." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-05092007-164942/.

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Thesis (Ph. D.)--Georgia State University, 2007.<br>Title from file title page. Philo Hutcheson, committee chair; Gertrude Tinker-Sachs, Joyce E Many, Douglas Davis, committee members. Electronic text (325 p.) : digital, PDF file. Description based on contents viewed Dec. 6, 2007. Includes bibliographical references (p. 292-309).
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Books on the topic "Learning English as Foreign Language (EFL)"

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Paula, Kalaja, Paiva, Vera Lúcia Menezes de Oliveira e., and Ferreira Ana Maria, eds. Narratives of learning and teaching EFL. Palgrave Macmillan, 2008.

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Lienhard, Legenhausen, Wolff Dieter, and International Conference on Computer Assisted Language Learning (2nd : 1986 : Düsseldorf, Germany), eds. Computer assisted language learning and innovative EFL methodology. Universität Augsburg, 1987.

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Brodine, Ruey. EFL writing and learning: Considering the process. CLUEB, 1990.

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Williams, Lydia. Young EFL readers and their books: Learning to read in English immersion programmes. Åbo Akademis Förlag, 1998.

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Reid, Joy M. Learning styles in the ESL/EFL classroom. Thomson Asia Pte Ltd., 2002.

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S, Folse Keith, ed. 100 clear grammar tests: Reproducible grammar tests for beginning to intermediate ESL/EFL classes. University of Michigan Press, 2000.

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Jeanne, McCarten, Sandiford Helen, and Aldcorn Sue Brioux, eds. Touchstone. Cambridge University Press, 2005.

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Jeanne, McCarten, and Sandiford Helen, eds. Touchstone. Cambridge University Press, 2006.

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Martin, Wolff, ed. China EFL curriculum reform. Nova Science Publishers,Inc., 2009.

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Ülkär, Şäfiyeva, and Mämmädova Tähminä, eds. Active reading for EFL learners. Nurlan, 2006.

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Book chapters on the topic "Learning English as Foreign Language (EFL)"

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Steinlen, Anja, Daniela Schwarz, and Thorsten Piske. "The transition from primary school bilingual programmes to regular foreign language lessons in secondary school." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/lllt.62.14ste.

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Abstract Due to changes in teaching and assessment, the transition from primary to secondary school may significantly affect pupils’ proficiency in and their attitudes towards English as a foreign language. This longitudinal study followed 69 pupils moving from bilingual CLIL programmes in primary school to regular English (EFL) lessons in Years 5 to 7. Questionnaire data revealed that these pupils maintained positive attitudes towards both CLIL programmes and EFL lessons. Additionally, 81 secondary school EFL teachers reported that their CLIL pupils continued to outperform peers from non-CLIL
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Barón, Júlia, M. Luz Celaya, and Alicia Martínez-Flor. "Multimodal input and L2 pragmatics." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lllt.61.06bar.

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Analyzing the effects of multimodal input in the acquisition of second/foreign language (L2) pragmatics is a recent area in research. In this line, the use of eye-tracking to investigate L2 pragmatics remains limited (Godfroid, 2019). This study aimed to explore the effects of multimodal input on L2 requests among English as a Foreign Language (EFL) learners, while monitoring them with a webcam eye-tracker. The study used a multiple-choice discourse completion test at pre and posttest to evaluate the effects of viewing audio-visual material with or without captions. Additionally, a subset of p
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Casulleras, Montserrat, and Imma Miralpeix. "Language learning from watching cartoons in the primary EFL classroom." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2024. http://dx.doi.org/10.1075/lllt.61.01cas.

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This chapter presents the results of a study in which two groups of primary school English as a Foreign Language (EFL) learners watched one episode a week of the animated TV series Curious George – with L1 subtitles or L2 subtitles – over a period of five months. These beginner students were tested on comprehension and vocabulary recognition immediately after watching each episode and in two special episodes without subtitles (middle and end of treatment). Although significant differences were not always present, the L1-subtitles group tended to score higher in comprehension, and the L2-subtit
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García Mayo, María del Pilar. "Task-based language learning among children in an EFL context." In Task-Based Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/tblt.17.05gar.

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Abstract Task-based language teaching (TBLT) research has expanded substantially in foreign language contexts. However, most studies until relatively recently have been carried out with young adults in university settings, despite the fact that, among young children, exposure to a foreign language (mainly English) is on the increase worldwide. This chapter focuses on current research with children learning English as a Foreign Language (EFL) while they perform collaborative tasks in mainstream and content and language integrated learning (CLIL) contexts. The studies, carried out within interac
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Glaser, Karen. "Chapter 3. Teachers’ awareness, knowledge and attitudes towards instruction in L2 pragmatics." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.03gla.

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Despite its crucial contribution to second/foreign language (L2) competence, pragmatics has still not gained a fixed place in many language teacher training programs. To address this, a workshop for in-service primary English as a Foreign Language (EFL) teachers was conducted to raise awareness of L2 pragmatics and to present suggestions for teaching it in the classroom. This chapter documents the contents of this professional training course and presents insights into the participants’ expectations and perceptions of the workshop, as well as their knowledge and attitudes towards the teaching
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Vazquez-Calvo, Boris, and James York. "Fan and Ludic Practices for Enhancing EFL Writing and Reflection." In New Language Learning and Teaching Environments. Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-031-51540-8_12.

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AbstractFan and ludic teaching practices can enhance student engagement and the meaningfulness of English as a Foreign Language (EFL) activities in both English teaching and teacher training courses. To elucidate, fan teaching practices integrate fan cultures and interests into the learning experience, while ludic ones employ playful objects and methods for educational purposes. Inspired by these approaches, we introduce Story by Memes as an exemplary activity sequence. Tailored to set the tone for an EFL teacher training course, the activity challenges advanced EFL learners and student teache
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Putri, Sabrina Asrianty, and Sisilia Setiawati Halimi. "Students’ Motivation in Learning English as a Foreign Language Through Discovery Learning." In Engaging Indonesia. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-2336-2_4.

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AbstractIn Indonesia, the Curriculum 2013 encourages teachers to use discovery learning for teaching English. The effects of discovery-based learning have also been analyzed from various perspectives. However, limited studies have been specifically conducted to represent both female and male students’ motivation toward their discovery-based English language learning experiences. Therefore, this study looked into the students’ motivational introspections and orientations toward their discovery-based English language learning. The subjects in this study were the students of Senior High School in
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Miralpeix, Immaculada. "Chapter 4. Age and Vocabulary Acquisition in English as a Foreign Language (EFL)." In Age and the Rate of Foreign Language Learning, edited by Carmen Muñoz. Multilingual Matters, 2006. http://dx.doi.org/10.21832/9781853598937-006.

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Martínez-Flor, Alicia. "Chapter 5. Teachers’ awareness and beliefs towards corrective feedback in L2 pragmatics." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/lllt.58.05mar.

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Corrective feedback (CF) has been regarded as a complex phenomenon with cognitive, social and psychological dimensions influencing its effectiveness for language development. Despite the extensive research conducted on its impact on morphosyntactic aspects of the language, CF on pragmatic aspects has received scant attention. One possible reason may be related to the potential challenges that pragmatics itself represents as it is defined by choice. Thus, it is important to examine teachers’ beliefs towards the five key pedagogical decisions that influence the provision of CF (i.e. necessity, c
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Gouverneur, Céline. "The phraseological patterns of high-frequency verbs in advanced English for general purposes: A corpus-driven approach to EFL textbook analysis." In Phraseology in Foreign Language Learning and Teaching. John Benjamins Publishing Company, 2008. http://dx.doi.org/10.1075/z.138.17gou.

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Conference papers on the topic "Learning English as Foreign Language (EFL)"

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Deshen, Mor, and Rakefet Betzalel. "ENGAGEMENT AND POPULARITY OF ENGLISH AS A FOREIGN LANGUAGE (EFL) TIKTOK VIDEOS: THE IMPACT OF MAYER’S MULTIMEDIA PRINCIPLES." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0876.

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Oanh, Hoang Thi Kim. "An Investigation into the Influences of Anxiety in Non-English Major Tertiary Learners’ Willingness to Communicate Orally in Vietnamese EFL Classrooms." In The 4th Conference on Language Teaching and Learning. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.132.7.

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This paper scrutinized the impact of foreign language anxiety on tertiary Vietnamese students’ willingness to communicate orally in EFL classrooms. The study had two research questions: 1) Which is the most common type of foreign language anxiety experienced by non – English tertiary Vietnamese students in EFL classrooms, and 2) What is the correlation between foreign language anxiety and Vietnamese students’ willingness to communicate orally in EFL classrooms. The data was collected from 176 non-English major tertiary students learning in a public university in Ho Chi Minh City by facilitatin
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Young, Anthony Edward. "Machine translation use in the English as a Foreign Language (EFL) classroom." In EuroCALL 2023: CALL for all Languages. Editorial Universitat Politécnica de Valéncia, 2023. http://dx.doi.org/10.4995/eurocall2023.2023.16862.

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Machine Translation (MT) increasingly has the potential to facilitate or impede second language learning in the English as a Foreign Language (EFL) classroom. To understand teacher and EFL learner perspectives about its use, two surveys of 20 university professors (10 non-native English teachers and 10 native English teachers) and 139 EFL students were carried out. To measure MT’s capacity to promote language awareness, a comparative study with an online dictionary was done, using two translation tasks, a posttest, and a post-questionnaire. The preliminary survey results revealed variations in
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Grujić, Tatjana. "L2 TENSE TRANSFER IN EFL LEARNING." In SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.441g.

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In second language acquisition (SLA) transfer is predominantly explored as either positive or negative influence of learners’ first language (L1) on their second/foreign language (L2) performance. Studies in this field serve not only to describe the learner’s interlanguage, but also to inform, improve and refine foreign language teaching. However, the scope of SLA studies is such that it leaves the other transfer direction under-researched (L2 to L1), assuming that once the learner’s L1 system has fully developed, their L1 competence will not be subject to change. More recent studies of adult
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Uyen, Phan Tu. "The Perception of EFL Primary Students Toward Learning English Through Interactive Games." In 5th Conference on Language Teaching and Learning. AIJR Publisher, 2023. http://dx.doi.org/10.21467/proceedings.150.21.

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Teaching English as a foreign language to primary school children can be challenging due to their linguistic and cognitive limitations. Traditional methods like rote memorization may not be effective or engaging. Interactive games have been proposed as a solution, but there is little research on how students perceive game-based learning and how teachers can incorporate games into language learning curricula. This study examines EFL primary students' attitudes toward three types of interactive games as language learning tools, the impact of game elements on learning outcomes, and the benefits a
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Kim, Hyemin, and Elaine Vernadine A. Liongson. "English Language Learning Anxiety among Korean College Students in the Philippines." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.005.

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Abstract: Although a number of studies have been done about Foreign Language Anxiety among Korean students, limited studies have been done on foreign language anxiety toward Korean college students in the Philippines. This paper seeks to find out the factors that may affect foreign language anxiety of both male and female college students in learning English, their foreign language learning anxiety in terms of gender, and the factor that may decrease the anxiety of the participants. Data was gathered through the use of a Foreign Language Classroom Anxiety Scale (FLCAS), a Likert scale adopted
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Phothongsunan, Sureepong. "THAI TEACHERS CONCEPTIONS OF THE CLT APPROACH IN ENGLISH LANGUAGE EDUCATION." In EduCon London – International Conference on Education, 21-22 April 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.121.

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The communicative language teaching (CLT) approach and its fundamental principles, including learning to communicate through interaction and engagement, are generally upheld by theories in the area of second language acquisition even though by and large implementing CLT in practice is to some degree difficult and ineffective in many ESL (English as a second language) and EFL (English as a foreign language) contexts. This action research is undertaken to assist a small group of Thai EFL school teachers in developing and implementing context-sensitive CLT through a teacher training program desig
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Phothongsunan, Sureepong. "THAI TEACHERS CONCEPTIONS OF THE CLT APPROACH IN ENGLISH LANGUAGE EDUCATION." In EduCon London – International Conference on Education, 21-22 April 2025. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.177.

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The communicative language teaching (CLT) approach and its fundamental principles, including learning to communicate through interaction and engagement, are generally upheld by theories in the area of second language acquisition even though by and large implementing CLT in practice is to some degree difficult and ineffective in many ESL (English as a second language) and EFL (English as a foreign language) contexts. This action research is undertaken to assist a small group of Thai EFL school teachers in developing and implementing context-sensitive CLT through a teacher training program desig
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Zhang, Han, Shanshan Ai, and Lingyu Zhang. "Students’ perception on online formative assessment in English as a foreign language class." In XXnd International CALL Research Conference. Castledown Publishers, 2024. http://dx.doi.org/10.29140/9780648184485-53.

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In the context of economic globalization and the advancement of science and technology, English has emerged as the predominant language for international communication. In 2020, the Chinese Ministry of Education issued “College English Teaching Guide” and emphasized the role of modern educational technology in assessing students’ learning and enhancing their outcomes. It advocated for the creation of online interactive learning platforms by universities to facilitate teaching, tutoring, practice, feedback, assessment, and other educational aspects, enabling students to learn anytime and anywhe
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Solijonova, Mohlaroyim. "CINEMA IN THE CLASSROOM: ENHANCING EFL LISTENING AND CULTURALAWARENESS." In Modern approaches and new trends in teaching foreign languages. Alisher Navo'i Tashkent state university of Uzbek language and literature, 2024. http://dx.doi.org/10.52773/tsuull.conf.teach.foreign.lang.2024.8.5/sdvq7780.

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This article explores the pedagogical benefits of utilizing films in English as a Foreign Language (EFL) classrooms, particularly focusing on enhancing listening skills and cultural understanding. The use of films provides a dynamic platform for exposing students to authentic language and diverse cultural contexts, making it an invaluable tool in language education. The paper discusses the criteria for selecting appropriate films, effective pedagogical strategies for their use, the integration of modern technological tools to augment learning, and varied assessment techniques to evaluate and e
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Reports on the topic "Learning English as Foreign Language (EFL)"

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Romero Molina, Paola Ximena. Teaching Lesson Planning to EFL Preservice Teachers: A Review of Studies. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.19.

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Preparing English as a Foreign Language (EFL) preservice teachers for lesson planning has a been a concern among teacher educators globally. Research has shown that preservice teachers encounter difficulties in aspects such as objective setting, considering their learners’ needs, and matching assessment and objectives, among others. Similarly, preservice teachers still need to be presented with ample opportunities for reflective teaching. These concerns have been addressed by teacher educators in systematic ways. Hence, guided by two sets of research questions, this literature review aims at e
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Wasanasomsithi, Punchalee. A case study of Thai ESL learners' language and literacy learning in an authentic situation : opening a bank account. Chulalongkorn University, 2003. https://doi.org/10.58837/chula.res.2003.86.

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Learning is a life-long activity. Whether we are in school or not, we are always learning something for some purpose. In fact, society is a large classroom full of rich resources, which allows us to experience, explore, and experiemnt how second language andn literacy are learned in an authentic situation. The subjects consisted of ten Thai students who were studying English asd a second language and who were enrolled in a graduate program at Indiana University, Bloomington, Indiana, U.S.A. The chosen topic was opening a bank account, one of the shared experiences all foreign students have to
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Gründel, Lena Felicitas. Queer picturebooks for primary ELT : Suggestions for teaching practice. Otto-Friedrich-Universität Bamberg, 2023. http://dx.doi.org/10.20378/irb-59896.

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This contribution offers a list of queer picturebooks considered potentially suitable for primary ELT (English Language Teaching). The list emerged from six qualitative interviews with primary school teachers conducted in the context of a small-scale research project. During the interviews, the teachers provided insights into their practices and perspectives on the usage of queer picturebooks in the German primary EFL (English as a Foreign Language) classroom.
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TAWIR, KHALID MUKTAR. THE USE OF MOBILE LEARNING IN ENGLISH FOREIGN LANGUAGE CLASSROOM: CHALLENGES, ADVANTAGES AND DISADVANTAGES, APPLICATIONS AND IMPLICATIONS TO FOREIGN LANGUAGE LEARNERS. ResearchHub Technologies, Inc., 2025. https://doi.org/10.55277/researchhub.bojkc034.1.

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Braslavskaya, Elena, and Tatyana Pavlova. English for IT-Specialists. SIB-Expertise, 2021. http://dx.doi.org/10.12731/er0464.21062021.

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The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level
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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages
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Wasanasomsithi, Punchalee. An investigation into language learners' use of and attitudes toward a self-access learning center : paving the path to learner autonomy. Chulalongkorn University, 2004. https://doi.org/10.58837/chula.res.2004.103.

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Previous research has shown that classroom-based language learning alone may not be sufficient to lead learners to mastery of the target language. For this reason, language learner's self-directed learning or independent language learning, both in the Self-Access Learning Center (SALC) and in authentic situations outside classes, has become an essential component of English language learning, both in the ESL and EFL contexts. The main objective of this research was to investigate the use of a self-access language learning center by 515 Chulalongkorn University students who were required to ear
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Pérez, Francisco, and Alejandro Pérez. Journey through Colombian Co-Teaching Experiences. Institucion Universitaria Colombo Americana, 2022. http://dx.doi.org/10.26817/paper.18.

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Co-teaching is defined as a collaborative method of instruction (Murawski &amp; Hughes, 2009), which implies co-teaching partnerships where educators make and effort in terms of joint instructional decisions and share responsibility as well as accountability for student learning (Shumway et all., 2011). This working paper is intended to illustrate the state-of-the-art concerning the implementation of co-teaching in EFL settings in Colombia over the last two decades. This manuscript is based on documentary research, in which primary source data were collected from data bases, university reposit
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Kravtsov, Hennadiy M., та Olga O. Gnedkova. Методи використання хмарних сервісів у навчанні іноземної мови. [б. в.], 2018. http://dx.doi.org/10.31812/0564/2456.

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Research goals: determine particularities of using cloud services in English communicative competence forming process and develop the model of distance learning system (DLS) and cloud services interaction that improves the quality of the learning process. Research objectives: to identify, describe and develop methodological features of the model of distance learning system and cloud services interaction; consider on the examples the methods of use cloud services in DLS in foreign language training, aimed at English communicative competence forming process of students; experimentally investigat
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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the ser
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