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

Author: Grafiati

Published: 5 June 2025

Last updated: 1 August 2025

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1

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

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

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

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

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Al-Seghayer, Khalid. "Determinants of Saudi EFL Learners’ Beliefs about Learning EFL." Studies in English Language Teaching 10, no. 3 (2022): p1. http://dx.doi.org/10.22158/selt.v10n3p1.

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Language learners’ beliefs constitute an individual difference variable that profoundly influences language-learning behavior and significantly contributes to the process and ultimate success of language learning. This article identifies the beliefs Saudi learners hold about learning English as a foreign language (EFL). The analysis first addresses Saudi EFL learners’ perceptions of English, followed by a discussion of Saudi EFL learners’ experiences with learning English. The discussion also addresses these learners’ expectations about studying English and concludes by pinpointing the importa

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Alrabai, Fakieh. "The Association between Self-efficacy of Saudi Learners and Their EFL Academic Performance." Theory and Practice in Language Studies 8, no. 10 (2018): 1351. http://dx.doi.org/10.17507/tpls.0810.14.

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Considering the important impact of individual variables on language learning, this study seeks to highlight the relationship between Saudi learners of English as a foreign language (EFL) sense of self-efficacy about learning English and their academic performance in this language. The self-efficacy beliefs of 221 Saudi EFL undergraduate students whose major is English were explored using a questionnaire, while their academic performance was assessed using final exam scores in four language skills (listening, speaking, reading, and writing). The data gathered were analysed quantitatively. The

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Sari, Ima Frafika. "Linguistics Learning Style as Innovation: The Successful of English Foreign Language Students." ELTALL: English Language Teaching, Applied Linguistic and Literature 4, no. 2 (2023): 18–32. http://dx.doi.org/10.21154/eltall.v4i02.7443.

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This research aims at revealing: the characteristic of the learning style for EFL; the advantages of the learning style for EFL; the innovation of the learning style for EFL. It is a kind of descriptive qualitative research aimed at revealing the linguistics learning style as an innovation for the English Foreign language. Linguistics learning research is still insufficient as an innovation for EFL; therefore, this research is significant to be conducted. The finding of the research can be described as follows: First, there are nine learning styles, namely; visual learning, auditory numerical,

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

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

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Sayadian, Sima, and Anita Lashkarian. "Investigating Attitude And Motivation Of Iranian University Learners Toward English As A Foreign Language." Contemporary Issues in Education Research (CIER) 3, no. 1 (2010): 137. http://dx.doi.org/10.19030/cier.v3i1.170.

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This Paper discusses the attitudes and motivation Iranian learners have toward learning EFL at their university level. Although research of a similar nature has been done in other countries, the present study complements others by following 500 university learners and it provides another avenue for examining the language situation in Iran. To achieve this goal, Gardner’s socio-educational model and the significance of motivation as a contributing factor in second/foreign language (SL/FL) learning are taken into consideration. The questions to be addressed in this paper are: · What are the univ

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

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

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Chow, Bonnie Wing-Yin, Hey Tou Chiu, and Simpson W. L. Wong. "Anxiety in reading and listening English as a foreign language in Chinese undergraduate students." Language Teaching Research 22, no. 6 (2017): 719–38. http://dx.doi.org/10.1177/1362168817702159.

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This study tested relationships between foreign language (FL) reading and listening anxiety and learner variables in English as a foreign language (EFL). It tested links between foreign language anxiety (FLA) and its cognitive, affective and behavioral correlates in English (i.e. language learning strategies, learning motivation, and performance). Three-hundred-and-six Chinese undergraduates learning EFL were administered the measures via a questionnaire. Regression analyses indicated that EFL performance and EFL motivation were key factors that uniquely predicted EFL reading and listening anx

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

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

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Zhang, Tiantian, and Liyilan Liang. "Vocabulary Learning Strategies of English as a Foreign/Second Language." Lecture Notes in Education Psychology and Public Media 45, no. 1 (2024): 1–5. http://dx.doi.org/10.54254/2753-7048/45/20230216.

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English has become the most widely spoken language in the world, and memorizing vocabulary is a fundamental step in acquiring this language. Many English as a foreign language (EFL)/English as a second language (ESL) learners have difficulty remembering new words, so vocabulary learning strategies are studied globally. This literature review examined international research across ages and discussed three learning strategies: the keyword method, pictorial association, and the mind-mapping method. Results suggested that the three learning strategies effectively improved students vocabulary recal

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Касимбекова, А. "Acquisition of learning english through movies." Актуальные вопросы лингвистики и преподавания иностранных языков: достижения и инновации 1, no. 1 (2024): 134–39. http://dx.doi.org/10.47689/topical-tiltfl-vol1-iss1-2024-pp134-139.

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Learning English as a foreign language (EFL) is a difficult task. Traditional methods of language learning such as textbooks, grammar drills, and memorization of vocabulary can be time consuming and ineffective. To increase the efficiency of English language learning, innovative methods have emerged, such as the use of films and television serials. This paper will examine the various ways in which films and television serials can be used to facilitate the learning of English by EFL students

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Luong, Vu Anh, and Thao Quoc Tran. "Imagined Communities and Identities in English as a Foreign Language (EFL) Learning: A Literature Review." JET ADI BUANA 6, no. 02 (2021): 109–23. http://dx.doi.org/10.36456/jet.v6.n02.2021.4360.

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Imagined community and identity have been recognized as critical aspects in English language learning. Imagined community refers to the ideal community that learners wish to get engaged in, while imagined identity refers to the ideal self that language learners wish to become in the future. However, there is a scant research on these two notions in relation to English as a foreign language (EFL) learning. To that end, this paper aims to present the literature review of the contemporary theories on imagined communities and identities in EFL learning. It first discusses the imagined communities

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

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

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Turchyn, Andrii, Oleksandr Glotov, Olena Krut, Anatolii Maksymenko, Olena Vasylenko, and Viktoriia Smelikova. "The Peculiarities of Distance Foreign Language Learning." Postmodern Openings 13, no. 1 Sup1 (2022): 555–72. http://dx.doi.org/10.18662/po/13.1sup1/440.

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The paper demonstrates the feasibility of information and communication technologies (ICT) in English as a foreign language (EFL) teaching and learning process. The organizational and pedagogical approaches to efficient EFL learning in the context of the COVID-19 pandemic have been outlined. Furthermore, the main perspectives and challenges appearing in an online learning environment have been characterized. The proposed paper aims to consider the possibility of integrating innovative computer technologies into online foreign language learning to foster students’ autonomy and boost their langu

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

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

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Cherrad Soraya. "Fluency and Accuracy in The EFL Oral Expression and Comprehension Classroom." Journal of Language Education (JoLE) 1, no. 3 (2023): 127–32. http://dx.doi.org/10.69820/jole.v1i3.118.

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Speaking the target language is often defined by both EFL students and teachers as the principal objective of language learning. However, all foreign language teachers recognize that this is in fact, one of the most difficult skills to develop, given that the aim of speaking is hindered by many factors resulting in most being reticent and unforthcoming when asked to speak the target language. Thus, EFL students may have difficulty speaking fluent and accurate English. The present research took place at Djillali Liabes University of Sidi Bel Abbes (Algeria), exactly in English as a foreign lang

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Jiang, Meihong. "Investigating the Interplay of Foreign Language Enjoyment, Elaboration Strategies, Gender Differences, and Academic Achievement among Chinese EFL learners." International Journal of Linguistics and Translation Studies 4, no. 4 (2023): 159–74. http://dx.doi.org/10.36892/ijlts.v4i4.399.

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The objective of this study was to investigate whether foreign language enjoyment predicted elaboration strategy and academic achievement and to test whether there are gender differences in the relations of foreign language enjoyment, elaboration strategies, and academic achievement in the English as a foreign language (EFL) context in China. Data were collected from 536 Chinese secondary EFL learners aged 11-15 years in Grade 7 and Grade 8. Results from structural equation modeling analysis (SEM) found that foreign language enjoyment was positively correlated with EFL learning achievement dir

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

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

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Dou, Qiang, Guohua Li, and Yuan Tang. "Oral English Development of EFL Learners from the Perspective of Complexity Dynamic Theory." Complexity 2021 (June 22, 2021): 1–11. http://dx.doi.org/10.1155/2021/9965139.

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With the development of economic globalization and cultural integration, the learning of a second language has become increasingly important for economic, political, and cultural exchanges in the world today. Complex dynamic system theory is an important research theory of foreign language learning methods for nonnative speakers. However, the research and application of the complex dynamic system theory in oral foreign language learning of English as a Foreign Language (EFL) learners are not prominent. The purpose of this paper is to explore the learning situation of oral English of EFL learne

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Mugadza, Joel, Osias Kit T. Kilag, Jr. Santiago B. Hubahib, Jr. Marlon T. Villaver, Pastor Ali C. Najarro, and Lorlaine R. Dacanay. "Shifting Paradigms in Language Education: Assessing the Role of Flipped Learning in High School EFL/ESL Instruction." International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) 1, no. 5 (2024): 1–6. https://doi.org/10.5281/zenodo.11099480.

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Abstract: Flipped learning has emerged as a transformative pedagogical approach with the potential to enhance educational outcomes across various disciplines, including English as a foreign or second language (EFL/ESL). This systematic review explores the implementation of flipped learning in high school education, focusing specifically on its impact on EFL/ESL instruction. The review synthesizes findings from existing literature to elucidate the benefits, challenges, and implications of flipped learning in EFL/ESL contexts. Key findings highlight the positive effects of flipped learning on st

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The, Hery Yanto. "Enhancing EFL Teaching Skills: An Auto-Ethnographic Online Professional Development Journey." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 4, no. 2 (2023): 2039–50. http://dx.doi.org/10.62775/edukasia.v4i2.543.

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Modern technology has altered English as a Foreign Language (EFL) instruction, opening new options for creativity and greater learning. Teachers of English as a Foreign Language (TEFL) can update their knowledge of best teaching practices and adapt to new challenges in the field by taking advantage of open, online resources. This auto-ethnographic study serves as a thorough resource for EFL educators, illuminating the procedure of selecting suitable online platforms and learning methodologies to correspond with the needs of the digital age. This study utilizes auto-ethnographic methodologies t

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

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

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Ishfaque Ahmed Abbasi and Elizabeth Anthony. "Group Work as a Contributing Factor for Language Use and Oral Fluency in EFL Classroom." Forum for Linguistic Studies 6, no. 4 (2024): 1–8. http://dx.doi.org/10.30564/fls.v6i4.6669.

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This study analyses how the cooperative learning strategies of discussions and interactions through group work could increase the speaking fluency of Pakistani students studying English as a foreign language to help them overcome their challenges. This study observed the contribution of group work as a cooperative learning strategy on oral fluency abilities in the context of English as a foreign language (EFL) instruction in Pakistan using a qualitative research technique. A variety of research methods, including interviews, observations, field notes, and reflective diaries, were used. Eight E

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Beaslan, Sabri Hajabi. "Grammatical Errors in Paragraph Writing." International Journal of Trend in Scientific Research and Development 2, no. 5 (2018): 1830–34. https://doi.org/10.31142/ijtsrd17164.

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Grammar is crucial to the teaching and learning of English as a second language SL or foreign language FL. It is one of the most difficult aspects of language to teach since learning a language doesnt mean simply learning isolated linguistic units. Students learn how to make an appropriate use of these units in order to achieve a communicative purpose. On the other part of the coin, writing is the most practical means to see how far learners have gone in the learning process. It is the best evaluative means provided for the teacher to check learners' linguistic competence. It is the final

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Farida, F., S. Supardi, Amirullah Abduh, Jumardin Muchtar, R. Rosmaladewi, and Muhammad Arham. "Technology and Hybrid Multimedia for Language Learning and Cross-Cultural Communication in Higher Education." ASEAN Journal of Science and Engineering 4, no. 2 (2023): 331–48. https://doi.org/10.17509/ajse.v4i2.72609.

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Technology and Hybrid Multimedia for Language Learning and Cross-Cultural Communication in Higher Education is a critical component of English language learning. The purpose of this study is to explore technology and hybrid multimedia for language Learning in English language learners (EFL) in higher education. This study aims to explore how cross-cultural communication skills affect learners' technology and hybrid multimedia learning experience and their English proficiency in the context of public university learning. In addition to that, this research uses a case study approach focusing on

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

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

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

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

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Mohamed Ali Abdulla, Zheenwar, and Mohamed Basil Al-Azawi. "Investigating Kurdish EFL Learners' Perceptions of Cognitive Grammar Learning Strategies." Academic Journal of Nawroz University 13, no. 1 (2024): 441–50. http://dx.doi.org/10.25007/ajnu.v13n1a1789.

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English has become the language of science and technology, trade, instruction, politics, and tourism. A person who knows this language may have the opportunity for many jobs. Thus, it is crucial to motivate students to acquire this language in a suitable manner. This study aimed to investigate the strategies for learning English as a foreign language and learning grammar in particular. The aim was to update and adopt new strategies for learning English as a foreign language. The current study attempted at finding out why some Kurdish students make grammatical mistakes and errors despite the fa

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Naqvi, Samia, and Rahma Al Mahrooqi. "ICT and Language Learning." Journal of Cases on Information Technology 18, no. 1 (2016): 49–64. http://dx.doi.org/10.4018/jcit.2016010104.

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Technology-enriched classrooms have been claimed to produce enhanced learning opportunities for foreign language students. These technologies can be integrated into language teaching and learning inside the classroom or used for independent learning by students outside it. This study involves the use of digital-videos in Middle Eastern English as a Foreign Language (EFL) classrooms. It attempts to explore if using technology creatively in language teaching has the potential to enhance communication skills and other sub-skills in EFL classes. Omani EFL students, working in small groups, created

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

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

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Riyanti, Dwi. "THE ROLE OF MOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE." JELTIM (Journal of English Language Teaching Innovations and Materials) 1, no. 2 (2019): 29. http://dx.doi.org/10.26418/jeltim.v1i1.27788.

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Motivation is undoubtedly an important factor in learning foreign languages. Yet, in English as foreign language context, like Indonesia, especially in West Kalimantan, not all students are motivated to learn English, a compulsory foreign language for secondary students. Thus, it is a necessity that teachers know how to increase students’ motivation. This paper analyses the issue of motivation in learning English as a compulsory subject in a foreign language context which can be useful for teachers and students to know what why motivation is important in learning foreign languages. Through rev

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Bonilla-Mora, Martha Isabel, and Johanna Patricia López-Urbina. "Local Epistemological Perceptions that Underlie EFL Literature and Teaching Practices in Colombia." HOW 28, no. 2 (2021): 11–31. http://dx.doi.org/10.19183/how.28.2.598.

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This study aims to understand the local and updated epistemological perceptions of the teaching and learning of English as a foreign language (EFL) in Colombia from the voices of English language university teachers. This qualitative research emerges as part of a hermeneutical perspective which allowed the authors to analyze experiences, perceptions, and understandings of teachers in the foreign language-teaching field. Data collection instruments included a literature review using framework matrices and semi-structured interviews. After data analysis, three categories emerged: Pertinence and

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Atifnigar, Hamza. "Teachers’ and Students’ Roles in Reducing Foreign Language Anxiety." European Journal of Contemporary Education and E-Learning 2, no. 3 (2024): 90–106. http://dx.doi.org/10.59324/ejceel.2024.2(3).08.

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Foreign language anxiety is a common challenge faced by English as a Foreign Language (EFL) learners worldwide. This review paper explores effective strategies for removing foreign language anxiety among EFL learners. The analysis of published resources revealed several major themes, including the role of teachers, and students. Regarding teachers, they are recommend to implanting different classroom activities, and student-centred learning approaches, clear instructions, creating a relaxing classroom environment, teachers' psychological aspects, and the incorporation of technology. Students a

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Atifnigar, Hamza. "Teachers' and Students' Roles in Reducing Foreign Language Anxiety." European Journal of Contemporary Education and E-Learning 2, no. 3 (2024): 90–106. https://doi.org/10.59324/ejceel.2024.2(3).08.

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Foreign language anxiety is a common challenge faced by English as a Foreign Language (EFL) learners worldwide. This review paper explores effective strategies for removing foreign language anxiety among EFL learners. The analysis of published resources revealed several major themes, including the role of teachers, and students. Regarding teachers, they are recommend to implanting different classroom activities, and student-centred learning approaches, clear instructions, creating a relaxing classroom environment, teachers' psychological aspects, and the incorporation of technology. Students a

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

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

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Deng, Fei, and Timothy V. Rasinski. "A Computer Corpus-Based Study of Chinese EFL Learners’ Use of Adverbial Connectors and Its Implications for Building a Language-Based Learning Environment." ACM Transactions on Asian and Low-Resource Language Information Processing 20, no. 5 (2021): 1–16. http://dx.doi.org/10.1145/3457987.

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This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of

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Namsrai, Enkhchimeg, Antony D. Miller Ph.D., Ed.D., and Ulziikhishig Tsedendamba MA. "Exploring the Correlation between EFL Learning Strategies and Educational Success in the Mongolian Context: An Analysis of Academic Performance in Mongolian Classrooms." International Journal of Scientific Research and Management (IJSRM) 13, no. 05 (2025): 4098–104. https://doi.org/10.18535/ijsrm/v13i05.el04.

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The research discovers what students felt was most positive about foreign language learning strategies and their student-centred methods. In particular, we focus on the EFL college students’ learning strategies and how students improve their skills in learning English as a foreign language. Mongolia’s dominant English classroom instruction pedagogy is still teacher-centred, where students learn language under the instructions of their teachers. Students are not encouraged to develop learning strategies and focus on content knowledge and vocabulary; hence, this is thematic in nature as a credib

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

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

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

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

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