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Journal articles on the topic 'Online EFL instruction'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Yan Han and Yong Yi. "Effectiveness of Online EFL Instruction amid COVID-19: An Attitude-and-Need-Based Study of EFL Learners at Changzhou University, China." English as a Foreign Language International Journal 1, no. 2 (2021): 29–46. http://dx.doi.org/10.56498/67122021.

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The COVID-19 pandemic brought the world not only a health crisis but an instructional challenge about shifting teaching and learning from the classroom to online. This study aims to investigate the effectiveness of online English as a foreign language (EFL) instruction during the coronavirus pandemic at Changzhou University in China (CCZU). A mixed-method design, including questionnaire surveys and interviews, was employed for the specific purposes of this study. A group of 90 Chinese EFL students from CCZU completed the surveys measuring learner attitude and needs in online EFL instruction am

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Mundir, Alim Al Ayub Ahmed, Muhammed Salim Keezhatta, et al. "The Comparative Effect of Online Instruction, Flipped Instruction, and Traditional Instruction on Developing Iranian EFL Learners’ Vocabulary Knowledge." Education Research International 2022 (February 10, 2022): 1–9. http://dx.doi.org/10.1155/2022/6242062.

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During the COVID-19 pandemic, using online and flipped instruction is the best alternative for traditional instruction. Therefore, this study compared the effects of three instructions, including online, flipped, and traditional, on improving Iranian EFL learners’ vocabulary knowledge. To do so, 90 Iranian intermediate EFL learners were selected among 119 students as the participants of this study. The target participants were randomly divided into three equal groups (online, flipped, and traditional). After that, all groups were pretested by a vocabulary test. Then, the participants of one gr

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Ayuningtyas, Luh Putu Swasti, Ni Komang Arie Suwastini, and Gede Rasben Dantes. "DIFFERENTIATED INSTRUCTION IN ONLINE LEARNING: ITS BENEFITS AND CHALLENGES IN EFL CONTEXTS." Jurnal Pendidikan Teknologi dan Kejuruan 20, no. 1 (2023): 80–94. http://dx.doi.org/10.23887/jptkundiksha.v20i1.54512.

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As one consequence of the massive ICT development, online learning has played a great role in current educational practices. However, even though the learning process is conducted online, students’ diversity needs to be considered to assist them in unlocking their fullest potential in learning. Differentiated instruction can facilitate students’ diverse cognitive abilities, interests, readiness, and learning profile. This research aimed to elaborate on the benefits and challenges of implementing differentiated instruction in online learning. Through systematic library research, the study revea

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Pouriran, Yassamin. "A Comparative Study of the Effectiveness of Online and Conventional Instructions on Learners’ Productive Skills Development." International Journal of Education and Literacy Studies 11, no. 3 (2023): 61–70. http://dx.doi.org/10.7575/aiac.ijels.v.11n.3p.61.

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In the current millennium, the integration of instructional technologies has become mandatory, especially when the focus of instruction is only on fluency and correct learning. English as a foreign language (EFL) teachers believe that students can achieve an adequate level of fluency and accuracy only if they speak and write English with less difficulty and more spontaneity. For this purpose, instructors ceaselessly seek versatile ways and approaches to enrich the teaching of four language skills (mainly the productive ones). Online sources provide both students and instructors with various ra

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Fitriyah, Ima, Fitriatul Masitoh, and Khoiruddin Yanuar Syam. "Challenges and Opportunities in E-Learning Implementation: Lesson from the Past, Principles for the Future." EDULINK EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL 4, no. 2 (2022): 71. http://dx.doi.org/10.32503/edulink.v4i2.2707.

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The corona virus that we've been dealing with since December 2019 resulted in unexpected emergency online instruction. Schools and universities were shuttered, face-to-face teaching and learning activities were suspended, and an emergency online teaching policy was implemented. Consequently, the purpose of this study was to identify the strengths, weaknesses, challenges, and opportunities of EFL lecturers' implementation of E-learning in EFL online classes during the Covid-19 Pandemic. A questionnaire with open-ended questions was used to collect the data. As a result of E-learning implementat

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Kabylzhanova, Bota, Gulzira Kenzhetayeva, and Dana Tashkenova. "Developing EFL student�s writing skills with the use of online platforms." Scientific Herald of Uzhhorod University Series Physics, no. 56 (March 10, 2024): 1524–30. http://dx.doi.org/10.54919/physics/56.2024.152mr4.

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Relevance. The integration of online platforms into English as a Foreign Language (EFL) instruction has become increasingly essential as the use of technology in EFL instruction can help track and assess student progress more efficiently, providing teachers with valuable insights to tailor their teaching strategies to meet individual student needs. Purpose. This study aims to investigate the impact of a structural approach to EFL writing instruction, facilitated through online platforms, on the writing skills of EFL students. Methodology. A combination of quantitative and qualitative research

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Waleed Daweli, Talal, and Rain Abdulrahman Moqbel Mahoub. "Exploring EFL Learners’ Perspectives on Using AI Tools and Their Impacts in Reading Instruction: An Exploratory Study." Arab World English Journal, no. 10 (July 28, 2024): 160–71. http://dx.doi.org/10.24093/awej/call10.11.

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This study explored the impacts of artificial intelligence (AI) tools on English as a foreign language (EFL) reading instruction. The main aim was to examine EFL learners’ perceptions of using AI tools in their EFL reading classes and explore how those tools could impact their learning. The study tried to answer those questions: What were EFL learners’ perceptions of AI tools in reading instruction? And, how could AI tools impact EFL learners’ reading skills? To achieve the objectives, an online survey was used to investigate EFL learners’ perspectives on using AI tools and their effects in in

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Toboula, Coffi Martinien Zounhin Toboula. "Enhancing Post-Pandemic EFL Education by Leveraging Immersive, NLP-Driven, AI-based Tools That Promote Collaboration and Interactivity within an Educational Approach." International Journal of Education (IJE) 11, no. 1 (2023): 63–80. http://dx.doi.org/10.5121/ije.2023.11106.

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This paper aims to improve post-pandemic English as a Foreign Language (EFL) education by leveraging immersive, NLP-driven, AI-based tools that promote collaboration and interactivity in teaching. It is because the COVID-19 pandemic has significantly disrupted conventional language education, leading to a shift towards online instruction and requiring new language learning strategies. The study used a mixedmethods approach integrating quantitative and qualitative data collection and processing strategies to examine the effectiveness of collaborative and interactive AI-powered natural language

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De Fretes, Delila, and Rosina F. J. Lekawael. "The Implementation of EFL Online Learning." HUELE: Journal of Applied Linguistics, Literature and Culture 2, no. 1 (2022): 14–24. https://doi.org/10.30598/huele.v2.i1.p14-24.

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This study explores the effectiveness and broad adoption of online instruction for English as a Foreign Language (EFL). Considering the difficulties that instructors and students encounter in this kind of instruction, the study uses an extensive literature review approach. The goal is to underscore the positive impact of online learning on the sustainability of education and identify key factors that contribute to its effectiveness. Drawing literature from academic databases, journals, books, and reputable online platforms, the collection process is guided by specific terms like "EFL" and "Onl

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Meskill, Carla, and Gulnara Sadykova. "Introducing EFL faculty to online instructional conversations." ReCALL 23, no. 3 (2011): 200–217. http://dx.doi.org/10.1017/s0958344011000140.

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AbstractThis article describes the anatomy and dynamics of an online professional development activity, the Moodle fishbowl. The fishbowl was designed as an opportunity for experienced EFL educators to witness and make sense of instructional conversation strategies that they might themselves use as they migrate their EFL courses to blended and eventually fully online venues, venues where the roles and dynamics of interaction are decidedly different than those in the live classroom. A major emphasis in this professional development sequence was to raise faculty awareness of the unique affordanc

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Xie Fincham, Naiyi, and Guofang Li. "Online English Learners’ Metacognitive Knowledge Development about Writing: Implications for Second Language Writing Pedagogy." Educational Innovations and Emerging Technologies 1, no. 1 (2021): 67–83. http://dx.doi.org/10.35745/eiet2021v01.01.0007.

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This case study examines factors that influence the construction and development of English as a foreign language (EFL) learners’ metacognitive knowledge (MCK) about English writing in online learning in China. Drawing upon theories and research in metacognition, writing in a second or foreign language (L2), and distance language learning, we investigated two Chinese EFL learners’ knowledge about themselves as EFL writers and the affordances of second language writing instruction in an online language course over a 16-week semester. Findings suggest that the two learners’ adjustments and revis

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

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

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Salimian Rizi, Mohsen, and Hooshang Yazdani. "The Contributions of Cognitive Individual Differences on EFL Productive Skills through Online Instruction." Journal of Languages and Language Teaching 10, no. 4 (2022): 519. http://dx.doi.org/10.33394/jollt.v10i4.6133.

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Although there is adequate research about learning style and motivation in face-to-face classes, there is still a scarceness of available studies exploring such individual differences in EFL online settings and to the best knowledge of the researcher, no previous studies even try to address their impacts on EFL learners' productive skill in online EFL classroom settings. To this end, this study which is one of the newest in this field aimed at increasing our understanding of the contribution of such cognitive individual differences on EFL productive skills through online instruction using conc

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Saputra, Dwi Bayu, Honesty Yonanda Ayudhia, and Reci Muswari. "Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers." JOALL (Journal of Applied Linguistics and Literature) 7, no. 1 (2022): 104–19. http://dx.doi.org/10.33369/joall.v7i1.18855.

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The abrupt change from a traditional classroom to online learning must have produced some issues, and many scholars were drawn in to investigate the reported challenges during online learning. There is, however, a paucity of research on secondary EFL teachers' perceptions of online learning challenges, notably in four major areas: technology use, instruction, assessment, and students. Therefore, the purpose of this descriptive quantitative study is to examine secondary EFL teachers' perspectives of the challenges they encounter in dealing with the aforementioned issues. The participants includ

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Abdelrady, Abbas Hussein, and Huma Akram. "An Empirical Study of ClassPoint Tool Application in Enhancing EFL Students’ Online Learning Satisfaction." Systems 10, no. 5 (2022): 154. http://dx.doi.org/10.3390/systems10050154.

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Keeping in view the basic necessity of the time, integrating Information and Communication Technology (ICT) in teaching-learning practices has become an integral part of higher education. In relation to English as a foreign language (EFL) learning, several forms of interactive platform have been applied to enhance students’ engagement, interest and learning satisfaction. Likewise, this quasi-experimental study was designed to investigate the role of ClassPoint tool integrated activities in strengthening e-learning satisfaction of undergraduate female EFL learners in Saudi Arabia. The intervent

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Santosa, Made Hery, and Yustinus Calvin Gai Mali. "“I’m Anxious when…”: Delving into Students’ Anxiety in EFL Online Instructions across School Levels." Jurnal Pendidikan Bahasa Inggris undiksha 12, no. 2 (2024): 241–54. https://doi.org/10.23887/jpbi.v12i2.84288.

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English instruction has been claimed to be challenging for some non-native students and with the addition of online environment, unpreprared students may experience anxiety, fear, or stress. This article aimed to analyse students’ anxiety across various school levels and explore their views from the anxiety components in EFL online instruction in Indonesia. Framed within a mixed methods research design, this study employed a large-scale survey of 928 students and an interview with 10 voluntary respondents. Data were collected using means of Foreign Language Classroom Anxiety (FLCAS) questionna

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Ezza, El-Sadig Yahya, Eman Abdulrahman Alhuqail, and Summaya Wahab Elhussain. "Technology-based instructional intervention into an EFL writing classroom." Cypriot Journal of Educational Sciences 14, no. 4 (2019): 507–19. http://dx.doi.org/10.18844/cjes.v11i4.3904.

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The aim of this study is to highlight the role of technology-based instructional intervention in enhancing the composing competence of struggling student writers at Majma’ah University (MU) in Saudi Arabia. Such instructional choice issues from the belief that the students have experiences and stories to share through writing. In the current intervention, a total of 26 participants enrolled in a short essay course offered by the Community College and the College of Education optionally participated in the study. They were equally divided into experimental and control groups, respectively. Whil

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Civelek, Mustafa, Işılay Toplu, and Levent Uzun. "Turkish EFL teachers’ attitudes towards online instruction throughout the Covid-19 outbreak." English Language Teaching Educational Journal 4, no. 2 (2021): 87. http://dx.doi.org/10.12928/eltej.v4i2.3964.

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The purpose of the present study is to shed light on the attitudes of Turkish EFL teachers towards online instruction (OI), the impact of training on their attitudes, the obstacles they encounter, and the strategies to deliver OI more successfully throughout the Covid-19 outbreak. The participants were 70 EFL teachers (52 female, 18 male). The data was collected through a questionnaire and semi-structured interviews. The data were analyzed by using SPSS 26. Descriptive statistics of each item was calculated and an independent sample t-test was conducted to answer the research questions. For th

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Civelek, Mustafa, Işılay Toplu, and Levent Uzun. "Turkish EFL teachers’ attitudes towards online instruction throughout the Covid-19 outbreak." English Language Teaching Educational Journal 4, no. 2 (2021): 87. http://dx.doi.org/10.12928/eltej.v4i2.3964.

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The purpose of the present study is to shed light on the attitudes of Turkish EFL teachers towards online instruction (OI), the impact of training on their attitudes, the obstacles they encounter, and the strategies to deliver OI more successfully throughout the Covid-19 outbreak. The participants were 70 EFL teachers (52 female, 18 male). The data was collected through a questionnaire and semi-structured interviews. The data were analyzed by using SPSS 26. Descriptive statistics of each item was calculated and an independent sample t-test was conducted to answer the research questions. For th

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Syafitri, Liza Amelia, Yousef Bani Ahmad, and Abdul Kodir Al-Baekani. "EFL Teacher’s Instructional Design in Conducting Online Learning during the Covid-19 Pandemic." Edumaspul: Jurnal Pendidikan 5, no. 2 (2021): 796–802. http://dx.doi.org/10.33487/edumaspul.v5i2.1890.

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Instructional design is the art of creating and developing trainning experiences that make learning more efficient, effective and enjoyable for students (Merrill, 2012). This study aimed: (1). To find out how do teachers design online instruction during the Covid-19 pandemic; (2). To find out how are teachers perception in conducting online instructional design during the covid-19 pandemic. The participant of this study were an English teacher of senior high school in Karawang. This study used a qualitative narrative design. The instrument used for collecting the data is interview guideline th

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

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

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Paulus Widiatmoko. "EFL TEACHERS’ COGNITION OF EMERGENCY REMOTE INSTRUCTIONS." ENGLISH JOURNAL OF INDRAGIRI 6, no. 2 (2022): 212–32. http://dx.doi.org/10.32520/eji.v6i2.1973.

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This research investigated how EFL teachers made sense of online instruction during Covid19 pandemic to facilitate English language skill development. Taking a college English matriculation program as the context of the study, nine excerpts of teacher term reflections were analysed using critical incident analysis. Five cluster of incidents were identified essential to represent the landscape of the EFL teachers’ cognition of distance instruction. They were teachers’ adjustments and renewal of pedagogic practice, representation of belief system, enactment of technological pedagogical content k

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Zunaidah, Asih. "Meaningful Synergy in E-learning Integrating Environmental Awareness and Project-Based Learning in EFL." Academy of Education Journal 15, no. 1 (2024): 816–25. http://dx.doi.org/10.47200/aoej.v15i1.2314.

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The study investigates EFL e-learning project-based education and environmental awareness. Despite limited participation and technology concerns, e-learning is evolving. This study supports "green awareness" in higher education institutions, promotes environmental responsibility and global citizenship. Our study combines meaningful learning, project-based pedagogy, and online EFL instruction with active engagement. According to this study, project-based education and environmental awareness can boost EFL e-learning learners' involvement. These 300 university-level EFL students are being studie

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Kim, Youngsang. "University EFL Students’ Perceptions on Online Instruction and Self-Regulated Learning during the Covid-19 Pandemic." British and American Language and Literature Association of Korea 147 (December 31, 2022): 97–121. http://dx.doi.org/10.21297/ballak.2022.147.97.

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This qualitative research critically explored how EFL students perceived online instruction and how they managed their online learning, centering around the processes in online courses and learning activities in which learners are required to become engaged. In-depth interviews with 15 participants were conducted in order to capture their lived experiences in the wake of the emergent, unprecedented learning setting. Findings are as follows: (i) All of them were found to unanimously prefer asynchronous online instruction over synchronous one; (ii) In the use of self-regulated learning strategie

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Kusuma, I. Putu Indra. "EFL teachers’ online teaching in rural schools during the COVID-19 pandemic: Stories from Indonesia." Studies in English Language and Education 9, no. 1 (2022): 203–21. http://dx.doi.org/10.24815/siele.v9i1.21239.

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The implementation of online English instruction in remote areas during the COVID-19 pandemic, which mandates school closures, remains unknown, especially given these areas’ reputation for inadequate educational facilities. Additionally, the preparations, implementation, and challenges experienced by English as a Foreign Language (henceforth, EFL) teachers in rural areas remain unclear. This study therefore aimed at exploring the experiences of EFL teachers in rural areas on (1) their readiness for conducting online teaching, (2) their implementation of online teaching, and (3) the challenges

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Rachman, Dzul, Anis Firdatul Rochma, and Paulus Widiatmoko. "EFL Teachers’ Use of Digital Technology to Facilitate M-Learning." Borneo Educational Journal (Borju) 5, no. 1 (2022): 11–26. http://dx.doi.org/10.24903/bej.v5i1.1084.

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Taking the concept of mobile-learning as development of instructional technology of what commonly called e-learning, this study aimed to firstly identify the digital products and approach used by EFL teachers for online instruction. Moreover, frequently used digital technologies chosen by the teachers along with contextual factors of using them were investigated. To achieve these objectives, SAMR (substitution, Adaptation, Modification, and Redefinition) model was selected as the framework of corresponding the technology use with the four levels to facilitate effective online instruction. Desc

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Kencana, Nazelya Puspita. "Higher Order Thinking Skill’s Instruction Delivered by EFL Teacher During an Online Learning." IJET (Indonesian Journal of English Teaching) 12, no. 1 (2023): 1–11. http://dx.doi.org/10.15642/ijet2.2023.12.1.1-11.

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HOTS promote the idea of assessing students’ critical thinking, creative thinking, and problem solving. Many teachers claimed to implement HOTS in the classroom, but turned out they tended to have LOTS in their teaching and learning process. Since the teaching and learning process has shifted from in person meeting to the virtual one due to COVID-19, there was an adjustment to conduct the learning process. Hence, the present study aimed to figure out teacher’s strategies to deliver HOTS’ instruction, students’ HOTS, and the construction of HOTS’ instruction during online learning. This study e

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Chang, Ching, and Chih-Kai Chang. "Developing students' listening metacognitive strategies using online videotext self-dictation-generation learning activity." EuroCALL Review 22, no. 1 (2014): 3. http://dx.doi.org/10.4995/eurocall.2014.3636.

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<span>The study is based on the use of a flexible learning framework to help students improve information processes underlying strategy instruction in EFL listening. By exploiting the online videotext self-dictation-generation (video-SDG) learning activity implemented on the YouTube caption manager platform, the learning cycle was emphasized to promote metacognitive listening development. Two theories were used to guide the online video-SDG learning activity: a student question-generation method and a metacognitive listening training model in a second language (L2). The study investigate

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Mekasha, Tsegaye, and Dawit Amogne. "Applying Corpus-Based Approach to the Teaching of Grammar in an EFL Context: Effects on Students’ Grammatical Awareness, Writing Accuracy and Perceptions." BERHAN INTERNATIONAL RESEARCH JOURNAL OF SCIENCE AND HUMANITIES 9, no. 1 (2025): 50–80. https://doi.org/10.61593/dbu.birjsh.01.09.03.

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Despite the immense interest in corpus-based instruction in English language teaching, the role of analyzing online corpus platform has not been extensively recognized, especially in Ethiopian higher education EFL contexts. Scholars believe that providing authentic contexts for language learning through a corpus-based approach is beneficial for EFL learners, particularly regarding grammatical awareness and accuracy in writing. This study examined the effect of corpus-based grammar instruction on EFL students‘ grammatical awareness and writing accuracy. It further explored the perception of stu

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Syafi'i, Ahmad, and Syafiul Anam. "MEASURING INDONESIAN EFL TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE IN THE POST-PANDEMIC ERA: DO DEMOGRAPHICAL ISSUES MATTER?" Premise: Journal of English Education 11, no. 3 (2022): 402. http://dx.doi.org/10.24127/pj.v11i3.4574.

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This research aimed to measure Indonesian EFL teachers' Technological Pedagogical Content Knowledge (TPACK) in the post-pandemic era. EFL teachers must have balanced technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, pedagogical content knowledge, technological pedagogical content knowledge, and web content knowledge since the Covid-19 pandemic has altered mainstream educational practices. Face-to-face instruction has shifted to online instruction, affecting EFL teachers' TPACK. The researcher hypothesized a significant difference in gender,

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Chi, Vo Thi Le, and Phuong Hoang Yen. "Vietnamese High School EFL Teachers’ Perceptions toward Online Teaching under the Impact of Covid-19." European Journal of Language and Culture Studies 1, no. 4 (2022): 18–27. http://dx.doi.org/10.24018/ejlang.2022.1.4.25.

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Since March 2020, the coronavirus disease case, also known as Covid-19, has spread globally. Schools were closed because of a public health emergency in about 100 nations, including Vietnam, according to UNESCO. Teachers have been obliged to switch from face-to-face instruction to online instruction as a result of the condition. This study examined how EFL high school instructors perceived online English language instruction in the context of Covid 19. This study used a mixed-methods approach with a descriptive design. For this study, 216 EFL high school teachers in Mekong Delta were surveyed

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Aslıhan Tuğçe Güler and Metin Esen. "EFL Teachers’ Perceptions on Learner Autonomy in Online Instruction during the Lockdown Period." English as a Foreign Language International Journal 25, no. 6 (2021): 6–25. http://dx.doi.org/10.56498/802562021.

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Teaching English has been one of the subjects deeply affected by the lockdown and physical isolation period caused by COVID-19, and schools around the world had to switch to online instruction at short notice. Students engaged in this distance learning process with different autonomy levels; some adapted to the new learning system easily, while others felt lost and depended solely on what the teachers said. This descriptive study aims to discover the perception of English as a Foreign Language (EFL) teachers on learner autonomy levels of Turkish EFL learners during online instruction throughou

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FERSAOUI, Imane, and Neema GHENIM. "The Efficiency of Online Assignments as an Asynchronous e-Learning Tool." Journal of Languages and Translation 2, no. 2 (2024): 105–19. http://dx.doi.org/10.70204/jlt.v2i2.249.

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The online learning experience that accompanied the Covid-19 pandemic has been diverse. Both teachers and students have had to discover new online learning methods and tools in order to cope with the new phase. Some teachers relied on virtual meetings and synchronous instruction, whereas others either solely relied on asynchronous instruction through e-assignments or combined the latter to other methods like synchronous e-meetings. While the integration of synchronous tools in distance instruction seems to be more relevant, asynchronous assignments may have an important potential in e-learning

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Suhartoyo, Eko, Rida Afrilyasanti, and Nur Mukminatien. "ONLINE CLASSROOM-BASED READING ASSESSMENT: COMPREHENSION AND PRACTICE DEVELOPMENT." Turkish Online Journal of Distance Education 26, no. 1 (2025): 177–92. https://doi.org/10.17718/tojde.1414226.

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In this paper, we investigated the impact of an online classroom-based reading assessment on implementing practices in reading instruction among 30 EFL learners in an intermediate reading course at a public university in East Java, Indonesia. Our study aimed to develop an online classroom-based reading assessment and evaluate its efficacy in measuring students’ reading skills. The online classroom-based assessment, characterized as systematic, comprehensive, instructional, diagnostic, and adaptive, yielded positive outcomes, as evidenced by specific trends in the qualitative analysis. While li

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Thatphaiboon, Rungnapa, and Pattama Sappapan. "The Effects of the Flipped Classroom through Online Video Conferencing on EFL Learners’ Listening Skills." Arab World English Journal 13, no. 3 (2022): 89–105. http://dx.doi.org/10.24093/awej/vol13no3.6.

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It is challenging for EFL teachers to hold in-person classes during a global pandemic. This circumstance discourages EFL students from participating and practising English in class, which affects their performance and test scores, particularly on listening tests. When combined with video conferencing, the flipped classroom has improved student achievement. The present study aimed to examine the effect of the flipped classroom through videoconference on the EFL undergraduate learners’ listening skills and to explore their opinions toward this teaching model. Therefore, the study tried to answer

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Rahimi, Ali, and Morteza Hasheminasab. "The Effect of Online vs. Offline Flipped Instruction on EFL Learners' Writing Ability." Beyond Words 8, no. 2 (2020): 111–23. http://dx.doi.org/10.33508/bw.v8i2.2607.

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This study aimed at examining the effectiveness of computer-assisted flipped instruction on the writing ability of upper-intermediate Iranian EFL learners and their attitudes toward it. A mixed-method approach was used. A quantitative method employing the quasi-experimental pretest-posttest design was used. Twenty participants were selected based on convenient sampling method and were divided into an online flipped instruction group (N= 10) and an offline flipped instruction group (N= 10). A paired sample t-test and independent samples t-test was used to analyze the obtained data. The results

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Watanapokakul, Sasa. "Blended Online Learning: Perceptions and Experiences of EFL University Students and Teachers." rEFLections 29, no. 1 (2022): 60–87. http://dx.doi.org/10.61508/refl.v29i1.258511.

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During the COVID-19 pandemic, in which social distancing has become the norm, blended online learning, which consists of two main components: namely synchronous online instruction through a virtual conferencing platform, or live virtual classroom (LVC), and asynchronous online learning through a learning management system (LMS), has largely replaced face-to-face classrooms. After 2,217 EFL freshmen and 16 EFL teachers at a public university in Thailand participated in blended online learning instruction in a foundation English course in the first semester of academic year 2021, their perceptio

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AlTamimi, Rashed N. "EFL Writing Teaching / Learning Could Go Online: Instructors’ Perceptions, Students’ Perceptions, and Achievement." Journal of Language Teaching and Research 14, no. 2 (2023): 360–67. http://dx.doi.org/10.17507/jltr.1402.11.

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In light of the COVID -19 pandemic and government policies to conduct online learning, the present study aimed to examine how EFL faculty and students perceive teaching and learning EFL writing online, whether they differ significantly in their perceptions, and to examine if the scores of the students who study face to face are significantly different from those who studied online .21 EFL teachers and 104 EFL students voluntarily participated in this study via Google Form. Both EFL faculty and students were asked to complete a five-Likert point questionnaire about EFL teaching and learning of

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Zainal, Anna Gustina, Sayed M. Ismail, Asiyat Akhmedovna Tagibova, et al. "An Account of EFL Learners’ Grammatical Knowledge and Motivation toward Learning in an Online Instructional Environment." Education Research International 2022 (March 24, 2022): 1–11. http://dx.doi.org/10.1155/2022/8099222.

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The current research was an attempt to compare the impacts of online English language learning and face-to-face English language learning on Iranian EFL learners’ grammatical knowledge and their learning motivation. To this end, the Oxford Quick Placement Test (OQPT) was given to 81 Iranian EFL students, and 50 of them who were at the intermediate level were selected as the participants of the study. Then, they were randomly divided into two groups; one experimental group (EG) ( n = 25 ) and one control group (CG) ( n = 25 ). After that, both groups were pretested by a grammar test and a motiv

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Namaziandost, Ehsan, Arash Hashemifardnia, Albina Anvarovna Bilyalova, et al. "The Effect of WeChat-Based Online Instruction on EFL Learners’ Vocabulary Knowledge." Education Research International 2021 (July 17, 2021): 1–8. http://dx.doi.org/10.1155/2021/8825450.

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During the COVID-19 pandemic, the use of online instruction through different mobile applications has become more common in education all over the world. Therefore, this research investigated the potential effects of using WeChat-based online instruction on Iranian EFL learners’ vocabulary knowledge. To achieve this objective, 44 Iranian intermediate subjects were picked out among 67 students based on the findings of the Oxford Quick Placement Test (OQPT). The subjects were then randomly divided into two equal groups: experimental and control. After assigning the subjects to two groups, they w

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Suwartono, Tono, Sri Nurhayati, Mohamad Mustari, and Erlawati Erlawati. "The adaptability and resilience of Indonesian EFL teachers during emergency online education." Edelweiss Applied Science and Technology 9, no. 2 (2025): 1071–81. https://doi.org/10.55214/25768484.v9i2.4653.

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The COVID-19 pandemic has radically transformed the teaching and learning process from in-class instruction to remote learning. This changing situation leads to barriers for EFL teachers in executing their teaching plans. Therefore, they should be able to deal with such challenges for instructional continuity. This study aimed to investigate the challenges that EFL teachers face, examine their adaptability to the conditions, and explore their strategies in implementing online education. Seven junior high school EFL teachers were purposefully recruited from public and private schools in a town

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TOBOULA,, Coffi Martinien ZOUNHIN. "Exploring the Impact ofAI-powered Collaborative and Interactive NLP Apps on EFL Teaching in the Post-COVID-19 Era." International Journal on Cybernetics & Informatics 12, no. 2 (2023): 171–93. http://dx.doi.org/10.5121/ijci.2023.120213.

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The COVID-19 pandemic has disrupted traditional language learning, leading to a shift towards online teaching and requiring new approaches to language education. This study examines the effectiveness of AI-powered collaborative and interactive Natural Language Processing (NLP) applications on English as a Foreign Language (EFL) instruction in a post-COVID-19 online education environment. The study used a mixed-methods approach, incorporating statistical and in-depth qualitative data gathering and processing strategies. EFL teachers and students from the University of Abomey-Calavi (UAC) in Ben

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Rahayu, Nanik Sri. "STUDENTS' RESPONSES IN ONLINE PEER FEEDBACK IN EFL WRITING INSTRUCTION." Jurnal Bahasa Lingua Scientia 14, no. 2 (2022): 371–83. http://dx.doi.org/10.21274/ls.2022.14.2.371-383.

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As a supplementary of teacher’s feedback, peer feedback activity is believed can help the students improve their writing achievement. During and after the pandemic, teachers often applied online teaching for certain reasons, including in practicing peer feedback which can be done via different application. This study aims at investigating the types of comments appeared when the students conduct peer feedback in quip application. The study involved a class in which the teacher applied peer feedback via quip. This research is a descriptive quantitative in which the data was collected through doc

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Aljohani, Ajwaad, Mashael Aloreafy, Sarah Alzaidi, and Zilal Meccawy. "Saudi EFL Students’ Perceptions of Online English Achievement Exams in the Era of COVID-19." International Journal of Linguistics, Literature and Translation 4, no. 5 (2021): 118–25. http://dx.doi.org/10.32996/ijllt.2021.4.5.11.

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Due to the COVID-19 pandemic, assessment and testing processes have been shifted to an online environment. Therefore, this unexpected shift requires more recent research in the field of online assessment. Based on this requirement, the present research aimed to explore female EFL students’ perceptions of an online English achievement exam by focusing on these dimensions: availability and accessibility, instructions, and mode of delivery. The participants were preparatory year students at the English Language Institute (ELI) at the University of Jeddah. To serve the research aim, the research u

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Liang, Ting, Charanjit Kaur Swaran Singh, Dodi Mulyadi, and Tarsame Singh Masa Singh. "Enhancing EFL Writing Through Online Peer Feedback: A Systematic Review of Higher Education Studies." Journal of Curriculum and Teaching 14, no. 1 (2025): 184. https://doi.org/10.5430/jct.v14n1p184.

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This systematic review critically examines the effectiveness of online peer feedback (OPF) for enhancing EFL writing skills in higher education. Analysis of 24 empirical studies reveals consistently positive impacts of OPF on writing outcomes, with effect sizes ranging from small to extremely large. Key principles for effective OPF implementation include adopting a formative approach, providing structured guidance, incorporating comprehensive training, and facilitating multiple revision opportunities. The review also highlights the benefits of asynchronous interactions and integrating diverse

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Ma'rifah, Ulfatul, Nurul Masrifah, and Yudhi Arifani. "Technological Use in EFL Instruction: Investigating Teachers’ Pedagogical Beliefs and Students’ Learning Engagement." Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya 11, no. 1 (2021): 17. http://dx.doi.org/10.26714/lensa.11.1.2021.17-32.

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This research aimed to find out the influence of EFL teachers’ pedagogical beliefs with regard to using technology on EFL students’ learning engagement in the classroom and also to find out which pedagogical belief dimension most influences EFL students’ learning engagement in the classroom. This is quantitative research with survey method. Data were collected from two online questionnaires. Data analysis methods in this research used descriptive statistics and Structural Equation Modeling (SEM). Respondents in this research were 125 EFL teachers and 125 EFL students in several secondary schoo

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Syamdianita, Syamdianita, and Gita Mutiara Hati. "Collaborative Online Writing: Students’ Perspectives and Their Actual Writing Performance." Script Journal: Journal of Linguistics and English Teaching 10, no. 1 (2025): 174–89. https://doi.org/10.24903/sj.v10i1.1902.

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Background: This study explores a topic that has not received enough attention in the literature: the relationship between EFL students' perceptions of online collaborative writing and their actual writing performance. Few studies have specifically looked at how learners' self-assessments match quantifiable writing outcomes, despite prior research emphasizing the advantages of collaborative writing for language development. Methodology: 91 Indonesian EFL undergraduate students took part in this study by working together to write an argumentative essay while receiving online instruction. Open-e

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Gonzalez-Torres, Paul, Paola Cabrera-Solano, and Luz Castillo-Cuesta. "Stakeholders’ Perceptions of Teaching and Technological Skills in EFL Vocabulary Instruction: Implications for Remote Learning." International Journal of Learning, Teaching and Educational Research 22, no. 7 (2023): 104–21. http://dx.doi.org/10.26803/ijlter.22.7.10.

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This study examines stakeholders' perceptions of teaching and technological skills in English as a foreign language (EFL) vocabulary instruction and how this relates to remote learning. This research included 280 participants from 30 public and private institutions of secondary and higher education in southern Ecuador. All participants volunteered and consented to contributing data for the study. The data collection process consisted of administering questionnaires based on a Likert scale and conducting structured interviews with teachers. The aim of these instruments was to collect participan

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Al-Seghayer, Khalid. "ESL/EFL Instructors’ Perceptions of the Efficacy of Online Reading Instruction." International Journal of Linguistics 8, no. 4 (2016): 119. http://dx.doi.org/10.5296/ijl.v8i4.9571.

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<p>New technologies offer significant potential for teaching and learning L2 reading skills. Accordingly, this study examined ESL/EFL instructors’ perceptions of the usefulness and effectiveness of online reading in L2 reading instruction. A convenience sample of seventy male and female ESL/EFL instructors was selected, and the respondents completed a 24-item, researcher-constructed questionnaire and responded to open-ended questions. Descriptive and inferential statistical analysis, including means and standard deviations, as well as various statistical tests, such as paired t-tests and

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Tai, Hung-Cheng. "Effects of Collaborative Online Learning on EFL Leaners’ Writing Performance and Self-efficacy." English Language Teaching 9, no. 5 (2016): 119. http://dx.doi.org/10.5539/elt.v9n5p119.

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<p>This study explored the effects of collaborative writing instruction on undergraduate nursing students’ writing performance and self-efficacy beliefs within an online learning system. A single-group experimental study utilized two instruments, the NCEEC (National College Entrance Examination Center) writing grading criteria (the SRCT) and a modified writing self-efficacy questionnaire (the WSQ), was conducted. The intervention was applied in the context of a four-month freshmen semester at the beginning of a two-year vocational education program conducted in fall 2010. Two hundred and

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