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Journal articles on the topic 'Tertiary level EFL students'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Patwary, Md Nurullah, and Swarna Chowdhury. "Classroom Interaction as a Way of Developing Students’ Speaking Skill at the Tertiary Level EFL Classroom:." Crossings: A Journal of English Studies 12 (September 1, 2021): 220–50. http://dx.doi.org/10.59817/cjes.v12i.39.

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Teaching speaking skills through classroom interaction is usually a neglected program at the tertiary EFL education in Bangladesh. This study primarily aims at discovering the current scenario of the practices and problems of classroom interaction at a Bangladeshi tertiary EFL classroom. This study further proposes some strategies for developing speaking skills through classroom interaction. The data were collected from 110 student respondents and 11 teacher respondents of 4 universities based on the stratified random sampling. For collecting and analyzing data, a mixed-methods approach (QUAN-

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Al-zuoud, Khalid M., and Mohammad K. Kabilan. "Investigating Jordanian EFL Students’ Spelling Errors at Tertiary Level." International Journal of Linguistics 5, no. 3 (2013): 164. http://dx.doi.org/10.5296/ijl.v5i3.3932.

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Wahyudin, Achmad Yudi, Reza Pustika, and Marta Widiawitasari Simamora. "VOCABULARY LEARNING STRATEGIES OF EFL STUDENTS AT TERTIARY LEVEL." Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 8, no. 2 (2021): 101–12. http://dx.doi.org/10.36706/jele.v8i2.15647.

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This article is concerned with the investigation of vocabulary learning strategies of beginner students at the first year of tertiary level. Since the students are required to pass General English as a required subject in Indonesian tertiary education, exploring vocabulary strategies attracts more attention from teachers and practitioners. The present study involves 120 non-English major participants in a survey to fill out a 5-likert scale questionnaire consists of four categories: cognitive, metacognitive, memory, and determination strategies. The study reveals that female students dominate

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Sakiroglu, Belgin, and Kenan Dikilitas. "Language Learning Motivation of Turkish Tertiary Level EFL Students." Procedia - Social and Behavioral Sciences 46 (2012): 3215–19. http://dx.doi.org/10.1016/j.sbspro.2012.06.039.

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Yunus, Annida Bandu, Syarif Amin, and Faridawati. "Exploring EFL Students’ Public Speaking Anxiety in Tertiary Level." IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature 12, no. 2 (2025): 2157–74. https://doi.org/10.24256/ideas.v12i2.5894.

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This study aims to find out the causes and strategies of English as a foreign language (EFL) students when they feel anxious to speak in public in certain situations. This research focuses on exploring EFL students from the English Education Study Program of Muhammadiyah Universities Kendari in the academic year 2023/2024. The sample of this study was taken by using purposive sampling technique, which was five students. The research instrument consisted of interview. After identifying the results of the interview, the researcher found two causes of student anxiety: Fear of negative evaluation

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Islam, Farhana. "TEACHING EFL READING TO THE TERTIARY LEVEL STUDENTS: STUDENTS’ READING EXPECTATIONS IN THE EFL CLASSROOM." Research Journal Of English 04, no. 04 (2019): 113–25. http://dx.doi.org/10.36993/rjoe.2019.113125.

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Cheng, Qiyue. "Ambiguity in Chinese College Students’ L2 Tertiary-Level Writing: A Thematic Analysis." English Language Teaching 16, no. 9 (2023): 40. http://dx.doi.org/10.5539/elt.v16n9p40.

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The current study investigated ambiguity errors that characterise the L2 tertiary-level writing of Chinese college students. Data were drawn from 56 authentic English writings from 11 students of different disciplines across 10 different Chinese institutions. A thematic analysis was conducted to examine the ambiguity error patterns at the lexical and syntactic levels. Lexical ambiguities were found to include Chinglish, ambiguous references, and ambiguous abstractions, and syntactic ambiguities were found to consist of misplaced and dangling modifiers. It was also found that lexical ambiguity

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Bahadir, Aygul, and Birsen Tutunis. "The Beliefs of Tertiary Level EFL Teachers and Students on Digital Learning." International Journal of Science and Research (IJSR) 10, no. 6 (2021): 112–16. https://doi.org/10.21275/sr21422122537.

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Ratnasari, Dwi. "Motivation and Instructional Preference of EFL Students at Tertiary Level." International Journal of Language Teaching and Education 3, no. 1 (2019): 28–44. http://dx.doi.org/10.22437/ijolte.v3i1.6559.

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The aims of the study to find out the relationship between students’ motivation and instructional preference. The main components of motivation that underlay the students to learn English, and the students’ most preferred instruction, is beneficial to contribute to teachers’ understanding of the need to consider students’ preferences when planning the teaching-learning activities and to choose the instructional methods to use in teaching. A mixed-method design used in this study by combining quantitative and qualitative data to analyze. Descriptive statistics and interview analysis were used.

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Khan, Harunur Rashid, and Adilur Rahaman. "Theorizing Motivation for EFL Writing Classrooms at Tertiary Level: A Postcolonial Intervention." BELTA Journal 1, no. 1 (2017): 28–45. http://dx.doi.org/10.36832/beltaj.2017.0101.002.

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It has long been observed by the teachers of writing in Bangladesh that students are reluctant to think and perform actively in EFL writing classrooms. This behavior is generally explained with reference to the notions of integrative vs. instrumental and intrinsic vs. extrinsic motivation. In this article, we argue that cognitive behavior of students in EFL writing classrooms cannot be understood by solely employing the intrinsic/extrinsic or instrumental/integrative models for at least two specific reasons: First, these models for analyzing motivation deal with immediate psychological respons

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Khan, Harunur Rashid, and Adilur Rahaman. "Theorizing Motivation for EFL Writing Classrooms at Tertiary Level: A Postcolonial Intervention." BELTA Journal 1, no. 1 (2017): 28–45. http://dx.doi.org/10.36832/beltaj.2017.0101.02.

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It has long been observed by the teachers of writing in Bangladesh that students are reluctant to think and perform actively in EFL writing classrooms. This behavior is generally explained with reference to the notions of integrative vs. instrumental and intrinsic vs. extrinsic motivation. In this article, we argue that cognitive behavior of students in EFL writing classrooms cannot be understood by solely employing the intrinsic/extrinsic or instrumental/integrative models for at least two specific reasons: First, these models for analyzing motivation deal with immediate psychological respons

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Nguyen, Thi Thuong. "EVALUATION OF A PROJECT-BASED LEARNING MODEL IN EFL LEARNING AT TERTIARY LEVEL: UNDERGRADUATES’ VOICES." VNU Journal of Foreign Studies 41, no. 3 (2025): 157–69. https://doi.org/10.63023/2525-2445/jfs.ulis.5518.

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In the context of this study, a project-based learning (PBL) model has been employed to teach EFL students in a university for three years, since 2022, yet no official research has been done to evaluate its effectiveness as well as the suitability of the model. The present study, therefore, aimed to examine EFL students’ perceived benefits and challenges of this PBL model at tertiary level. A mixed methodology was applied to collect data through a survey questionnaire and written reflections from a sample of 87 C1 level students after they finished their first semester in a public university i

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Nisha, Paulomi Rahman. "Communicative Language Teaching (CLT) in Improving Speaking Skills of Tertiary Level EFL Students of Bangladesh." FOSTER: Journal of English Language Teaching 5, no. 2 (2024): 120–30. http://dx.doi.org/10.24256/foster-jelt.v5i2.174.

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In the English as a Foreign Language (EFL) context, students must be given a proper foundation of communication skills necessary in various dynamic real-world situations. This study investigates learner perception of the effectiveness of Communicative Language Teaching (CLT) in improving the speaking skills of tertiary-level EFL students in Bangladesh. A mixed-methods approach was used to collect and analyze data from 30 students, of different private universities of Bangladesh. The data was gathered by analyzing the results from the survey. The results of the study showed there was a statisti

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Martina, Feny, Syafryadin Syafryadin, and Jeka Agustia Utama. "The Practice of Extensive Reading among EFL Learners in Tertiary Level." Yavana Bhasha : Journal of English Language Education 3, no. 2 (2020): 56. http://dx.doi.org/10.25078/yb.v3i2.1712.

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Students had some problems in terms of extensive reading. The problems were (1) students forget some principles and benefits of extensive reading because they learned about principle and benefits of extensive reading in the previous semester, (2) students do not know how to implement a successful practice of extensive reading, and (3) students were still difficult to enjoy and get information in their reading of either fiction or nonfiction books. Thus, this research was aimed to know how students implement extensive reading and students’ difficulties when practice extensive reading. This rese

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Sobkowiak, Paweł. "On the Factors Influencing EFL Students’ Intercultural Competence." Studia Anglica Posnaniensia 54, no. 1 (2019): 133–56. http://dx.doi.org/10.2478/stap-2019-0007.

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AbstractCultural intelligence (CQ) as a micro-level construct describing intercultural competence has garnered growing attention in academic literature recently, resulting in an increase in research. This paper reports on the empirical research which, using as a survey instrument the Cultural Intelligence Scale (CQS) developed by Earley and Ang (2003), examined intercultural competencies of Polish EFL students at the tertiary education, measured by the level of CQ. In addition, the investigation aimed to analyze whether individual difference variables such as gender, educational level, linguis

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Abdalgane, Mohammed, Abdulrhman Musabal, and Rabea Ali. "Utilizing Dogme Approach to Promote EFL Learners’ Oral Skills at the Tertiary Level." Theory and Practice in Language Studies 13, no. 1 (2022): 100–107. http://dx.doi.org/10.17507/tpls.1301.12.

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This research was prompted by the discovery of communication hurdles in EFL programs at Saudi universities. Professors and students have observed a lack of effective communication; therefore, innovative pedagogies that can increase teacher-learner communication are urgently needed. Using a questionnaire to collect data from EFL professors, this study applies the analytical research approach to achieve its conclusions. The vast majority of respondents agreed that the Dogme approach in EFL classes is highly significant in a variety of ways, including enhancing rapport between instructors and stu

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Saputra, Bima Eza, and Dian Novita Dewi. "VARK LEARNING STYLES AND SOCIAL MEDIA USAGE IN EFL CONTEXTS: INSIGHTS FROM TERTIARY-LEVEL STUDENTS." English Review: Journal of English Education 12, no. 3 (2024): 1063–72. http://dx.doi.org/10.25134/erjee.v12i3.10783.

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The integration of social media into EFL learning has become increasingly popular, fostering greater student engagement, collaboration, resource innovation, and personalized learning experiences. This study examines the usage patterns of social media and their alignment with VARK (Visual, Auditory, Read/write, Kinesthetic) learning style among tertiary-level EFL students in the English Language Education Study Program at Universitas Brawijaya. Utilizing a quantitative survey design, data were gathered from 100 undergraduate students of the 2023 cohort, all of whom had used social media for EFL

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Patwary, Md Nurullah, Md Mohoshin Reza, Humayra Akter, and Swarna Chowdhury. "Exploring Academic Writing Proficiency of Tertiary EFL Learners of Bangladesh: A Pedagogical Implication." Integrated Journal for Research in Arts and Humanities 3, no. 5 (2023): 89–102. http://dx.doi.org/10.55544/ijrah.3.5.8.

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It is essential that tertiary EFL students become proficient in all key aspects of writing, such as content, arrangement of ideas, usage of appropriate vocabulary, use of language and grammatical precision, and mechanics, in order to improve their formal writing skills. As a result, the current study's objective is to assess the level of writing competency of tertiary EFL students in terms of the key writing components and to provide some recommendations for EFL teachers, syllabus writers, and material designers. This study is qualitative in nature that collected 49 narrative essays from 49 te

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Mehrin, Iram. "Promoting Critical Thinking through Cultural Topics in Bangladeshi Tertiary EFL Context." Journal of NELTA 25, no. 1-2 (2020): 1–17. http://dx.doi.org/10.3126/nelta.v25i1-2.49728.

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Promoting critical thinking among students has been a topic for extensive study for a long time. However, this is quite a new area of exploration and investigation in the Bangladeshi EFL context. This paper explores whether classroom activities on culture can work as effective incentives in promoting critical thinking in Bangladeshi tertiary level English language classes. Cultural topics were designed for the tertiary level English class and used accordingly for critical thinking in a class of 36 students in a private university of Dhaka, Bangladesh. Classwork and home assignments on differen

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Altalhab, Sultan. "The Vocabulary Knowledge of Saudi EFL Tertiary Students." English Language Teaching 12, no. 5 (2019): 55. http://dx.doi.org/10.5539/elt.v12n5p55.

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This study examines the vocabulary knowledge of 120 Saudi tertiary students in order to scrutinise their ability to communicate in English. A vocabulary test constructed by Nation and Beglar (2007) was utilised in the study. The findings revealed that the mean vocabulary size of Saudi EFL tertiary students was roughly 3000 words. Nevertheless, most of the participants achieved low scores in the vocabulary low frequency levels. Some participants were unable to answer any item correctly in these low and mid frequency levels. This suggests that while those students might be able to communicate at

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KARAFİL, Burcu, and Özlem UYSAL İLBAY. "EFL Instructors’ Satisfaction with Teaching English Online at Tertiary Level." Participatory Educational Research 11, no. 2 (2024): 76–96. http://dx.doi.org/10.17275/per.24.20.11.2.

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The aim of this study is to examine the satisfaction level of instructors teaching English as a Foreign Language (EFL) online at the tertiary level in Türkiye. The mixed-method research design was used to understand the nature of the existing state. In the quantitative part of the study, a total of 106 EFL instructors were included while there were 7 EFL instructors in the qualitative part of the study. The data were obtained through the “Online Instructor Satisfaction Measure (OISM)”, and an interview form consisting of 8 open-ended questions. Descriptive statistics were used in the analysis

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Megawati, Fika. "Tertiary Level Exchange Students’ Perspectives on Self-Efficacy: Toward EFL Writing." Journal of English Educators Society 1, no. 2 (2016): 83. http://dx.doi.org/10.21070/jees.v1i2.441.

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This study aims to describe the students’ self-efficacy on their writing competence. Descriptive study was implemented by distributing closed-ended questionnaires in addition to interview and the result of writing task. The subjects of this study were three students from Thailand. The students’ responses in questionnaire were analyzed through frequency distribution and percentage. For the result of interview, it was transcribed in written form and used coding technique to classify the relevant points. The result of writing task became the supplementary data to confirm the findings and support

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AbuSahyon, Alia Sa’ad Eldin, Retaj Ali Almukhales, Shatha Saeed Makhashen, and Renad Ebraheem AlHarthi. "The Effect of Speaking Anxiety on EFL Saudi Learners' Performance." International Journal of Membrane Science and Technology 10, no. 3 (2023): 3212–22. http://dx.doi.org/10.15379/ijmst.v10i3.3233.

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Anxiety plays a significant role in students' oral performance and achievement in EFL speaking classes. This study applied a mixed-method approach using a questionnaire and semi-structured interviews in order to investigate tertiary level students' English language anxiety at Najran University. It also examines its main causes. In addition, it explores the effects of anxiety on students' performance in EFL classrooms and the role of gender differences on the level anxiety. The study reveals that the main factors that contribute to EFL speaking anxiety among Saudi EFL students are fear of negat

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Şenel, Esma. "An Investigation into EFL Students’ Burnout Levels and Their Academic Motivation at the Tertiary Level." Journal of Language Research 9, no. 1 (2025): 15–27. https://doi.org/10.51726/jlr.1575280.

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While researchers have studied burnout and motivation separately, little attention has been paid to how these factors interact in language learning environments. Understanding the interplay between burnout and motivation in the EFL context is highly relevant in light of the widespread shift to online learning during the COVID-19 pandemic. Thus, this study investigates the burnout and academic motivation levels of EFL students in terms of gender and language level variables, focusing on learners’ experiences during the COVID-19 process. The study took place at a foundation university and 66 stu

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Ahmed, Firoz, and Rahima Akter. "Assessing Content-Based Instruction (CBI) in the Context of Teaching English at the Tertiary Level of Bangladesh." DIU Journal of Humanities and Social Science 10, no. 1 (2023): 94–120. http://dx.doi.org/10.36481/diujhss.v10i1.qsn4ey02.

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This study aims to assess the English language outcome of Content-Based Instruction (CBI) among EFL learners of English at the tertiary level of Bangladesh and the problems involved in this process, where a group of students and teachers (existing) of English department were the focus of the study. To conduct this study, a mixed-method approach was applied where research instruments such as questionnaire and classroom observation were used. In total, 279 (students=260, teachers=19) respon dents participated in the survey questionnaires and classroom observations. The findings of this study sug

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Ahmed, Firoz, and Rahima Akter. "Assessing Content-Based Instruction (CBI) in the Context of Teaching English at the Tertiary Level of Bangladesh." DIU Journal of Humanities and Social Science 10, no. 1 (2023): 94–120. http://dx.doi.org/10.36481/qsn4ey02.

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This study aims to assess the English language outcome of Content-Based Instruction (CBI) among EFL learners of English at the tertiary level of Bangladesh and the problems involved in this process, where a group of students and teachers (existing) of English department were the focus of the study. To conduct this study, a mixed-method approach was applied where research instruments such as questionnaire and classroom observation were used. In total, 279 (students=260, teachers=19) respon dents participated in the survey questionnaires and classroom observations. The findings of this study sug

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Yesmin, Farjana, and Shahrina Afrin Siddique. "Possibility of Using Jam board for Interactive Remote EFL Teaching and Learning: A Survey of Students’ Perception." DIU Journal of Humanities and Social Science 10, no. 1 (2023): 1–17. http://dx.doi.org/10.36481/diujhssv0101.1pq3c961.

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COVID-19 has forced the world to encounter a new experience which has also brought an unforeseen revolution in the world education system. Traditional norms and practices of classroom teaching are being challenged continually. Chalkboards and whiteboards are now being replaced by multiple technological tools, teachers are delivering class lectures via various video teleconferencing software programs, and study materials are being published as pre-recorded video clips or uploaded on different sites. In such an era, Google Jam board can be utilized as a significant tool for transforming digital

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Yesmin, Farjana, and Shahrina Afrin Siddique. "Possibility of Using Jam board for Interactive Remote EFL Teaching and Learning: A Survey of Students’ Perception." DIU Journal of Humanities and Social Science 10, no. 1 (2023): 1–17. http://dx.doi.org/10.36481/1pq3c961.

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COVID-19 has forced the world to encounter a new experience which has also brought an unforeseen revolution in the world education system. Traditional norms and practices of classroom teaching are being challenged continually. Chalkboards and whiteboards are now being replaced by multiple technological tools, teachers are delivering class lectures via various video teleconferencing software programs, and study materials are being published as pre-recorded video clips or uploaded on different sites. In such an era, Google Jam board can be utilized as a significant tool for transforming digital

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Kamberi, Lulzime, and Majlinda Nuhiu. "PEER ASSESSMENT AT TERTIARY LEVEL." Knowledge International Journal 28, no. 7 (2018): 2325–29. http://dx.doi.org/10.35120/kij28072325l.

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Autonomous second language learning (SLL) is a topic of focus in every educational setting and almost universally supported by institutions and scholars in the whole world. One aspect of autonomous learning is peer evaluation (Harmer, 2001; Benson, 2001; Cottrall, 1999; Everhard&Murphy) Seeking to make students more autonomous leaners and take more responsibility for their learning, as well as assess the effect of peer assessment, on language acquisition, peer assessment has been introduced to student of the final semester of their studies. This paper reports initial results from a study i

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Kamberi, Lulzime, and Majlinda Nuhiu. "PEER ASSESSMENT AT TERTIARY LEVEL." Knowledge International Journal 28, no. 7 (2018): 2325–29. http://dx.doi.org/10.35120/kij29082325l.

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Autonomous second language learning (SLL) is a topic of focus in every educational setting and almost universally supported by institutions and scholars in the whole world. One aspect of autonomous learning is peer evaluation (Harmer, 2001; Benson, 2001; Cottrall, 1999; Everhard&Murphy) Seeking to make students more autonomous leaners and take more responsibility for their learning, as well as assess the effect of peer assessment, on language acquisition, peer assessment has been introduced to student of the final semester of their studies. This paper reports initial results from a study i

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Afrin, Shahida, and Susmita Saha. "Exploring Effective Pedagogical Approaches for Enhancing EFL Speaking Proficiency at the Tertiary Level in Bangladesh." British Journal of English Language Linguistics 13, no. 1 (2025): 1–16. https://doi.org/10.37745/bjel.2013/vol13n1116.

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In Bangladesh, students attend a wide range of public and private universities, where they often encounter challenges in speaking English at the tertiary level. Despite studying English for many years during school and college, many students struggle to speak English at the tertiary level. Improving speaking skills is essential for these students. This study aims to identify effective methods for enhancing speaking skills among tertiary-level students. This survey was conducted with 200 students from various public and private universities. The research employed both quantitative and qualitati

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Naz, Shehneela. "Role of Multimedia-Aided EFL Classrooms in Promoting Learners’ Interaction and Participation in Tertiary-Level Bangladeshi Students." Journal of Language Teaching and Research 14, no. 5 (2023): 1207–14. http://dx.doi.org/10.17507/jltr.1405.08.

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With the expansion of technology, multimedia has now reached every periphery of human life. The teaching-learning scenario in Bangladesh is no exception. There is hardly any higher educational institution that is devoid of multimedia. Technology is deemed a powerful tool for aiding EFL classroom instruction, as Joshi (2012) mentions how multimedia classrooms enhance “students’ chances for interacting with diverse texts, which further provide them a firm background in the tasks and contents of mainstream courses.” The intended study will, therefore, investigate technology’s role in promoting EF

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Angelovska, Tanja, Sarah Mercer, and Kyle Read Talbot. "Personality traits as predictors of language learner engagement." Language Learning in Higher Education 11, no. 2 (2021): 285–310. http://dx.doi.org/10.1515/cercles-2021-2026.

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Abstract Engagement is seen as a highly desirable outcome and process contributing to successful learning. In second language acquisition (SLA), we know comparatively little about the nature of engagement for learning a language, in particular the kind of individual differences in learners that account for variations in engagement. In this study, we investigate whether a relationship exists between the engagement of tertiary-level English as a Foreign Language (EFL) students and one key individual difference, student personality traits, as measured by Goldberg, Lewis R. 1992. The development o

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Khreisat, Mohammad N., and Sarjit Kaur. "English recreational reading habits of Arab Jordanian EFL tertiary students." Education, Business and Society: Contemporary Middle Eastern Issues 7, no. 1 (2014): 17–32. http://dx.doi.org/10.1108/ebs-08-2013-0030.

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Purpose – This study aims to investigate English recreational reading habits of Arab Jordanian EFL university students when classes are in session and during vacation, and the types of recreational reading they engage in. In addition, the study explores other relationships such as the relationship between reading habits and students ' cumulative grade point average (CGPA); and the effect of parents ' educational level and their time spent on reading. Design/methodology/approach – The respondents, comprising 225 third- and fourth-year English majors, completed an English recreational reading ha

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Ilham, Ilham. "IMPLEMENTING PROJECT-BASED LEARNING FOR EFL STUDENTS’ WRITING ACHIEVEMENT AT TERTIARY LEVEL." English Review: Journal of English Education 10, no. 3 (2022): 1003–12. http://dx.doi.org/10.25134/erjee.v10i3.6470.

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Writing is the process of recursively producing written work. This study aims to explore the effectiveness of project-based learning to elevate the students’ academic writing at the tertiary level and to know the students’ opinion of the implementation of project-based learning in teaching writing. A mixed method design is employed and it is conducted in twelve sessions. It involves thirty- eight students of the English Department of a private university in Mataram West Lombok, Indonesia who attend academic writing class in the academic year 2022-2023. Project-based learning through the Canva

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Perkasa, Abdul Gazam Diriadi, Nazriani Lubis, Rini Fadhillah Putri, and Teguh Satria Amin. "Tertiary Students’ Perception of Mobile Legend Game on Vocabulary Mastery." Indonesian Journal of ELT and Applied Linguistics 1, no. 2 (2022): 64–70. http://dx.doi.org/10.32696/ijeal.v1i2.1319.

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The phenomenon of mobile legend is quite widespread among tertiary students,because all of this game this game is using English, unique, and everyone interested to play this game. . The purpose of this research was to investigate students' perceptions of mobile legends on vocabulary. A qualitative research method with thematic analysis was applied in this research and the subjects of this research were four students of the Universitas Muslim Nusantara Al-Washliyah. Coming to different departments namely; 2 English students with higher experience in learning English, and 2 non English students

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TRIQUI, Fawzi Lahcène. "Assessing the Efficiency of E-Teaching at Tertiary Level in Algeria during Covid-19 Pandemic: The Case of EFL Teachers." ALTRALANG Journal 4, no. 01 (2022): 291–309. http://dx.doi.org/10.52919/altralang.v4i01.196.

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In Algeria, adopting e-teaching at the tertiary level could be quite challenging especially in the EFL context. In Fact, English courses in the different specialties - except English departments had been delivered exclusively online during both the first and second wave of the pandemic. This paper aimed to shed light on the efficiency of the online English courses from three angles: a. identifying the obstacles faced by the EFL teachers in course delivery, b. analyzing the students’ involvement, c. measuring the teaching achievement. In order to collect data, an online questionnaire was destin

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Elmahdi, Omer Elsheikh Hago, and Mohammed AbdAlgane. "Teaching Pronunciation to EFL Learners at the Tertiary Level: Perspectives of Professors at Saudi Universities." Journal of English Language Teaching and Applied Linguistics 6, no. 4 (2024): 86–95. http://dx.doi.org/10.32996/jeltal.2024.6.4.9.

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This study aimed to provide a novel, focused program for instructing English pronunciation to Saudi EFL university students, grounded upon identified mistake patterns. In addition, to execute the customized curriculum in pronunciation instruction for a group of Saudi EFL students. Furthermore, to evaluate the efficacy of the tailored curriculum by measuring enhancements in pronunciation accuracy. Additionally, to investigate the attitudes and experiences of EFL professors at various Saudi universities regarding the designated pronunciation curriculum using surveys. The researchers adopted the

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Khan, Afrida Lubaba, Md Mahadhi Hasan, Md Nakibul Islam, and Md Sharif Uddin. "Artificial Intelligence Tools in Developing English Writing Skills: Bangladeshi University EFL Students’ Perceptions." English Education: Jurnal Tadris Bahasa Inggris 17, no. 2 (2024): 345. https://doi.org/10.24042/ee-jtbi.v17i2.24369.

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Artificial intelligence technologies are advancing rapidly, and this advancement has led to the infiltration of AI tools in various educational sectors worldwide, influencing teaching methodologies and learning experiences. Bangladeshi tertiary-level EFL students, due to the educational and technological landscape in Bangladesh, face unique challenges and diverse perceptions. This study aims to address the gap in factual investigations concerning the effectiveness and acceptance of AI tools among Bangladeshi tertiary-level EFL students. While previous studies focused on language learning at a

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Lubis, Nazriani, and Asnarni Lubis. "WILLINGNESS TO COMMUNICATE PRACTICES: A CASE STUDY IN INDONESIAN EFL CLASSROOM." Majalah Ilmiah METHODA 13, no. 3 (2023): 314–18. http://dx.doi.org/10.46880/methoda.vol13no3.pp314-318.

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This present study aims to discuss Willingness to Communicate (WTC) practices by Indonesian EFL students in tertiary level. activity of EFL students carrying out WTC practices. The idea of WTC becomes the influential factors underlying EFL students’ involvement and participation with in the certain topics and certain situation. This study applied qualitative research method with thematic analysis approach, and two participants with specific criteria were chosen to answer the semi-structure interview. The emerging data was classified to drawing two themes; engaging with others in the classroom,

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Megawati, Fika, and Vidya Mandarani. "“WAYS FOR TERTIARY LEVEL STUDENTS IN BUILDING ENGLISH SPEAKING PERFORMANCE”." Script Journal: Journal of Linguistic and English Teaching 2, no. 2 (2017): 136. http://dx.doi.org/10.24903/sj.v2i2.111.

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Abstract: This study aims to find out the strategies used by tertiary level students in performing English communication. This research was a descriptive study involving English Education Study Program students. Data analysis included in-depth transcribing on the students’ speaking performance and the result of interview. The findings show that the communication strategies used in the conversation consisted of avoidance, paraphrase, borrowing, appeal for assistance, and mime. The common strategy lied on mime, while avoidance and paraphrase strategies were not frequently applied. The results sh

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Tuyen, Le Van, and Dang Ngoc Cat Tien. "An Investigation into Factors Demotivating Students in EFL Learning at Tertiary Level." International Journal of English Literature and Social Sciences 4, no. 3 (2019): 878–88. http://dx.doi.org/10.22161/ijels.4.3.45.

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Mark, Feng Teng. "Flipping the Classroom and Tertiary Level EFL Students’ Academic Performance and Satisfaction." Journal of AsiaTEFL 14, no. 4 (2017): 605–20. http://dx.doi.org/10.18823/asiatefl.2017.14.4.2.605.

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Korkmaz, Hüsem, and Murat Akbıyık. "Unlocking the Potential: Attitudes of Tertiary Level EFL Learners Towards Using AI in Language Learning." Participatory Educational Research 11, no. 6 (2024): 1–19. http://dx.doi.org/10.17275/per.24.76.11.6.

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In the current era of rapid change in which AI has become inevitable in foreign language education as in many aspects of life, this study, which aims to examine EFL learners’ attitudes towards AI and to analyse its future potential, was conducted with the participation of 772 English preparatory year students studying at A2, B1, and B2 levels in the schools of foreign languages of a state and a private (foundation) university in Türkiye. The data for the study were collected online through an attitude scale (MALL:AI) and an open-ended survey question. Quantitative results revealed that the par

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Muthmainnah, Nur, and Firmansyah Bayu Aji Manggala. "Positive Discipline Impact on Students’ Self-Esteem in EFL Class in Tertiary Level." IJIP : Indonesian Journal of Islamic Psychology 6, no. 1 (2024): 80–96. http://dx.doi.org/10.18326/ijip.v6i1.1817.

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This research investigates the impact of positive discipline on students’ self-esteem and how it is implemented. A pre-experimental study followed by observation was applied in this research. This research was carried out at an English department of an Islamic University in Salatiga, Indonesia. An English class consisting of 33 students was chosen through cluster random sampling, and an English teacher was the sampler of this research. The pre-post-test was given to 33 students and adapted from Sorensen’s Self-Esteem Questionnaire. The observation was also employed to gather further informatio

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Le, Tuyen Van. "The Need for a Change in Assessing Non-English Major Students at the Tertiary Level from Teachers’ Perspectives." Studies in English Language Teaching 2, no. 2 (2014): 216. http://dx.doi.org/10.22158/selt.v2n2p216.

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<p>Assessment is one of the six main components of an English as a foreign language (EFL) curriculum. It plays an important role in language education. Having the right techniques to assess students certainly supports learning. However, whether an institution or a department has an appropriate policy of assessing students, and a teacher has effective assessment techniques or not needs to be investigated through teachers’ opinions as well as real classroom observation. This paper aimed to explore how non-English major students were assessed regarding classroom assessment and achievement t

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KORKMAZ, Sedat, and Çiğdem KARATEPE. "Exploring the Pragmatic Awareness and Competence of EFL Instructors at Tertiary Level." Anadolu Journal Of Educational Sciences International 13, no. 1 (2023): 34–55. http://dx.doi.org/10.18039/ajesi.1086084.

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The aim of this study is to investigate the perceptions of EFL instructors employed in the Schools of Foreign Languages of various universities in Turkey concerning their awareness of pragmatics and pragmatic competence. The sequential mixed method design was used in this descriptive study. The researchers administered a 12-item questionnaire with 61 participants to collect the quantitative data. In addition, to delve into the results obtained from the quantitative data, a two-session focus group interview was conducted with 10 participants to obtain the qualitative data. With regards to data

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Yucedal, Hur Mustafa. "Integrating mobile assisted language learning (MALL) into EFL classes at a tertiary level." Revista Amazonia Investiga 12, no. 62 (2023): 92–104. http://dx.doi.org/10.34069/ai/2023.62.02.7.

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Mobile Assisted Language Learning (MALL) practices have gained increasing popularity thanks to the advancements in mobile technologies. Accordingly, a growing number of initiatives have been taken to integrate it into language learning process. However, a gap in the literature has been observed to measure the effects of MALL on students’ writing competence at a tertiary level in Iraq. To this aim, it was sought to pinpoint the influence of MALL on 60 Language Preparatory School students’ writing competence at TISHK International University by employing snowball sampling technique within 12 wee

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Truong, Ngoc Khanh Van, and Quang Thao Le. "Utilizing YouTube to Enhance English Speaking Skill: EFL Tertiary Students’ Practices and Perceptions." AsiaCALL Online Journal 13, no. 4 (2022): 7–31. http://dx.doi.org/10.54855/acoj.221342.

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In the 4.0 era, social media are becoming increasingly popular worldwide. For better learning, one way is to utilize these platforms, one of which is YouTube. This study aims to investigate the practices and perceptions of EFL university students who use the YouTube platform to boost their English-speaking skills. The study included a total of 106 EFL university students from various classes in different academic school years. The research used a questionnaire and a semi-structured interview as instruments to collect quantitative and qualitative data and determine the level of perceptions and

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Hardiyanto, Asep. "Listening Strategies Employed by the Students at the Tertiary Level in EFL Setting." Journal of English Education, Literature and Linguistics 4, no. 1 (2021): 87–94. http://dx.doi.org/10.31540/jeell.v4i1.1217.

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The objective of this research is to investigate the listening strategies employed by the students at the tertiary level in EFL setting. The current study used descriptive approach which involved six students. They are the representative from the low, medium and high ability students. To achieve the objective of this research, the researchers used interview guideline as the instrument to collect the data. The findings showed that from those six strategies, there were only five strategies which are employed by the students; namely social startegy, cognitive strategy, compensation strategy, meta

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