International Journal of Second and Foreign Language Education
International Journal of Second and Foreign Language Education (IJSFLE) is an interdisciplinary journal of second and foreign language education studies, a peer-reviewed journal of international scope. It focuses on main areas of research in second and foreign language teaching and learning including language acquisition theories, instructional pedagogies, and methodologies, curriculum development, innovative approaches to language education. IJSFLE provides a forum for high-quality theoretical and experimental research and discussion on topics investigating and exploring applied linguistic theories as well as second and foreign language education. It brings forward new insights into applied linguistics and to second and foreign language education. Applied linguistics, second language acquisition, educational linguistics, foreign language learning and teaching, and many others are the disciples covered in this specialized scientific journal.
Mokslines Leidybos Deimantas (Diamond Scientific Publication)
Cultivating Global Citizens: Sustainable Development in Foreign Language Education
This paper examines classroom practices at a private mid-size university in Japan, illustrating how environmental, social, and cultural aspects of sustainability can be integrated into an intermediate-level English course. Through a content-based approach, students research global issues, developing language skills, research abilities, and critical thinking. The curriculum promotes learner autonomy through self-awareness, vocabulary development, and collaboration. Students explore topics such as pollution, water scarcity, and social justice, presenting their findings in diverse formats. Despite challenges in language proficiency and research skills, the integration of sustainability education enhanced linguistic and cultural competence, promoted autonomy, and encouraged critical engagement with local and global issues. The paper emphasizes the importance of institutional support, teacher training, and reflective teaching for the effective implementation of Education for Sustainable Development (ESD). This adaptable approach fosters global citizenship and prepares students to tackle sustainability challenges.
Copyright (c) 2025 Zorana Vasiljevic https://creativecommons.org/licenses/by/4.0
The Effects of Conversational Implicature Training on the development of TEFL Omani Students’ Language Proficiency and Pragmatic Competence
According to several EFL scholars in pragmatics, pragmatic competence is seen as an essential part which a foreign language teacher should have. One of the basic areas in pragmatics is Gricean conversational implicatures. Hence, the current research aims to investigate the effects of interpreting conversational implicature training (TEFL) on the development of Omani Undergraduate Students Pragmatic Competence and Language Proficiency. The participants of the study were 20 undergraduate students from Sultan Qaboos University. Two instruments were used in this research, the TOEIC test for language proficiency and the pragmatic competence test. The two tests were given to the students as pre-test and post-test and then both results were compared. The findings of the study statically proved that there is an effect of instructional implicature on students' pragmatic competence and their language proficiency development. In addition, the findings show that a significant correlation occurred, at the level of 0.720, between the pragmatic competence of the participants and their language proficiency. Based on the findings, TEFL teachers should have sufficient pragmatic competence knowledge through their study program. Consequently, it is suggested that there should be more research on this topic in the Omani context.
English foreign language teachers (EFLT)
Copyright (c) 2025 Ayuob Yaqoob Al-Rashdi, Najah Salim Al-Syiabi https://creativecommons.org/licenses/by/4.0
Cooperative and Project-Based Learning Strategies and Students’ Academic Performance in Composition Writing in Rivers State
This paper investigated the Cooperative and Project-based Learning Strategies and Students’ Academic Performance in Composition Writing in Rivers State. The study was conducted in Obio/Akpor local government area of Rivers State. The study adopted the quasi-experimental pretest and post-test control group research design. The population for the study was 14,227. A sample size of 210 students was chosen for this study, using the stratified sampling technique. This consisted of two experimental groups and one control group. The instrument used for data collection was English composition writing performance test (ECWPT). The Instrument’s reliability was tested using kuder-Richardson-20 formula with a reliability co-efficient of 0.89. Six research questions and six hypotheses showed the effectiveness of the co-operative learning strategy in teaching and learning composition writing, followed by the project-based learning strategy. The experimental groups’ mean difference is statistically significant from the control group. The mean and standard deviation answered the research questions while the analysis of co-variance (ANCOVA) was used to test for hypotheses. From the findings of the study, the co-operative strategy was found effective for improvement of English composition but the Joint use of Cooperative and Project-based strategies was more effective in practicing composition writing. Therefore, it is recommended that both strategies be used in the teaching and learning of composition writing with special attention given to the co-operative strategy. This should be taken seriously in order to bring back the glory of English language and education in Nigeria, especially the writing skill that is currently being neglected.
Copyright (c) 2025 Chioma Chukueggu, DR. EXCELOKOYE ONYINYECHI BLESSING https://creativecommons.org/licenses/by/4.0
Optimizing Foreign Language Training for Kazakhstan Military Personnel to Improve Operational Efficiency
In an increasingly interconnected world, proficiency in foreign languages is vital for military personnel engaged in multinational operations. This study examines the foreign language training priorities for Kazakhstan’s military, considering the nation’s geopolitical alignments, international collaborations, and operational needs. With Russian already widely spoken, the research identifies English, Arabic, Mandarin, and French as critical languages for enhancing military effectiveness. A mixed-methods approach, incorporating surveys of 55 Kazakh military personnel, was used to evaluate linguistic requirements in key areas such as regional security dynamics, joint operations, equipment use, and peacekeeping deployments. The findings underscore the strategic importance of English as the primary language for global military communication, followed by Arabic for Middle Eastern operations and French for peacekeeping in Francophone regions. Mandarin is noted for its relevance in Chinese collaborations and equipment management. Recommendations include tailored training programs emphasizing English proficiency, targeted instruction in Arabic and French, and strategic resource allocation. While the study provides actionable insights, limitations such as sample size and subjective responses highlight the need for broader research. This work contributes to optimizing language training for Kazakhstan’s military, enabling effective participation in international missions and collaborations.
Copyright (c) 2025 Sarabjit Singh Walia, Margarita Kuptikbayeva https://creativecommons.org/licenses/by/4.0
Enhancing Metalinguistic Awareness Through Microlearning: A Comparative Analysis of Catalan Acquisition Between Multilingual French and English Learners
Knowing that previously learned languages may influence and support language learning among multilingual learners, equipping educators with diverse tools and resources empowers them to make more informed decisions in facilitating language learning. This holds particular significance in the case of minority languages like Catalan, where resource availability tends to be more restricted. This paper presents the findings of a project aimed at identifying the specific needs of multilingual B1 learners of Catalan. Using a comprehensive five-way classification system, the study compares the written productions of multilingual learners from different linguistic backgrounds (English and French L1 learners of Catalan). Analyses revealed a similar pattern regarding the nature of the errors, with incorrect word selections at the lexical-semantic, syntactic, and orthographic levels being the most frequent. Both groups differ significantly in terms of the distribution of errors; however, they did not differ when the analyses were conducted by error types. In both cases, the most frequent error was the lexical-semantic misselections, with false analogies and incomplete applications of rules explaining the errors. These findings led to the creation of just-in-time microlearning capsules tailored to address these issues. The microlearning capsules were designed to enhance students' metalinguistic awareness. Students' and teachers' perceptions of the tool were also assessed, and both groups predominantly viewed interlinguistic information as beneficial to language learning. This project highlights how microlearning, tailored to frequent errors, can bolster multilingual learners' acquisition and provides promising tools for language teaching.
technological tools in foreign language teaching
Copyright (c) 2024 Nancy Gagné, Anna Joan Casademont https://creativecommons.org/licenses/by/4.0
Translating English Articles from Mongolian: A Case Study of Natsagdorj’s Shuvuun Saaral
This study investigates the complexities involved in translating English articles into Mongolian, focusing on Natsagdorj D.’s seminal work, Shuvuun Saaral. The absence of articles in Mongolian presents significant challenges for translators, educators, and learners, necessitating sophisticated linguistic strategies to convey intended meanings accurately. By analyzing sentences from the Mongolian novel translated into English by Western Washington University, this study explores the translation of indefinite, definite, and zero articles. The theoretical framework integrates Hawkins' (1978) referential or location theory and Bickerton's (1981) language roots theory. This study provides insights into contextual meaning conveyance, elucidates how English definite articles are translated into Mongolian, and interprets the strategies employed by translators, along with the challenges and opportunities in article translation.
Copyright (c) 2024 Nomindari Byambasaikhan, Enkhbaatar Tsedenbazar, Mungunchimeg Amar https://creativecommons.org/licenses/by/4.0
Analysis of Punctuation and Spelling Errors Associated with Academic Writing among Iraqi EFL Learners
The present study aims to analyse and find punctuation and spelling errors EFL learners face in their academic writing as part of English proficiency tests. A quantitative method was adopted to implement the research objective. 117 written samples were collected and analysed. The participants were 82 females and 35 males. The average age is 23 to 37 years. The results showed different kinds of errors and challenges. The present study concerns limited errors and challenges: punctuation and spelling errors. The findings show a large prevalence of punctuation and spelling errors among Iraqi EFL learners. The most common errors using punctuation marks were using capital letters (54.72%), commas (25. 71%), and periods (19.58%). In terms of spelling errors, omission recorded the highest percentage of errors (40.9%), followed by substitution (30.5%), transposition (15.0), and insertion (13.6%).
Copyright (c) 2024 Bareq Raad Raheem, Zanyar Nathir Ghafar https://creativecommons.org/licenses/by/4.0
Investigating Preparatory Year Saudi Students’ Preferences Towards Different Feedback Methods to Improve Their Writing in EFL Classrooms
This research aims to determine the most effective type of feedback for enhancing the writing skills of the students of English as a Foreign Language (EFL) in Saudi Arabia. The study investigates preparatory year students' attitudes towards different feedback types, direct comments, indirect suggestions, and metalinguistic feedback. By analyzing the effectiveness of these feedback methods, educators can improve EFL education in Saudi Arabia. The research employs a mixed methods approach, involving interviews with seven teachers and a questionnaire administered to students. Findings from previous studies on feedback effectiveness were reviewed to provide insights for instructional practices. Ultimately, the study intends to provide valuable insights into the feedback methods employed in the EFL writing classes in Saudi Arabia. The findings show that teachers tend to prefer indirect feedback, while 75% of male students favor direct feedback and 66.7% of female students prefer metalinguistic feedback. However, indirect feedback was ranked as the second favorite type by both male students, who accounted for 15%, and female students, who accounted for 20%. Overall, indirect comments appear to be the most effective as they allow students to reflect on their mistakes and discover the correct answers, enhancing their learning experience. To establish more reliable and valid results, the researchers recommend repeating the study with a larger sample of participants.
Copyright (c) 2024 Alaa Waleed Alhazmi https://creativecommons.org/licenses/by/4.0
Driving Digitalization: Action Research to Innovate Pronunciation Pedagogies by Building a Virtual Voice Laboratory
This paper explores the potential of digitalization in supporting English as a Second Language (ESL) students' development of pronunciation skills through a parallel action research. The author created a Virtual Voice Laboratory (VVL) platform to innovate pronunciation pedagogies in higher education; and simultaneously conducted an ongoing action research study to examine three research questions. The questions examined the efficacy of the VVL in facilitating blended learning, self-directed practice, and self-evaluation within a pronunciation course, and its impact on student engagement, participation, and pronunciation skill development. This VVL as a tailormade digital platform was implemented with undergraduate ESL students in Hong Kong's higher education context. It enabled blended learning, wherein students engaged with the mechanics and articulatory movements essential for improving English pronunciation through self-directed practice using the VVL. Adopting an action research methodology, the study investigated the process of implementing digitalization and blended learning strategies. This was achieved through the analysis of student recordings, sound chart comparisons, and qualitative-quantitative feedback collected during a pilot study. The findings reveal nuances of student experiences, their learning trajectories, and the results from the pilot study, illuminating the impacts and outcomes facilitated by the e-learning approach. The research holds valuable implications for integrating digitalization and blended learning in language education, contributing to the ongoing scholarly dialogue on the transformative potential of technology-mediated approaches in fostering dynamic and impactful learning experiences for diverse student populations.
Teaching English as a Second Language (TESL)
Copyright (c) 2024 Angel Yim Hung Fan https://creativecommons.org/licenses/by/4.0
Evaluating the Impact of AI Tools on Language Proficiency and Intercultural Communication in Second Language Education
This study investigates the impact of AI-driven tools, including Duolingo, Rosetta Stone, and ChatGPT, on enhancing language proficiency and intercultural communication in educational settings. Through a mixed-methods approach involving 200 participants, significant improvements in language skills and cultural understanding were observed, with students responding more positively to these tools than educators. The results underscore the effectiveness of AI in delivering personalized learning experiences and facilitating real-world conversational practice. However, the study also highlights the necessity of integrating AI tools thoughtfully into curricula, accompanied by continuous teacher training. Ethical considerations, such as data privacy, AI bias, and equitable access, are discussed, with recommendations to ensure these technologies promote inclusive and equitable educational practices. The paper concludes with a call for future research to explore the long-term impacts of AI on language learning and intercultural competence.
Copyright (c) 2024 Michail St. Fountoulakis https://creativecommons.org/licenses/by/4.0
English Language and Career Development in African Higher Education: An Overview
The internationalization of higher education in most countries is linked to the “global interests” that supplement the supremacy of the English language above academic research functions including conventional research and publications. This paper aims to (1) describe the rationale behind the adoption of the English language in higher education, and (2) to understand the relationship between the English language and career development at African universities. This overview article analyzed relevant resources sourced from databases such as Scopus, Google Scholar, and Web of Science from January 2022 to July 2022 using the PQRS framework as an analytical tool. The analysis of the academic resources identified five main reasons for the adoption of the English language adoption in African universities: ideology, institutional integration, the knowledge society; globalization, and financial dependence. However, there are diverse views about the effect of the English language and career development in universities in Portuguese-speaking countries such as Mozambique. The paper concludes with challenges of English adoption and improvement of language policy schemes for research and publication in a Portuguese-speaking university.
Copyright (c) 2024 Ricardo Pinto Mario Covele, Langa, Patrick https://creativecommons.org/licenses/by/4.0
Extension Project Based on Flipped Classroom to the Development of Hard and Soft Skills in Brazilian Outskirts: Case studies
The pandemic has brought many consequences for society, especially in education for those that are less fortunate. In Brazil, public policy measures taken weren't enough to help an expressive percentual number of students in their academy journey during the pandemic. Giving this, this paper presents a teaching-learning model based on flipped classroom to the development of hard and soft skills in universities students and young people from Brazilian outskirts, helping to fill the gap left by the insufficient educational formation during the pandemic and encouraging them to start a higher education, especially in the IT market, which is a promising area with many opportunities. In the proposed model, university students learn by themselves, instructed by professors, about IT area content and then, beyond bringing the content to be discussed in the classroom, from the traditional flipped classroom method, they also have to give lessons about the content they learned to underprivileged young people from the outskirts. Three case studies were carried out by this paper, with outskirts from three states of Brazil. Results show that the model is scalable and therefore, can be applied in different communities with small adaptations. It could be observed that university students developed many skills by participating on the project and young people from the outskirts learned new contents, developed their confidence and their motivation to start higher education and some of them even got job opportunities because of the project. The study demonstrated a class attendance rate exceeding 70%, with over 75% of students from the three case studies expressing satisfaction with their participation in the project.
Copyright (c) 2023 Samara Soares Leal, Rafaela Priscila Cruz Moreira, Leonardo Albernaz Amaral, Jataiza de Arruda Barbosa, Thalita Pereira Alves, Isaque Moutta de Matos, Sergio Cristiano Pereira https://creativecommons.org/licenses/by/4.0
Synthetic Phonics: A Glimpse on its Effectiveness in Teaching Young Learners to Read in English as a Foreign Language
Developing reading skills from an early age of schooling seems to be of paramount importance for acquiring proper literacy. As reading proves to be a complex skill to learn, the spotlight has been put on different approaches that teach young learners to read, especially in English-speaking countries. One of these approaches is Synthetic Phonics, which seems to be the most beneficial program in reading instruction. However, little research has been carried out in terms of its effectiveness to teach to read in English as a Foreign Language (EFL). This paper examines the benefits of implementing synthetic phonics in teaching learners of EFL to read. The main purpose of this investigation is to assess the effectiveness of this approach in teaching EFL learners to read in English, improving reading skills such as fluency and accuracy. For this purpose, 11 students attending Year 1 in a non-denominational co-ed bilingual school in the city of Hurlingham participated in this qualitative study. This group of students took part in a screening check to identify the sounds that were not being correctly decoded. Six remedial sessions were carried out in order to work on these specific sounds and students were tested again. Findings indicate that synthetic phonics was beneficial and, as a result, the students showed a significant increase in accuracy when decoding. The conclusion reached supports the implementation of this programme in EFL reading instruction.
Copyright (c) 2023 María Fátima del Valle Agüero, Agustina Francioni https://creativecommons.org/licenses/by/4.0
Voices from University Classrooms on Effects of Multimodality on Polylingual EAL College Students’ Meaning Making
This IRB-approved qualitative case study was grounded in Vygotsky’s (1978; 1987) socio-cultural constructivism theory and New London Group (1996) postulates of multiliteracies. The participants in this project were 12 domestic and international polylingual English as an Additional Language students at a public university in one of the north-eastern states in the United States of America. The data was collected via site and participant observations, analytical notes and memos, surveys, audio-recorded and transcribed interviews, and artifacts in the forms of the reading comprehension tests to two different texts. One of the texts was supported by an audio recording, another one had a video support with the sound track. All the data was coded using Saldaña’s (2012) thematic and value coding and triangulated in the process of analysis. The findings of this study indicated that all 12 research participants strongly relied on the means of multimodality while reading the texts and working with the comprehension test questions. All participants in this study found video mode as most helpful to them, followed by the auditory one in the process of their meaning making of the text, which they found complex. Major implication of this study is that multimodality needs to be embedded in the higher education curriculums in order to assist students, including but not limited to the polylingual EAL leaners with reading and meaning making.
Copyright (c) 2023 Olga Gould-Yakovleva https://creativecommons.org/licenses/by/4.0
Implementing Online Tools to the Pre-writing Stage: An Investigation into Online Writing Classes
Writing is considered one of the most challenging skills for second and/ or foreign-language learners, particularly in the online environment. Numerous researchers worldwide have explored how to stimulate students' schemata and develop their writing skills. This study critically investigates the contribution of implementing online tools, such as Padlet and Jamboard, during the pre-writing stage to enhance students' writing abilities and their reactions to this application. A seven-week experimental research design was conducted with two online writing classes using the Zoom platform. The participants were 62 pre-intermediate students in the Intensive English program. T-tests were used to analyse the data, and a survey was administered to students in the experimental group at the end of week 7 to gather their perceptions. The findings revealed that integrating Padlet and Jamboard positively impacted the organisation and content of students' written texts. The survey results showed that most students were satisfied with the effectiveness of the lessons and their level of engagement in class. This study highlights the potential of technology integration in teaching writing, especially during the pre-writing stage, and suggests further research in this area.
Copyright (c) 2023 International Journal of Second and Foreign Language Education
Factors and Reasons Influencing Thai EFL University Students' Use of Language Learning Strategies
The present study has the following goals: 1) To consider the variety of language learning strategies and their relative frequencies as chosen by English majors studying at public universities in the northeast of Thailand; 2) to understand what may be the underlying factors that guide these choices as reported by the participants; and 3) to answer why those strategies and their frequencies. The participants were 579 students at 6 public universities in the northeast of Thailand, all of whom majored in English. The tools to gather the data were a background information questionnaire, LLS questionnaire and semi-structured interviews. A selective sample of 30 participants took part in the guided lightly-structured interviews. The tools used for a quantitative analysis were obvious descriptive data and factor analysis. Further analysis of the qualitative results were done using content and thematic analyses. The quantitative results tell us that their overall use of language learning strategies were at a predictable moderate frequency of overall use and only small variations at category levels. At the individual level, high frequencies were reported for 6 strategies, moderate usage for 37 strategies and infrequent to zero usage were shown for 2 strategies. Four underlying factors where derived from a factor analysis. The qualitative results revealed that 16 reasons can be ascertained for the frequent use of certain strategies, and 3 reasons for infrequently used strategies.
Foreign Language Teaching in the Dynamics of Curricular Changes in Pre-Primary and Primary Education in Slovakia
The paper focuses on the issue of foreign language teaching in primary and pre-primary education. The research analysed the national concept of promoting foreign language education in Slovakia since the 1990s. The methodology was based on a content analysis of curriculum documents and their accompanying methodological materials. The research tool allowed us to define and describe the indicators in the diachronic aspect in terms of the main objectives, forms, methods and content of foreign language teaching. The article presents the results of analysis of documents on teaching foreign languages in primary and pre-primary education in Slovak conditions. They provide the basis for the possibilities of solving the current state of centrally institutionalised foreign language teaching regarding the interests and needs of the target groups. The discussion discursively confronts the current challenges and trends of foreign language teaching in national conditions.
Do Native and Non-Native English Speaker Teachers Really Matter?: EFL Chinese Undergraduate Students' Perceptions in A Sino-Foreign University
This descriptive-exploratory paper investigated Wenzhou-Kean University students' perceptions of their Native English Speaking Teachers (NESTs) and Non-Native English Speaking Teachers (NNESTs) in the aspects of linguistic, teaching, and personal factors. The mixed method collected information from 400 survey respondents and 16 interviews. Many agreed they learn better authentic pronunciation from NESTs' fluency and pronunciation, while more than half perceived NNESTs could better teach EFL students to remember and use words in sentence construction. About half claimed that NNESTs prepared teaching materials are more understandable because of their sensitivity to the EFL students' English language learning difficulties. Many students perceived that NESTs employ more engaging teaching methods to explain lessons with better clarity and effective student learning. Many felt nervous talking to NESTs because of possible misunderstandings from language barriers. A majority agreed that NNESTs' competence and overseas working experience make their qualifications comparable to NESTs in English language teaching.
Copyright (c) 2022 International Journal of Second and Foreign Language Education
Teacher’s Role in Eliminating Stereotypes in Class
The paper Teacher’s Role in Eliminating Stereotypes in Class deals with stereotypes in education, takes a closer look at gender stereotypes in EFL, and focuses on the teacher’s role in eliminating stereotypes in the classroom. A major part of children’s socialisation occurs in schools, through formal education. School is the place where children consciously and unconsciously learn about stereotypes. This paper examines whether stereotypes exist in school, in EFL, and in what way and how to overcome them. In the beginning it describes stereotyping, sexism, gender roles and how they are present in the (EFL) classroom. It furthermore discusses the problem of stereotypes and sexism in education and the period of middle childhood in terms of the development of self-image. The central part of the paper focuses on ways of overcoming stereotypes in the EFL classroom and emphasises the role of the teacher. In terms of methodology, the paper is theoretical in nature and uses the descriptive and comparative research method as it describes some findings on the topic and comparative research method when comparing professional and scientific findings of different authors. The paper also provides some examples and is an output of the author’s ongoing personal research and work in the area of English language teaching.
Copyright (c) 2021 International Journal of Second and Foreign Language Education
Motivation Profile of Education Degree Students in English Language Learning
The adoption of the English language as lingua franca, has increased the demand for English language teachers, however, the percentage of Education Degree students electing to specialize in English has dropped considerably. The objective of this research is two-fold: to tackle motivation factors which influence ELL in Primary and Early Childhood Education Degree students, and, to analyse any differences in motivation patterns between these degrees. Drawing on Dörnyei’s L2 motivation self-system (2005, 2009), a questionnaire was elaborated to explore 12 factors which influence motivation in ELL. 106 Education Degree students took part in this study. The results obtained showed that there were 7 factors which explain the model’s variance. While Primary Education Degree students opted for career opportunities abroad, living-abroad experiences, and previous L2 learning experiences; Early Childhood Education Degree students chose previous experiences in L2 learning, sociocultural interest and L2 anxiety.
Unequal Adjustments: The Effect of “Unequal Englishes” on the Adjustment of 7th Grade Students to a STEM High School and its Implications on the STEM Curriculum
Mother Tongue-Based Multilingual Education (MTB-MLE), however effective for English learning, may have a negative effect on students’ English proficiency over time. This could also increase the difficulty for students transitioning to STEM-based high schools that prioritize a more English-oriented pedagogy. It may lead to “Unequal Englishes'', where social class affects English skills. Current studies lack an in-depth discussion on the effect of "Unequal Englishes'' on students’ adjustment to an English-oriented curriculum. Through interview and content analysis, data was collected to analyze the students’ adjustment period and methods to ease their transition to an English-oriented pedagogy. The students had different levels of English demonstrating “Unequal Englishes” and experienced challenges due to limited vocabulary. Increased exposure to English and online sources aided in understanding technical English words. STEM-based schools worldwide that use an English-oriented pedagogy can use the results to create an English curriculum more inclusive, fair, and liberating for all students.
Interactional modifications between ESL learners in the specification of negotiation of meaning and negative feedback
This project is designed to analyze the interactional modifications in English conversation between two adult Hong Kong ESL learners with varied language proficiency levels. A consensus task relating to the cultural topics was assigned, and the participants were required to come up with an agreement within a limited time. The host has taken an observant role in the interaction and rarely interferes with the discussion. The speech data is recorded and transcribed. It is hypothesized that (1) the subjects could attain the intended communicative goal and (2) the subject with relatively higher language proficiency would take an initiative role during the negotiation of meanings. The analysis session focuses on investigating three main types of interactional modifications: clarification requests, recasts, and explicit correction while the emergence and the effectiveness of different types of interactional modifications are also evaluated. It is observed that implicit feedback like clarification requests and recast appear more frequently compared with explicit feedback in adult communication. Nonetheless, a recast might sometimes be omitted if the recipients tend to focus on the content instead of the form of English or when a long recast is involved. Hence, it is reflected that a short and precise recast should be adopted to give effective feedback in the communication.
Enhancing Professional Communication Skills in Teaching English for Specific Purposes
The main goal of the paper is to discuss the topic of enhancing communication skills in foreign language learning, especially in English for Specific Purposes (ESP). In ESP, professional-patient communication is essential, inevitable, and a basic requirement for productivity. Through conducting a case study involving different groups of English for Healthcare Purposes (EHP) students, information will be collected regarding student needs, the challenges they face, and their commitment to professional-patient communication. The results of the case study will identify new strategies that students can implement to develop their skills. The participation of a simulated patient (SP), a new and integral part of the course, is an important aspect of the study. Teaching professional communication techniques through specific language activities also plays an important role in the study. The ideas and materials presented could be useful for foreign language teaching for specific purposes and also within the broader context of general foreign language teaching.
Strategies for Reducing Cognitive Overload in the Online Language Learning Classroom
As a result of the COVID-19 pandemic, foreign language courses were among the many types of classes that teachers adapted to online learning environments. Online instruction can impede learning and lower student outcomes for a variety of reasons, one of which is cognitive overload. Cognitive overload occurs when learners are given more information or tasks to process than they are capable of managing. Cognitive overload can occur during face-to-face instruction but runs a high risk of occurring in online language learning situations because of the additional complexities associated with processing a foreign language and participating in an online class. This paper briefly outlines why online language classes can be prone to causing cognitive overload among learners. Next, strategies that were used to reduce the risk of cognitive overload among English learners in first-year language courses at a university in Japan are discussed; namely, pre-task activities, allowing the use of students’ first language, and collaborative learning. To attempt to gain an idea of the effectiveness of these approaches, the average grades from online courses of the fall 2020 semester are compared to the average grades from mostly face-to-face courses of the fall 2021 semester.
Analysis of present English language curriculum of upper-secondary education in Mongolia
Several changes have been made within short periods in the education sector of Mongolia. In the last decade, two curriculum reforms were adopted to strengthen the education system and improve the quality of the curriculum. Thus, the current English language curriculum of upper-secondary education has adopted a competency-based approach. This approach has been reflected significantly in the area of education, particularly curriculum. It was developed by aligning with the Common European Framework of Reference Languages. The present article aims to investigate the influence of the Common European Framework of Reference for Languages in the English language curriculum of upper-secondary education and to acquire a better understanding of the upper-secondary English language curriculum. It embraces document analysis which is a form of qualitative research. As it applies this methodological approach, it aspires to provide possible implications of the hermeneutic perspective to respond more effectively to the English language teaching and learning in Mongolia.
The Impact of Spelling-related Language Learning Strategies on Improving Dictation Abilities of Young Iranian EFL Learners, Teacher and Students Perspective
Generating a range of various functions, spelling and dictation have both been used as a technique to help improve language skills. Dictation is extensively different from spelling, although their similarities cannot be denied. The purpose of this study was to explore whether spelling-related language learning strategies affect dictation abilities of young Iranian EFL learners. After selecting thirty-five learners out of forty-six participants through an online Cambridge Key English Test (KET) during Covid-19 pandemic lockdowns, the experimental and control groups were randomly formed. Kristin-F Anderson’s questionnaire was implemented along with Kimura’s six-minute partial dictation test as pretest and posttest for the two groups. The treatment included teaching the same course book for both groups by means of a special program for the experimental group to be involved more in spelling- related learning activities. The findings through the independent-samples t-test, and repeated measures ANOVA run on the data collected in this study revealed that all null hypotheses were rejected and consequently the spelling strategies significantly affected the improvement of learners’ dictation ability.
The Use of “in Fact” in Argumentative Writing Produced by Students from the Institute for Applied Pedagogy, University of Burundi
Research has shown that foreign language learners have a number of challenges in the use of connectors in writing. This paper investigates how students from the Institute of Applied Pedagogy at the University of Burundi use in fact in argumentative writing, with focus on frequency and accuracy level. Adopting a corpus linguistic approach, the study is based on essays which were written by first, second- and third-year students in response to two writing tasks. The size of the corpus amounts to 622 essays totaling 306, 664 word-tokens. This corpus was searched using Antconc tool on the basis of a list of 95 connectors classified into 6 categories. This list was obtained by considering several connector frameworks. The results of this study indicate that in fact is one of the most frequently used connectors in the targeted students’ writing. Another discovery is that in fact is, in most cases, used at the initial position, whether at sentence or paragraph level. It is rarely used in medial position and never in final position. Moreover, the study shows that the students investigated used in fact to introduce the first supporting paragraph of their essays which is inaccurate given that the function of in fact is to add more detailed information to a point. Finally, the study reveals that most learners are aware of the fact that in fact has to be followed by a comma. Based on these results, a few recommendations are made for teaching and future research.
Lebanese University Non-English Speaking Students Experience with E-Technology-Driven Lectures Delivered in the English Medium of Instruction: Students’ Perspectives
The study’s objective was to investigate the challenges virtual online learning has on the English Foreign Language (EFL) students studying their primary course majors in the English Medium of Instruction (EMI) at the Lebanese University. The study aimed to explore the unprecedented implication brought on by COVID-19 on the immediate substitution of face-to-face in-class instruction to the synchronous virtual classroom. The study was concerned with students' overall attitude towards distance learning, the implications they may have faced that would have contributed to their lack of online attendance, challenges, and how confident they acquired the course content in its entirety. Lebanese university students from various faculty majors participated in the study. One hundred thirty-three students took part in the quantitative questionnaire with 22 question item statements to determine the hypotheses of this study. The data presented were analyzed regarding the profile of the Lebanese university student. The findings indicate that students favor face-to-face in-class learning over online learning. The results further highlight that the instructors dominate the lectures, students are either disqualified or are not initiating discussion or eliciting course-related questions, and their learning experience is interrupted by their lack of computer proficiency, motivation, or economic marginalization. In conclusion, the findings stipulate that in E-learning, students lacked learning autonomy, motivation, and commitment towards the course major of study delivered through a virtual classroom. In parallel to the findings, the study provided implications, limitations, and future directions.
A Suggested Model for Teaching EFL to Syrian Refugee Learners in Egypt
Syrian refugee learners are allowed to join Egyptian governmental schools. However, some Egyptian teachers cannot meet Syrian refugee learners’ needs. Most of the teachers are unaware of refugee responsive teaching competencies (RRTCs). Accordingly, the present study attempted to identify Syrian refugee learners’ needs and refugee responsive teaching competencies to suggest a refugee responsive teaching competencies model (RRTCM). The study utilized a pre-post one-group design. The study recruited (n=76) EFL student teachers from October 6 University, (n=21) Syrian refugee learners, and 64 in-service teachers of refugees. For data collection, a refugee learners’ needs assessment questionnaire and a refugee responsive teaching competencies knowledge test (RRTCKT) were developed. Findings revealed that the Syrian refugee learners identified 21 needs involving safety, social, cultural, psychological, personal, and educational needs. The suggested refugee responsive teaching model was effective in developing EFL student teachers’ RRTCs knowledge.
The Role of ‘Think-Pair-Share’ in Enhancing the Moroccan University Students’ Speaking Skills in Online Classes
Speaking English as a foreign language presents one of the most common challenges for learners of English due to many factors related to their perception of the teacher as “a sage on the stage,” their own shyness, a lack of appropriate vocabulary and accurate grammar, and a lack of cooperative learning skills. To help students remedy this problem, the Think-Pair-Share’ strategy was used in this study of online classes during the COVID 19 pandemic. Research has demonstrated that learners can improve their speaking skills and learn more effectively through meaningful collaboration and sharing. This study aims to investigate the role of the Think-Pair-Share’ approach in promoting students’ speaking skills. The study adopts a qualitative approach and addresses the following two research questions: (i) To what extent does the Think-Pair- Share help in improving students’ speaking skills? (ii) How can this improvement be justified? Twenty-eight first-year Moroccan university students took part in this study. The research instruments used combined pre- and post-speaking tests, students’ self-evaluation, and classroom observations. Data were video recorded, analysed qualitatively using the FCE speaking-assessment criteria, and compared to the students’ self- evaluation of their own performance. The results show that the Think-Pair-Share strategy enabled predominantly average and weak students to exchange their views on a range of familiar topics with more ease, confidence, and fluency using more appropriate vocabulary and a clearer organisation of ideas. Although the learners still had problems with their pronunciation and accurate grammar, they demonstrated better interactive communication.