Search

Little is known about how the assessment modality, i. e., computer-based (CB) and paper-based (PB) tests, affects language teachers' scorings, perceptions, and preferences and, therefore, the validity and fairness of classroom writing assessments. The present mixed-methods study used Shaw and Weir's (2007) sociocognitive writing test validation framework to examine the scoring and consequential validity evidence of CB and PB writing tests in EFL classroom assessment in higher education. Original handwritten and word-processed texts of 38 EFL university students were transcribed to their opposite format and assessed by three language lecturers (N = 456 texts, 152 per teacher) to examine the scoring validity of CB and PB tests. The teachers' perceptions of text quality and preferences for assessment modality accounted for the consequential validity evidence of both tests. Findings revealed that the assessment modality impacted teachers' scorings, perceptions, and preferences. The teachers awarded higher scores to original and transcribed handwritten texts, particularly text organization and language use. The teachers' perceptions of text quality differed from their ratings, and physical, psychological, and experiential characteristics influenced their preferences for assessment modality. The results have implications for the validity and fairness of CB and PB writing tests and teachers' assessment practices. [ABSTRACT FROM AUTHOR]

Previous research has documented that students' reading comprehension performance in learning English as a foreign language (EFL) differs greatly between mobile-assisted and paper-based reading. The present study extends previous work by investigating whether reading cognitive load differs between mobile-assisted and paper-based EFL reading processes and exploring whether cognitive load mediates the relationship between reading medium and EFL reading comprehension performance. The instruments used are reading comprehension tests and questionnaire surveys administered to a sample of 191 first-year college students. A repeated-measures analysis of variance (ANOVA) indicates that cognitive load is significantly greater for mobile-assisted EFL reading than for paper-based EFL reading. In addition, structural equation modeling analyses indicate that cognitive load fully mediates the relationships between medium and reading comprehension performance; these mediation effects are independent of the level of English language proficiency. These results imply that cognitive load is a pivotal factor influencing students' reading comprehension across media. Reasons for differences in reading cognitive load and its role as a mediator are discussed. Recommendations for promoting students' reading experience on mobile phones are provided. [ABSTRACT FROM AUTHOR]

This study aimed to enquire about the English foreign language (EFL) doctoral students' perspective, especially in the non-English department, concerning the Indonesian government policy, which obliges an article published in a reputable international journal as a requirement to receive a doctoral degree. Their challenges in publishing their papers in Scopus or Web of Science (WOS)-indexed journals and their resolutions were also analyzed. A mixed-methods technique was used to obtain quantitative and qualitative information. The study consisted of 57 respondents, comprising 25 males and 32 females, who were EFL doctoral students of education departments from five universities. The purposive sampling method with several criteria was used to determine the study participants. Data were then collected through questionnaires and semi-structured interviews. Subsequently, the findings showed that the policy of publishing a paper in Scopus or WOS-indexed journals to obtain an EFL doctoral degree was burdensome to the majority of the students. Other findings showed that the students faced several challenges in publishing their papers in these journals, including language problems, cost of publication, journal selection, lack of experience, duration to publish, writing difficulties, revising, and stress. The actions to resolve these challenges were also provided in this study. [ABSTRACT FROM AUTHOR]

This research explores how paper and online assessments (OA) can affect EFL learners' personal development variables such as self-esteem, mindfulness, demotivation, and language learning development. Sixty intermediate English as a foreign language (EFL) students participated in the current research and were randomly grouped into the experimental group (EG) and the control group (CG). Before the intervention, the data collection tools assessing language learners' self-esteem, mindfulness, demotivation, and language learning development were administered as pre-tests to all the participants. Subsequently, the EG was taught all lessons of the coursebook, Top Notch 2, by utilizing OA while the CG was taught the identical lessons using a conventional (pen and paper) assessment. In the post-treatment phase, the two groups completed the post-tests on self-esteem mindfulness, demotivation, and language learning progress. The study demonstrated that the EG group outperformed the CG group on the four post-tests. The findings indicate that the intervention of OA significantly enhanced language learning outcomes and psychological well-being regarding the measured personal development variables. The enhanced efficacy in the EG group can be ascribed to the utilization of OA during the treatment phase, which has a beneficial effect on academic and personal development. This study also posits that integrating OA augments psychological engagement and language development among EFL learners. It highlights the implications of the results associating teaching EFL via OA with the observed personal development aspects and attributes them to effects of positive psychology. [ABSTRACT FROM AUTHOR]

The paper in hand aims at exploring Moroccan EFL learners' attitudes towards digital reading and word processing as well as the benefits and challenges associated with these two recently spread practices. A convenience sampling technique was utilized by the researchers of the present study to select a sample consisting of 64 EFL learners belonging to the School of Languages, Literature, and Arts, Kenitra. This sample involved 34 males and 30 females whose ages ranged between 21 and 52 years old. The participants were asked to fill out a 5-point Likert scale questionnaire divided into two sections, namely digital reading and word processing. The collected data were then analyzed using the 26th version of Statistical Package for Social Sciences software (SPSS). The findings of the survey indicate that the participants hold positive attitudes towards digital reading and word processing. They also reveal that the informants face challenges in digital reading similar to those they encounter in word processing. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Tikrit University for Humanities is the property of Republic of Iraq Ministry of Higher Education & Scientific Research (MOHESR) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Thematic division of Qur'anic chapters (henceforth, surahs) into paragraphs is a recent trend in translating the Qur'an. This thematic approach refers to the translation of Qur'anic surah based on their underlying themes rather than verse-by-verse translation in a bilingual text. Disregarding source text division, some translators divide each Qur'anic surah into paragraphs with subheadings while translating the surahs into English. This paper aimed to reveal how the division and chosen themes for each paragraph of the surahs often differ among translators who choose this thematic approach to the Qur'an translation. The data is collected from two modern thematic English translations of the Qur'an, namely, The Clear Quran by Khattab (2015) and The Majestic Quran by Hussain (2018). Adopting a descriptive design and qualitative research method, the paper aimed at applying Nord's model of functionalist text analysis to compare the units of analysis selected from three Qur'anic surahs: Q. 86, Q. 87 and Q. 93. These surahs are particularly chosen because they are divided differently in the two translations. The paper queries the impact of thematic translation and text segmentation on the Qur'an translation process, especially in relation to producing loyalty and functional adequacy in the two translations. Nord's functional model was used to explore the effect of thematic translation in conveying the functions for the intended readership without betraying their trust in that they are reading God's word in their own language. The findings emphasise that thematic translation tends to violate rather than maintain the original intended functions (skopos) and loyalty to the source text. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS). Design/methodology/approach: Descriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency. Findings: The study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook–question paper mismatch hampers Bloom's taxonomy-based cognitive skills. Practical implications: This research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes. Originality/value: The research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS. [ABSTRACT FROM AUTHOR]

Copyright of Profile: Issues in Teachers' Professional Development is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper investigates the pattern of -akun- dummy infixation in a secret language of the Kenitra dialect adopting the framework of Optimality Theory. Since previous studies on secret languages in Morocco have focused on the sociolinguistic aspects, this paper attempts to analyze this secret language from a different viewpoint. To our knowledge, this Secret Language has escaped the notice of Moroccan linguists to implement any phonological theory to account for the infixation pattern. Consequently, we show the shortcomings of traditional approaches regarding the location of the infix. Furthermore, we provide evidence that the dummy infix is consistently epenthesized before the vowel of the stem and not after the first or second consonant in the onset position of the stem based on the interaction of constraints. In conclusion, we fill the theoretical gap in the literature on secret languages in Moroccan Arabic. [ABSTRACT FROM AUTHOR]

Engaging students in active learning environments like task-based presentations can be challenging, as several factors influence their motivation. The purpose of this study was to investigate the factors influencing motivation in task-based learning in the English for Presentation course. Thirty undergraduate students who enrolled in the English for Presentation course in the second semester of the 2022 academic year at a university in Bangkok, Thailand, were purposively selected as the participants for the study. The research instrument was the minute paper that students were asked to write about their thoughts and feelings in response to the presented task, which required them to work independently, in pairs, and in groups. The study revealed that students' intrinsic motivation, English proficiency, task relevance, instructor support, and task variety were the factors that influenced their motivation in task-based learning in the English for Presentation course. The study found that the intrinsic motivation of the students was the most significant factor in the English for Presentation course after considering each factor. The findings of this study are valuable to all stakeholders in the learning and teaching process in order to create successful strategies, raise motivation, and promote positive attitudes about English learning and teaching in Thai context. [ABSTRACT FROM AUTHOR]

This commentary presents a nuanced, dialectical, and empowering perspective on research pertaining to language teacher emotions, drawing upon empirical research papers featured in this special issue, as well as other relevant literature in the field of language teacher education. Recognizing the embodied, dynamic, and potentially contested nature of teacher emotional labor, the paper emphasizes the importance of presenting a nuanced portrayal, adopting a dialectical approach, and embracing an empowering mindset when investigating language teacher emotions. It also highlights important directions for future research, advocating for a conceptual shift toward examining teacher emotional labor as a distributed practice with a participatory and transformative orientation. Furthermore, the significance of both "looking inward" to delve into specific types of emotions and their interactions as well as "looking outward" to explore how emotions relate to other crucial dimensions of language teachers' professional practices such as identity, mindfulness, and resilience, is emphasized. [ABSTRACT FROM AUTHOR]

Through this study of the lexicon in learning English as a foreign language, we see that learning the lexicon is a sine qua non for learners since it is thanks to it that they will access effective communication. Also, the integration of digital technology in the teaching-learning of languages is not new, but the web and the great diversity of tools that are increasingly easy to use seem to have had an accelerating effect. So, this research took place in The Ankara University Private Foundation & Anatolian High School (ANKU) in Ankara for the use of digital technology in the context of consolidating lexical memorization in languages. Based on this research, we will ask the question of the effectiveness of memory replays via digital technology in the context of a consolidation of lexical memorization in the medium term versus the use of paper supports. The experiment was carried out in an establishment whose students mainly have a relatively high socio-economic profile. This is a Secondary class, with heterogeneous levels. We will highlight here the fact that in English lessons, students have used the Socrative online exerciser on several occasions since the start of the year on a computer in the computer room for formative assessments (as training and self-evaluation) preceding summative evaluations on paper and that they were therefore accustomed to this digital medium during the experience. [ABSTRACT FROM AUTHOR]

This research aimed to compare two strategies for vocabulary learning (digital-game-based learning and paper-based learning). The research was conducted during the first semester of the academic year 2022/2023. A total of 40 EFL undergraduate students within the Applied English Program of a private university located in the middle part of Taiwan were selected and divided into two groups: digital-based (n = 20) and paper-based (n = 20). The instrument developed by the researcher was pre- and post-vocabulary tests for both groups. The pre-vocabulary test was implemented to identify the level of students' prior knowledge of vocabulary mastery. For the intervention, Kahoot! quiz exercises were conducted weekly for the digital-game-based group, while the paper-based group received the same quiz on paper every week. The post-vocabulary tests showed no significant difference between the students using digital-game-based quizzes and paper-based quizzes during the six-week intervention. [ABSTRACT FROM AUTHOR]

The widespread use of English as a lingua franca (henceforth ELF), namely a contact language between speakers from different lingua-cultural backgrounds (Firth, 1996), has affected all aspects of human activity, including those of English language teaching and assessment. Regarding the latter, its reorientation towards an ELF-aware paradigm that meets the numerous non-native speakers' needs for effective intercultural communication is definitely called for as the number of multicultural EFL classes and the instances of ELF interaction outside the English class are steadily increasing. This reorientation could involve a shift from conventional testing based on Standard English norms towards alternative modes of assessment that reflect the features of intercultural communication and focus on the strategies employed by efficient ELF speakers as these are demonstrated in relevant literature and studies. When it comes to the assessment of oracy skills within a multicultural EFL context, which is the focus of this paper, learners' performance could be assessed through systematic observation and the use of ELF-aware speaking tasks and criteria, whose effectiveness was investigated in a relevant small-scale study, conducted within a multicultural Greek EFL context. This study indicated that despite its excessive demands on time, effort and concentration, observation-based assessment has significant potential in stimulating and promoting the development of communicative oracy skills and strategies. The elements of observation that contribute to its effectiveness are analysed in this paper. [ABSTRACT FROM AUTHOR]

This study is aimed at exploring the perceptions of ESL teachers about ChatGPT as a detriment to analytical writing skills of graduate students. Since the inception of ChatGPT, an AI-powered tool, the argumentative and critical thinking skills of ESL learners are adversely affected. Analytical writing skill is an essential and valuable academic skill that a learner needs to master. The study is descriptive quantitative in nature with a closedended questionnaire as a research tool. Data comprises of a purposive sample of 30 ESL teachers from various public sector universities of Pakistan. Data is analysed via SPSS version 25 where tables are drawn to represent the statistical findings. Results of the study conclude that incorporation of ChatGPT has become a challenge in ESL classrooms because learners have become prone to malpractices of generating content from ChatGPT and plagiarising the subject matter. Consequently, analytical writing skills of ESL students are deteriorating. Theoretical underpinnings of the study are based upon TPACK framework by Mishra and Koehler (2006). The study a recommends institutes to ensure strict plagiarism policies to avoid malpractices of copy-pasting. Moreover, the study recommends ESL teachers to incorporate classroom tasks in order to promote creative ideation among learners. [ABSTRACT FROM AUTHOR]

Recent studies on technology-mediated task-based learning have shown the impact of task design and modality on English as a foreign language (EFL) learning. However, it is unclear what effect technology-mediated tasks have on learners' English language skills. This paper presents a classroom-based study that showed how using technology-mediated tasks impacted students' learning experiences and fostered the development of specific speaking and writing subskills in an EFL secondary education context. Forty-two EFL intermediate learners completed two speaking and two writing tasks from the Cambridge B2 First exam using mobile devices. The participants were divided into a pen-and-paper group (N = 21) and an iPad group (N = 21). Learning outcomes were measured using a pre-test/post-test design with a statistical comparison of ratings across tasks. A qualitative content analysis of lesson observations and student and teacher interviews served as an additional dataset to shed light on learners' experiences. Descriptive statistics revealed that the iPad group achieved higher scores in pronunciation and accuracy (speaking) and essay organisation features (writing). Tasks involving the active use of the tool for content creation, rehearsing speaking performances, and accessing authentic materials were the most successful among students. [ABSTRACT FROM AUTHOR]

This is a quantitative study that focuses on the language education policy of distance learning classes with particular attention to the policies regarding the use of the first language in teaching the second language. Previous studies show that the viewpoint of teachers and students, who are involved in distance learning, towards policies of the English language departments of Saudi universities has not been explored before. The main objective of this paper is investigating teachers’ and students’ awareness of the English department’s policy regarding L1 in distance learning classes and the participants’ attitudes towards using L1 in the distance learning classes of L2. Teachers of English as a foreign language with various academic ranks and undergraduate students from different colleges took part in this study. The main research tool of this study is an online questionnaire. The same questionnaire was given to the two types of participants. Data analysis shows that the majority of the participants were not familiar with the policy of the English language department regarding the use of L1 in distance learning classes. Data analysis indicates that both teachers and students acknowledged that they use L1 in the distance learning classes. On the other hand, half of the teachers contended that L1 enhances students’ comprehension in the distance learning classes whereas the vast majority of the students supported this argument. Policy-makers in the English language department are invited to implement an “English-mainly” policy that perceives students as bilinguals. [ABSTRACT FROM AUTHOR]

Since the advent of computer-mediated communication (CMC) technologies, the landscape of education, especially in English Language Teaching and learning, has undergone significant transformations. Academic writing, a key skill in this context, has witnessed notable benefits from technological advancements, particularly in the contemporary era. One prominent technology reshaping the academic landscape is ChatGPT. While it offers abundant learning opportunities for second language learners and teachers, it also poses significant ethical challenges. This paper provides an overview of the opportunities and challenges presented by ChatGPT and other AI-based technologies concerning writing skills, specifically academic writing in English as a second language. The study includes a descriptive account of my interview with ChatGPT regarding the opportunities that it has presented and the challenges posed for L2 students and teachers. The interview results indicate that ChatGPT can be employed in various ways to enhance the second language writing process for both students and teachers, notwithstanding the latter's reservations about its ethical implications. In addition, the paper offers some practical activities that can be implemented in L2 academic writing classes. [ABSTRACT FROM AUTHOR]

Arabic students frequently encounter errors while learning English as a second language (ESL). This study investigates prevalent interlingual and intralingual errors observed among Arabic learners of English. The authors posit that by addressing morphological, lexical, and semantic inaccuracies, English instructors can assist Arabic learners in cultivating a more comprehensive and nuanced proficiency in the English language, thereby enhancing their communicative abilities across various contexts. The instructional strategies explained in this paper offer valuable insights for ESL teachers and tertiary-level Arabic students aiming to mitigate or eliminate such errors. Additionally, the teaching recommendations presented in this paper serve as beneficial resources for experienced and novice instructors, facilitating the reduction of errors commonly encountered by Arabic students in their English language acquisition journey. [ABSTRACT FROM AUTHOR]

Content knowledge is one of Shulman’s teacher knowledge. In no small measure, content knowledge promotes learning and contributes to students’ learning outcomes. The knowledge of what to teach is a key requirement for effective teaching. This paper assesses the subject matter knowledge that Literature-in-English teachers possess and reveals subject content areas where they exhibit high mastery. This paper examines whether teachers’ content knowledge could predict students’ achievement in and attitude to Literature-in-English. The study is a descriptive research of the survey type. Data were collected through four research instruments: a classroom observation scale, a classroom content knowledge checklist, a self-constructed students’ questionnaire and an achievement test. Data collected were analyzed using descriptive and inferential statistics. The participants consisted of 632 students who were taught Literature-inEnglish and 127 Literature-in-English teachers. Findings revealed that the observable elements where mastery was shown are knowledge of elements of literary works and literary appreciation skills. However, the study showed that there is knowledge gap in language development and knowledge of values. The findings show that teachers’ content knowledge predicted students’ learning outcomes (achievement and attitude) in Literature-in-English. The findings raised concerns about pedagogical implications and recommendations for concerned education stakeholders [ABSTRACT FROM AUTHOR]

The use of translation as a method for teaching English for Specific Purposes has recently gained attention. Historically speaking, the use of translation has been regarded as a constraint to learning a second language, especially considering the negative reputation of the Grammar-Translation school. However, current research has shown that translation could be used as an effective teaching method in ESP classes at the university level. This research aims to scrutinise published research about translation employment in ESP classrooms. The paper scrutinises 25 Articles using inductive thematic analysis. The articles under scrutiny resulted from a systematic literature search of Google Scholar, Web of Science, and Ebsco. The inductive thematic analysis led to the discovery of themes linked to the learner and translation activities and teaching practices, including defining learners’ level, course specifications and designing, academic and administrative instruction, translation as a communication tool, enhancing speaking accuracy, consolidating the learners' lexical repertoire and strengthening comprehension skills. Implementing translation activities in ESP classrooms is prominent in consolidating the four skills. The results of this paper suggest that the application of Translation in ESP classrooms as an aiding tool is a pivotal issue that English language teaching practitioners should consider. [ABSTRACT FROM AUTHOR]

This paper presents a critical examination of the classification of Denial within Speech Act Theory, advocating for its redefinition from an assertive to a directive speech act. Drawing upon the foundational principles established by J.L. Austin (1962) and further developed by John Searle (1969, 1979), the study applies Searle's twelve dimensions of illocutionary acts to Denial. Through this analytical framework, the paper demonstrates that Denial transcends the mere negation of propositions, actively engaging in modifying the hearer's beliefs or actions, a characteristic inherent to directive acts. The analysis highlights the dual nature of Denial, which not only contests a given proposition but also, and more importantly, endeavours to influence the listener's perspective or behaviour. This re-evaluation challenges traditional views and enriches the discourse on linguistic pragmatics by advocating for a more nuanced and context-sensitive approach to speech act classification. By reclassifying Denial as a directive, this study contributes to a deeper understanding of communicative practices, emphasising the strategic use of language in social interactions and the complex dynamics of speech acts in communication. This reassessment calls for a broader reconsideration of speech act classifications, marking a step towards a more comprehensive representation of language functions within linguistic pragmatics and opening avenues for future research. [ABSTRACT FROM AUTHOR]

Purpose: Since a thorough understanding of the impact of the COVID-19 crisis on the teaching profession in general and on TESOL teacher education in particular will take some time, this paper sheds some light on the associated psychological and emotional challenges faced by EFL student teachers in learning to teach in a practicum setting under pandemic conditions. Design/methodology/approach: Drawing on Vygotskian sociocultural theory as a framework for teacher professional development and based on a narrative qualitative research design, this study explores and makes sense of 36 EFL student teachers' narratives or reflections on their perceived psycho-emotional challenges when adapting to the complex, ever-changing, uncertain and challenging reality of the crisis. Findings: The study reported perceptions of uncertainty, psychological pressure and stress, as well as feelings of emotional vulnerability such as being overwhelmed by heavy workload, time pressure or constraints, frustration, powerlessness and anxiety among EFL student teachers during their learning-to-teach process. Originality/value: This study concludes that student teachers must prepare themselves for a VUCA world in terms of reflective practice and emotional flexibility to effectively manage their psychological pressures and emotional vulnerability in uncertain and challenging times. [ABSTRACT FROM AUTHOR]

This paper reports the findings of a critical qualitative study on trauma-informed teaching of English as a second language (ESL) at Australian universities. Post-traumatic stress affects verbal learning, yet most ESL teachers do not receive training in trauma-informed teaching. The field has suffered from a dearth of empirical studies and absence of student voice. This study used a validated tool to measure the post-traumatic stress of 39 participants, including international students and former refugees. Twenty of these completed semi-structured interviews about the ESL learning environment, based on a framework of trauma-informed principles. Data were analysed using critical, qualitative methods through a trauma-informed lens. A major theme in the findings was the importance of ESL teachers' understanding of students. Within this theme, four sub-themes are explored: personal engagement and attention, acceptance and understanding of the learner role, understanding the lives of students outside the classroom and an understanding of students' cultures. [ABSTRACT FROM AUTHOR]

Few empirical research has attempted to determine the impact of Intelligent Computer-Assisted Language Assessment (ICALA) in philosophy-based language instruction (PBLI) on critical thinking, self-evaluation, and academic resilience, despite the significant role that higher-order thinking skills play in influencing English as a Foreign Language (EFL) learners' cognition, including their learning processes. This research addresses this knowledge vacuum by examining how ICALA in PBLI influences the development of the four primary abilities associated with critical thinking, self-evaluation, and academic resilience. A quasi-experimental strategy was used in this study among 81 EFL learners. The participants were split into two groups: one to participate in the experiment and another to serve as a control. The books for both groups were revised or supplemented according to the underlying PBLI principles. The control group (CG) students were exposed to paper format assessment. In comparison, the experimental group (EG) attended ICALA. The statistical significance of the differences between the two groups was determined using multivariate analysis of variance (MANOVA). The results demonstrated that the learners in EG outperformed their peers in CG foreign language-speaking development. Moreover, they received better critical thinking, self-evaluation, and academic resilience results. [ABSTRACT FROM AUTHOR]

Although engagement in the language learning process is important for students' language outcomes, factors that contribute to it are underexamined. Therefore, the aim of this study was to explore the roles of individual differences (growth language mindset and academic emotion) in shaping foreign language (FL) engagement. A total of 1,738 Chinese undergraduates (790 males and 948 females) studying English as a foreign language (EFL) completed questionnaires measuring their growth language mindsets, positive emotions (enjoyment, pride and hope), negative emotions (anger, anxiety, shame, hopelessness and boredom) and engagement during the English learning process. Correlational analyses revealed positive relationships between growth language mindsets, positive emotions, and engagement; and negative relationships between negative emotions and the three other variables. Structural equation modelling analyses showed that both positive and negative emotions were partial mediators between growth language mindset and engagement in FL learning, with positive emotions demonstrating larger effects. The findings are indicative of a motivation–emotion–behavior path in the EFL context. The theoretical and practical implications for language learning and teaching are discussed in this paper. [ABSTRACT FROM AUTHOR]

The use of graded readers, whether compulsory or optional, is a common practice in many secondary schools in Spain. Many English departments include these readers in their annual teaching programmes because their use promotes effective learning and improves students’ language skills, both productive and receptive. The main objective of this paper was to examine the material that publishers included in their collections of graded readers for the subject of English as a foreign language in the 4th year of Compulsory Secondary Education (CSE). For this purpose, a mixed study was conducted following a concurrent design and using a 16-item questionnaire developed by the researcher and validated by several experts according to Lawshe’s content validity ratio model. The sample analysed 173 graded readers belonging to nine publishers with such material for CSE by means of a parametric analysis of variance (ANOVA). The research hypothesis was that publishers do not include the same material in their graded readers’ collections. The research results confirm that not all publishers include the same material in their collections. [ABSTRACT FROM AUTHOR]

Understanding the realities of feedback practices and activity uses in writing classrooms is key to optimizing them. This study attempted to profile Saudi university English writing teachers' uses of feedback delivery modes, error correction strategies, and learner-centered feedback activities. The study drew upon the qualitative approach by using an open-ended questions to explore and gain an in-depth understanding of teachers' feedback provision practices and activity uses. Open-end questionnaire responses were collected from 74 English writing teachers working at eight Saudi universities. The results revealed that handwritten and oral feedback modes are more dominant in the teachers' practices than electronic and audio-recorded modes. Additionally, a relatively larger number of the teachers reported using direct and comprehensive error correction strategies more than indirect and selective ones. A considerable number of the teachers were found to use combinations of feedback modes, direct-indirect and comprehensive-selective error correction forms. With regard to their use of learner-centered feedback activities, a larger number of the teachers reported making use of peer feedback in their classes but neglecting student self-evaluation and automated writing evaluation activities. The paper discusses the implications pertinent to improving feedback provision practices and activity uses in the Saudi university context. [ABSTRACT FROM AUTHOR]

Learning a second language is a life-long process requiring acquaintance with a repertoire of language learning strategies (LLS). Despite copious research on LLS and their role in fostering autonomous learning, few studies have examined strategies employed when trying to master specific subsystems of the target language, especially grammar. Meaningful communication in a second language hinges on implicit or highly automatized grammar knowledge, which, given the limitations of classroom-based grammar instruction, must for the most part be developed by learners themselves outside the classroom and this can best be achieved through adept use of grammar learning strategies (GLS). Our knowledge of the GLS, however, is scant, an issue that can be addressed either by designing reliable GLS measurement instruments or revalidating the few existing ones. This study adopts the latter approach by investigating the psychometric properties of Pawlak's (2018) Grammar Learning Strategy Inventory (GLSI) in the Chinese context. The tool was administered to 923 English majors, and the responses were subjected to exploratory and confirmatory factor analyses. We found that all seven strategy categories included in the original instrument showed acceptable composite reliability and discriminant validity. The paper concludes by suggesting further revalidation of the GLSI and proposing avenues of research that employ methodological innovations to shed further light on GLS. [ABSTRACT FROM AUTHOR]

This paper aims to evaluate the ESL student-teachers' English proficiency levels and analyze the associated test instrument's quality features such as reliability, validity, practicality, authenticity, and washback. The study was conducted at EFL University with a cohort of 18 student-teachers from diverse mother tongue backgrounds. The proficiency test comprised four sections, i.e., reading, vocabulary, grammar, and writing, each contributing to a total score of 50 marks. Multiple choice questions (MCQs) were employed to ensure objectivity in scoring and evaluation. The analysis of the proficiency test instrument focused on its practicality, construction, administration, scoring, and ease of interpreting results. Data obtained from the test were analyzed using the mean scores of each test-taker, with particular reference to the performance in each section. The findings indicated that the test-takers performed uniformly as a group. They further demonstrated a uniform level of performance among the student-teachers, with the proficiency test fulfilling its intended purpose. The test appears to meet all established criteria for a standard assessment instrument. [ABSTRACT FROM AUTHOR]

The research paper explores different appropriation strategies of English language in Pakistani English literature. The research examined various appropriating techniques and the reasons behind using these techniques in short story Mamoon Ji by Tariq Rahman. English has become the lingua franca in the world. So, the writers tend to appropriate language in their writings from all over the world. The same phenomenon has been observed by the researchers in Tariq Rahman’s writing. The researchers analyze the text and apply Ashcroft’s theory of appropriation (2002) to investigate five appropriation strategies like glossing, untranslated words, syntactic fusion, vernacular transcription as well as code-switching. Many Urdu words have been analyzed along with Arabic words and Punjabi phrases at lexical and sentence levels. The focus remains on how Rahman employs the language appropriation techniques to convey themes, represents cultural contexts, and construct characters. The study provides the significant information in examining the issues, extracting desired information & reaching outcomes. The outcome of current study has far-reaching implications from different viewpoints as it can be useful for pedagogy in teaching Pakistani English literature. [ABSTRACT FROM AUTHOR]

This paper explores the complexities of language and identity in contemporary South Africa. The on-going English-Afrikaans debate points to broader issues of power and identity. Several scholars have convincingly shown Afrikaans as inextricably linked to Afrikaner nationalism. During apartheid, Afrikaans was contentious as the language of the ruling elite and tool for Black oppression. This paper investigates how Afrikaans-speaking Coloured learners are caught in the debates around language and racial hierarchies. Results of the study show some scepticism about learning English in a predominantly Afrikaans-speaking Coloured township community. While a "progressive" part of the community strongly associates English with elitism and power, a more "conservative" part views English as a threat to the preservation of Coloured identity. The study concludes that in spite of Afrikaans' awkward position in South Africa's linguistic historiography as the language of the oppressor and the oppressed, it should be considered a marker of Coloured identity. Finally, this study adds to our understanding of racialized identities and in-betweenness as regards language (and cultural) identities in South Africa. [ABSTRACT FROM AUTHOR]

The present paper seeks to explore the contextual factors shaping the emotional labour experiences of secondary school teachers and explain the ways these educators manage their emotions. Data were generated through a series of 20 in-depth, semi-structured interviews with modern language (ML) teachers in the UK. The findings showed that teachers experienced primarily negative forms of emotional labour and these experiences were driven by five interrelated contextual factors: the lack of institutional support, heavy workload, low perceived status of MLs, students' lack of motivation, and classroom misbehaviour. To manage their emotions, the study reveals that teachers used a wide range of coping mechanisms such as suppression, venting, social support, positive reframing, and the development of positive student–teacher relationships. In light of our results, we call for the emotional dimension of teaching to be better integrated into training programmes, an improvement in working conditions and better support mechanisms for teachers. [ABSTRACT FROM AUTHOR]

The advancement of technology in the current world is leading to the changing of the learning process in the educational field. This study aimed to explore the use of Wattpad to enhance the writing skills of EFL learners following the integration of ICT for educational purposes based on the effect of the application and the student’s perceptions. The study used a mixed method to examine the data provided both numerical and non-numerical. The samples of this study were 80 participants at a state university in Central Java, Indonesia. The investigation conducted was related to EFL. The data of this study were collected through tests and a survey which was distributed online. This study revealed that there was a significant difference between students who were taught using Wattpad and those who were taught using paper-based writing (sig. 0.016 < α). Moreover, there were positive perceptions from the participants toward the use of Wattpad to enhance writing skills. Wattpad was perceived as a pleasurable media of learning where students could express various emotions, ideas, and thoughts. It gave chances to students to develop their writing. Further, this study is expected to give insight into future research related to the investigation of the use of Wattpad in developing writing skills. [ABSTRACT FROM AUTHOR]

The current study examined 150 emails sent by Saudi female English as a foreign language (EFL) undergraduate students to their instructor. Greetings (opening moves) and farewells (closing moves) were investigated, exploring how social and interactional factors affected the politeness strategies and language formality employed. The study analyzed the types of opening and closing moves and the students’ ability to use formal forms, considering the formality of the context and their awareness of social distance. Most of the emails did not include opening and closing moves, suggesting a low awareness of politeness strategies. Opening moves were used more frequently than closing moves and when greetings were used in the opening moves, formal greetings were more frequent than less formal ones. Moreover, the use of greetings was affected by the students’ first language. The paper concludes with recommendations to enhance EFL students’ knowledge of politeness strategies. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Education Research (1680-6360) is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the English for Academic Purposes (EAP) classroom, speaking is a relatively marginalised learning activity, often employed merely to facilitate transition between activities which prioritise communication skills deemed more important. A significant consequence of this privation is limited practice in situated discourse. This paper presents a theorised account of an instance of situated discourse: Quality Talk in a reading circle within an EAP classroom. With reference to a single dialogic spell unfolding around a specific issue, I examine participants' verbal transactions and the ways in which these enhance high-level comprehension of text. Overall, this account seeks to highlight the efficacy and affordances of situated discourse as a social mode of cognition in EAP instruction. [ABSTRACT FROM AUTHOR]

Throughout the past years, written corrective feedback has been a constant part of second language teaching more specifically, teaching writing in ESL learners and it gained its status when it proved its efficacy in this field. Many claimed that written corrective feedback has a positive influence on the writing skills of the ESL learners and that's why according to Ferris & Hedgcock, 2005 feedback has been an investment of time and energy, eclipsing even the amount of time spent preparing and conducting lessons. Cognizant to this, the researcher is in pursuit of the lived experiences of the senior high school students regarding the written corrective feedback they received from their teacher. It also includes the reactions of the participants and personal experiences. This study employed methods on phenomenology under qualitative research design for it plays a vital role in underscoring the lived experiences of the participants. Based on the result of this study, the participants had positive reactions regarding the written corrective feedback they received. Moreover, through the given feedback, the participants revised their works and take better decisions on revising. The following conclusions were drawn: First, written corrective feedback helps learners identify their mistakes. Second, when learners received it, they tend to immediately revise their papers. Next, corrective feedback mechanism is proposed as the output of the study since it helps the learners identify their mistakes and learn from it. Lastly, written corrective feedback should be given by the teachers to the learners and be done immediately and religiously. [ABSTRACT FROM AUTHOR]

In order to facilitate the instruction and acquisition of EFL writing, this paper compares the uses of the light verb get in English writing by Chinese and L1 undergraduates by drawing on insights from the theory of norms and exploitations (TNE). Corpus pattern analysis (CPA) is conducted to analyze the data taken from two comparable corpora of Chinese EFL learners' and L1 undergraduates' writing, unveiling both similarities and disparities between the two groups in terms of the patterning of get. Regarding similarities, most of the prototypical patterns identified in the two target corpora are identical, and both corpora show innovative exploitations of norms. In terms of differences, Chinese undergraduates misuses get in their writing in a varied but recognizable way. In addition, Chinese undergraduates are more likely than L1 undergraduates to overuse high-frequency patterns and semantic roles but underuse low-frequency ones, which may result in a lack of diversity in the range of patterns and complements. Chinese undergraduates' uncertainty of registers is another notable feature in their writing. Based on the findings, the paper further discusses the implications for the teaching and learning of writing in EFL contexts. [ABSTRACT FROM AUTHOR]

This research paper deals with self-confidence and how the application of Neuro-Linguistic Programming (NLP) technique, six-step reframing, plays a crucial role in students' self-confidence in the English as a foreign language (EFL) classroom. It analyses the effectiveness of incorporating NLP six-step reframing on students' self-confidence levels across different age groups, cultural backgrounds, and academic settings. This provides an opportunity for learners to gain self-confidence, helping them to truly believe in themselves, and allowing them to feel 'seen, heard, and understood'. Reframing, drawing from Neuro-Linguistic Programming (NLP), enables learners to see mistakes as an integral parts of learning process and also helps to refine their skills which are crucial for language acquisition. The research includes sixty-six students who differ based on criteria such as age, cultural backgrounds, and learning experience. Quantitative methods through questionnaires and qualitative methods, through observation and interviews, have been helpful in conducting this research paper. The results have shown a significant effect of incorporating NLP's six-step reframing within the pedagogical framework, shedding light on its potential to empower students' self-confidence challenges commonly encountered in language learning environments. The study has shown that, even students encounter difficulties or setbacks in language learning, the incorporation of six-step reframing technique has proven to be a transformative approach. By systematically identifying dissatisfaction, establishing clear signals, alternative behaviors, eliciting positive intentions, and encouraging students' self-confidence in learning a foreign language. This psychological tool not only contributes to language proficiency but also empowers students to navigate the complexities of the EFL classroom with confidence and adaptability. [ABSTRACT FROM AUTHOR]

The rapid technological advancements have recently paved the way for a new era of language instruction. Amongst the technological tools which have emerged recently is ChatGPT. This study explores students' attitudes towards utilizing ChatGPT for acquisition of writing skills in English as a foreign language (EFL). Conducted during the first semester of the academic year 2023-2024, the study involved fifty-two students at a private university in Sharjah who were taking an English language course during the implementation of this study. The study used a mixed-methods design to investigate students' attitudes and quantify the findings. Two study tools were employed: a questionnaire and a semi-free interview. Comprising ten items, the questionnaire measured students' attitudes towards using ChatGPT for acquiring writing skills whilst at the same time focusing on higher-order thinking skills as they are related to effective writing. The semi-free interview, on the other hand, included the advantages and drawbacks of utilizing ChatGPT-based essay writing versus self-dependent essay writing. The findings indicated that most subjects confirmed ChatGPT's effectiveness in saving time and ensuring language accuracy. However, the progress one could make in acquiring writing skills and enhancing higher-order thinking abilities could not be seen significant. The paper concludes with recommendations for researchers to consider. [ABSTRACT FROM AUTHOR]

This paper presents the integration of generative artificial intelligence (GAI) and other AI tools in English as a Foreign Language (EFL) education, addressing the limitations of traditional pedagogical approaches. Conventional EFL methods, often reliant on rote learning for standardized tests, struggle to impart practical language skills relevant to real-world scenarios. By leveraging AI technologies, this study proposes innovative solutions to these challenges, creating authentic, context-rich learning environments and facilitating creative integration of technology for language acquisition. The synergy between GAI and other technology tools enables the creation of immersive language scenarios, offering tailored exercises and narratives that cater to individual proficiency levels and learning objectives. This collaborative approach empowers both teachers and learners to generate their own content, thereby enhancing comprehension and confidence across diverse linguistic contexts. By transcending traditional teaching methods, the integration of GAI with other tools emerges as a transformative catalyst in language education, providing learners with authentic language practice opportunities and empowering them to engage with English in innovative and personalized ways. The paper concludes by urging EFL educators to embrace AI not merely as supplementary resources but as integral components in redefining pedagogical strategies, ensuring the development of more engaging, tailored, and effective language learning environments. [ABSTRACT FROM AUTHOR]

This paper outlines a classroom-based study on the timing of explicit language instruction. It also provides an alternative to the CALF (Complexity Accuracy Lexis Fluency) framework for analyzing learner language, which may not always be appropriate for EFL contexts. Two groups of learners, assigned to either a TBLT or a PPP condition, completed a speaking task. A follow-up task was given three months later, but with no explicit language focus for either group. Data from these interactions were analyzed for use of target grammar structures and overall speaking proficiency. Results suggest that explicit introduction of language through PPP benefits immediate task performance, but that ultimately post-task focus on language through TBLT leads to greater language development. The framework for analysis was effective in showing differences in performance between the groups in this context. [ABSTRACT FROM AUTHOR]

This paper presents insights from two interview studies with the aim of shedding light on the learning potential of studying abroad in an area where English is used as a lingua franca. The majority of previous research on study abroad focuses on students' experiences of studying abroad in target-language regions, for example learners of English studying abroad in English-speaking countries. To date, the learning potential of spending time in English as a lingua franca (ELF) contexts remains an under-researched area. The present paper draws on two separate interview studies that have been conducted with five Turkish and five Swiss study abroad students that stayed in different European ELF contexts as part of their studies at higher education institutions. The data suggests that even though the participants still partially adhere to native speaker norms, they also discuss a number of characteristics of English as a lingua franca study abroad (ELFSA) contexts that they deem conducive to learning English and enhancing their plurilingual competences. [ABSTRACT FROM AUTHOR]

With the deepening of the research on emotional factors, foreign language anxiety (FLA) has become the focus of researchers in the field of foreign language learning (FLL) and teaching. This paper aims to provide an overview of the historical trajectory of FLA research that has been published in System between 2004 and 2023. While examining the retrieved 49 studies, focus has been laid on the methodologies including research instruments, methods, participants, major themes and key findings of FLA research. Although almost all of the studies employed quantitative and mix-methods methodologies, questionnaires and semi-structured interviews were the most preferred research methods. FL learners from 21 countries/regions were represented, but a significant number of the studies came from China, Japan and Iran. And an overwhelming majority of the studies focused on FLA among the learners learning English as a foreign language (EFL). The review concluded with some research lacunae and possible directions for future research on FLA. [ABSTRACT FROM AUTHOR]

Reflective journal writing is a pedagogical tool commonly used to help English as a foreign language (EFL) students develop and refine their reflective reasoning. Previous research has provided strong evidence in support of the effectiveness of this tool in promoting this mode of reasoning, but much of how it does so remains unclear. These studies do not explain how reflective journal writing enhances reflective reasoning as the focus was on the end-product, that is, on the cause-and-effect relationship. Therefore, more research is required to understand this developmental process and make it clear and explicit. The aim of this paper is to describe and discuss how reflective journal writing makes students engage in reflective reasoning and develop this skill. To achieve this purpose, a narrative review of the literature was undertaken. The analysis of the literature showed that the developmental process of reflective thinking through reflective journal writing occurs by activating and catalyzing reflective reasoning and making this thinking process visible to both educators and students, which is essential for its evaluation and improvement as well. This paper contributes to the understanding of how reflective journal writing stimulates reflective reasoning to inform didactic practices and optimize the outcomes. [ABSTRACT FROM AUTHOR]

Good communication makes it easier for us to connect with the community and other individuals with various backgrounds. Language is also a catalyst for us to understand ourselves and others, and is the key that opens the window of our world’s view. Every aspect on human life is very dependent on the proficiency of language skills. The goal of this paper was to see how the use of Instagram improved the students’ EFL writing ability. The method used to conduct this paper was Systematic Literature Review. There are 10 articles from various journals that are analyzed and synthetized to extract the data from. Based on the authors finding, the use of Instagram brought forth positive improvement on the students’ writing ability, as well as their motivation in language acquisition study. [ABSTRACT FROM AUTHOR]