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The current study aimed to explore receptive and productive vocabulary knowledge among 278 (N = 278) freshmen EFL students in Bosnia and Herzegovina. Their vocabulary knowledge was measured by Vocabulary Levels Tests targeting words that belong to 2000, 3000 and 5000 frequency levels. This vocabulary knowledge was assessed in relation to a few factors, namely, the self-rated overall English proficiency, the average EFL grade during elementary and high school, the type of high school attended, and the length of formal EFL learning. The students achieved much higher scores on the receptive than productive knowledge measure, the former ranging from M = 9.94 to M = 13.95, and the latter from M = 4.45 to M = 8.78, with the gap between receptive and productive scores being the greatest between scores for 3000 frequency level words. The results of MANOVA and ANOVA statistical tests showed that all the aforementioned factors, except for the length of learning English, significantly impacted both receptive and productive EFL vocabulary knowledge. This study is expected to significantly contribute to current understanding of EFL learning, and vocabulary knowledge development as its integral part, in the Global South context. It will offer both students and teachers a valuable assessment of the current situation, along with practical guidelines for further improvement in this respect. [ABSTRACT FROM AUTHOR]

Cooperative learning, cultural intelligence and learning English as a foreign language (EFL) represent important concepts in contemporary education, particularly in a diverse environment where students need to collaborate with individuals from different cultural backgrounds. This study aimed to investigate the interrelationships among cooperative learning, cultural intelligence, EFL motivation, achievement, and grade point average (GPA). The previously developed and validated questionnaires were used for data collection, while convenience sampling was applied to select 211 participants studying at a high school level. A Confirmatory Factor Analysis was performed to determine the reliability and a Structural Equation Modeling approach was employed to test the measurement and the hypothesized model. The results showed that cooperative learning positively predicted students' cultural intelligence and EFL motivation, which was a significant predictor of EFL achievement. Furthermore, cooperative learning negatively predicted EFL achievement, and insignificantly predicted GPA, while cultural intelligence insignificantly predicted both GPA and EFL achievement. These results may contribute to a broader understanding of the relationship between the investigated constructs, and may help instructors design effective classes that will imbed key components of cooperative learning and increase students' motivation, cultural intelligence, and learning success. [ABSTRACT FROM AUTHOR]

Since the COVID‐19 pandemic prompted numerous global changes, educational institutions in Bosnia and Herzegovina were forced to adapt their educational approaches, with schools and universities implementing alternative teaching and learning practices. Thus, this study aimed to investigate students' perspectives on the digital transformation of higher education in Bosnia and Herzegovina, including their preferences for hybrid, online, or face‐to‐face teaching models, their internet habits and readiness for e‐learning, their attitudes and satisfaction with online learning, and their computer anxiety. The research sample consisted of 330 students studying in a variety of fields and academic years at both public and private universities. The data was gathered via an online questionnaire. A multinomial logistic regression analysis revealed a significant effect of students' field of study, year of study, and university status on their preferences for hybrid, online, and face‐to‐face classes. However, the MANOVA test revealed that the aforementioned factors have an insignificant effect on students' internet habits and readiness for e‐learning, attitudes and satisfaction with online learning, and computer anxiety, all of which have an insignificant impact on student's academic achievement as determined by standard multiple regression analyses. Additionally, multivariate analysis revealed that students' preferences for hybrid, online, and face‐to‐face classes have a significant influence on their internet habits and readiness for e‐learning, attitudes, and satisfaction with online learning, and computer anxiety. The findings of this study may aid in a better understanding of tertiary education's digital transformation and the improvement of educational policy, curricula, and instructional and learning strategies. [ABSTRACT FROM AUTHOR]

The current study examined anxiety, neuroticism and extraversion amongst Bosnian high school and university students who were studying English as a foreign language (EFL). By employing the Public Speaking Class Anxiety Scale and the Big Five Inventory (BFI) test, the authors showed that this group of students was characterised by a relatively high level of extraversion and a medium level of neuroticism and anxiety about public speaking in class. The study further investigated the variation in both personality traits and anxiety based on gender, the level of education and out-of-school exposure to English as the target language. The first two factors had an insignificant effect on personality traits and anxiety, whereas out-of-school exposure to English proved to be significant in all contexts. Finally, the multiple regression analysis suggested that anxiety, extraversion and neuroticism were not significant predictors of students' average EFL grades, while extraversion was a significantly positive predictor and anxiety was a significantly negative predictor of the students' self-reported EFL knowledge. The study contributes to the further individualisation of formal language teaching and learning, as well as to the promotion of the development of independent life-long learners. [ABSTRACT FROM AUTHOR]

Being syntactically and semantically fairly complex, conditional clauses are a rather troublesome area in the English grammar, even when the learners' focus is directed only towards the three basic patterns. In spite of English language learners' prolonged exposure to these constructions, major errors are still detected in their production. Particularly problematic are imaginative conditional clauses, with their two subtypes, namely present/future hypothetical/counterfactual and past counterfactual conditional clauses, which are considered to be more marked and containing more morphological material than real conditional clauses. However, two subtypes of imaginative conditional clauses also differ in markedness, with past counterfactual conditional clauses being more marked than present/future hypothetical/counterfactual conditional clauses. Thus, the present study aims to explore whether 103 Bosnian university-level English-majoring students face more difficulties in the production of past counterfactual conditional clauses than present/future hypothetical/counterfactual conditional clauses on different types of tests, namely the English-Bosnian translation test, the Bosnian-English translation test, the rewriting test and the fill-in-the-blank test. Moreover, it aims to investigate whether some external factors, such as grade-point average and grade level, have a significant effect on the use of these conditional clauses. The research results point to the students' slightly higher results obtained in the use of past counterfactual conditional clauses overall and on two different tasks, namely the English-Bosnian translation test and the rewriting test. Moreover, the results also indicate that the students' GPA from grammar-teaching courses and their grade level have a significant effect on the overall and individual use of two subtypes of imaginative conditional clauses. [ABSTRACT FROM AUTHOR]